Hafiza Ilma Putri

COMMUNICATIVE LANGUAGE TEACHING (CLT): A GOOD APPROACH FOR TEACHING ENGLISH

Introduction

Communicative language teaching (clt): a good approach for teaching english. Learn about Communicative Language Teaching (CLT) for English. Explore its benefits, practical communication focus, student-centered methods, and implementation challenges.

Abstract

One popular and successful approach to teaching English is Communicative Language Teaching (CLT). This method places a strong emphasis on the value of communication, practical language use, and cultural significance in language acquisition. This essay explores the theoretical foundations of CLT, how it is used, and the findings of numerous scholarly investigations. Expanded by academics such as Richards (2006) and Savignon (2018), CLT integrates linguistic, sociolinguistic, and pragmatic abilities to promote holistic language development. It is based on Hymes' (1972) notion of communicative competence. Through interactive, studentcentered activities including role-playing, group projects, and simulations, CLT improves students' fluency, accuracy, and self-confidence, according to research from Thailand (Jansem, 2019) and Indonesia (Istiantika et al., 2023). Despite the fact that CLT has numerous advantages, there are obstacles to its implementation, such a lack of resources, big class sizes, and different teacher skill levels (Richards, 2006; Butler, 2011; Istiantika et al., 2023). In order to create inclusive classroom environments and facilitate effective communicative tasks, teachers are essential (Littlewood, 2013; Jeon, 2009). This paper demonstrates how CLT prioritizes interaction and real-world language use in order to address the drawbacks of conventional language training approaches. However, sufficient teacher preparation, institutional support, and contextual adaptation are necessary for the effective application of CLT (Bax, 2003; Spada, 2007). This study highlights the transformative potential of CLT in altering English language education and preparing students for communication in a globalized environment by analyzing regional and global studies.

Review

This paper offers a comprehensive overview of Communicative Language Teaching (CLT) as a highly effective approach for English language instruction. The abstract indicates a clear intention to explore CLT's theoretical underpinnings, practical applications, and the empirical evidence supporting its efficacy. By positioning CLT as a valuable method that prioritizes communication, practical language use, and cultural relevance, the study aims to address the limitations of conventional language teaching methodologies and highlight CLT's transformative potential in a globalized educational landscape, preparing students for real-world communication. A notable strength appears to be the paper's robust theoretical grounding, tracing CLT's origins to Hymes's concept of communicative competence and its expansion by prominent scholars like Richards and Savignon. The abstract details how CLT is implemented through interactive, student-centered activities such as role-playing, group projects, and simulations, which are demonstrably effective in enhancing students' fluency, accuracy, and self-confidence. The inclusion of findings from both regional studies (Thailand, Indonesia) and global investigations lends empirical weight to its arguments, showcasing the method's real-world impact. Furthermore, the acknowledgment of challenges in implementation, such as resource limitations, large class sizes, and varying teacher skill levels, provides a balanced perspective, underscoring the complexities involved in educational reform. While the paper effectively outlines the benefits and challenges of CLT, a deeper exploration of specific, actionable solutions to these implementation obstacles would significantly enhance its practical utility. The abstract mentions the necessity of sufficient teacher preparation, institutional support, and contextual adaptation; the paper could further elaborate on best practices or models for achieving these, perhaps drawing more granular insights from the cited regional studies. Additionally, given the declarative nature of the title, a more nuanced discussion or comparative analysis with other contemporary language teaching methods could further strengthen the argument for CLT's particular efficacy. Overall, this paper provides a valuable synthesis of CLT's strengths and implementation considerations, making a relevant contribution to the ongoing discourse on effective English language education.

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