WHY CLT IS AN APPROACH NOT A METHOD

CLT stands for Communicative Language Teaching, and it is often referred to as an approach rather than a method in teaching languages. An approach reflects a set of principles rather than a prescribed set of techniques to teach. Considering that teaching methods have specific procedures, it becomes clear why CLT is categorized as an approach and not a method.

CLT as a Framework

CLT provides a general framework of principles for designing language teaching and learning tasks and activities. It focuses on developing communicative competence, allowing learners to communicate effectively and appropriately in different situations.

Key Principles of CLT

  1. Communicative Competence: The overarching goal of CLT is to develop communicative competence, enabling learners to engage in meaningful and appropriate communication in various contexts.

  2. Interaction: CLT emphasizes learner-learner and learner-teacher interaction as crucial for language acquisition. This focus encourages learners to communicate and negotiate meaning with others, promoting language development.

  3. Meaningful Use of Language: CLT emphasizes using language for authentic communication rather than merely memorizing grammatical rules and vocabulary lists. This focus provides learners with opportunities to communicate for genuine purposes, fostering natural language acquisition.

  4. Authentic Materials: CLT encourages the use of authentic materials, such as films, articles, songs, and advertisements, to expose learners to real-world language usage and cultural insights. These materials help learners understand how language is used in different contexts and for various purposes.

  5. Task-Based Learning: CLT promotes task-based learning where learners engage in communicative tasks that require them to use language in meaningful ways. Tasks can range from role-plays and simulations to problem-solving activities, providing opportunities for learners to practice language in contexts similar to real-life scenarios.

Diversity in Techniques

Unlike a method, CLT does not prescribe a specific set of techniques or activities. Instead, it allows teachers the freedom to select and design teaching materials and activities that align with the principles of CLT and cater to the specific needs and interests of their learners. This flexibility in technique allows for adaptation to diverse learning environments and individual learner differences.

Conclusion

CLT is an approach rather than a method because it provides a broad framework of principles and guidelines for teaching languages, without dictating specific teaching techniques. This flexibility enables teachers to tailor their teaching methods to suit the unique circumstances and requirements of their learners and teaching contexts, ultimately fostering effective and meaningful language acquisition and communication skills.

FAQs

  1. What are the main differences between an approach and a method in language teaching?

    • An approach provides general principles and guidelines for teaching, while a method outlines specific techniques and activities.
  2. Why is CLT considered an approach rather than a method?

    • CLT offers a flexible framework that accommodates diverse learning environments and individual learner differences, allowing teachers to adapt their teaching methods accordingly.
  3. What are the key principles of CLT?

    • CLT emphasizes communicative competence, interaction, meaningful use of language, authentic materials, and task-based learning.
  4. How does CLT promote communicative competence?

    • CLT focuses on using language for authentic communication, learner-learner and learner-teacher interaction, and task-based learning, which collectively foster communicative competence.
  5. What is the role of the teacher in CLT?

    • The CLT teacher acts as a facilitator, guiding and supporting learners' communicative interactions, providing feedback, and creating a conducive learning environment.

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