Academic literature on the topic 'Communicative language teaching (CLT); grammar teaching; the role of grammar'
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Journal articles on the topic "Communicative language teaching (CLT); grammar teaching; the role of grammar"
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Ying, Wen. "On English Grammar Teaching with Communicative Language Teaching (CLT)." International Journal of Case Studies 7, no. 10 (2018): 66–69. https://doi.org/10.5281/zenodo.3545075.
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Communicative language teaching (CLT) is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of the study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor. This paper makes a brief analysis of traditional grammar teaching and communicative language teaching, the role of grammar in Communicative Language Teaching, and the advantages of implementing the communicative approach in grammar lessons. It is concluded that the communicative approach can help English teachers improve their grammar lessons
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Străchinaru, Elena Simona. "Communicative Language Teaching – Features and Impact." LiBRI. Linguistic and Literary Broad Research and Innovation. 13, no. 1 (2025): 34–52. https://doi.org/10.70594/libri/13.1/4.
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Abstract: Communicative Language Teaching (CLT) has significantly influenced language education by prioritizing communicative competence over grammatical accuracy. This paper provides a historical overview of CLT, discussing its evolution from traditional approaches to contemporary methodologies. The study explores key concepts such as communicative competence, interaction, fluency, and the role of grammar within the approach. Additionally, various language teaching methods that have contributed to or evolved from CLT are examined, including the Grammar Translation Method, the Direct Method, the Audio-Lingual Method, and Task-Based Learning. The impact, advantages, and challenges of CLT are also analyzed, offering a comprehensive understanding of its role in modern language pedagogy.
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Străchinaru, Elena Simona. "Communicative Language Teaching – Features and Impact." LiBRI. Linguistic and Literary Broad Research and Innovation 13, no. 1 (2025): 34. https://doi.org/10.70594/libri/13.1/4.
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<p dir="ltr"><span>Communicative Language Teaching (CLT) has significantly influenced language education by prioritizing communicative competence over grammatical accuracy. This paper provides a historical overview of CLT, discussing its evolution from traditional approaches to contemporary methodologies. The study explores key concepts such as communicative competence, interaction, fluency, and the role of grammar within the approach. Additionally, various language teaching methods that have contributed to or evolved from CLT are examined, including the Grammar Translation Method, the Direct Method, the Audio-Lingual Method, and Task-Based Learning. The impact, advantages, and challenges of CLT are also analyzed, offering a comprehensive understanding of its role in modern language pedagogy.</span></p><div><span><br /></span></div>
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Khamroeva, Sanobar. "DIFFERENCES BETWEEN COMMUNICATIVE LANGUAGE TEACHING (CLT) AND TASK-BASED LANGUAGE TEACHING (TBLT)." MODERN SCIENCE AND RESEARCH 3, no. 2 (2024): 315–23. https://doi.org/10.5281/zenodo.10645732.
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<em>This article discusses the importance and value of both interactive methods in educational settings. It explores the benefits of CLT instruction and examines different approaches and strategies and effective sides for teaching. The author presents arguments supporting the inclusion of methods instruction in curricula and highlights the impact of both methods on skills, and overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of meaning-focused language instruction that refers to an approach in language teaching and learning that prioritizes the communication of meaning over the explicit focus on isolated language forms such as grammar and vocabulary and form-focused language instruction that refers to an approach in language teaching and learning that emphasizes the explicit focus on linguistic forms such as grammar, vocabulary, pronunciation, and syntax. and emphasizes its role in fostering language development and enhancing learning outcomes.</em>
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Haryanto, Subaidi. "TEACHING ENGLISH GRAMMAR WITH CLT AND EXPLANATION METHOD." Wahana Akademika: Jurnal Studi Islam dan Sosial 2, no. 2 (2016): 3. http://dx.doi.org/10.21580/wa.v2i2.373.
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<p>Teaching English grammar can be taught by some methods. Two of them are communicative language teaching (CLT) and explanation method. Both CLT and explanation method can be used to present the English language materials such as authentic materials, Scrambled sentences, language games, picture strip stories, poems, songs, poetry, map, and role play. Each of them has strength and weakness. Teaching with CLT can make the class become interesting and the student will not get bored. Whereas, by only using the explanation the student will get bored and the teacher as well. In Indonesia CLT is a modified version to adopt teaching English skills such as reading, writing and and speaking. Structural approach is still applied for teaching language elements such as structure/grammar and vocabulary. Explanation method is used to develop reading skill. However, based on the data of test result by the students, the result of explanation technique is more effectively targeted better than CLT.</p><p> <strong><em>Keywords</em></strong>: <em>grammar</em>, <em>communicative</em>, <em>explanation</em>, <em>technique</em>, <em>teaching</em></p>
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Hien, Le Thi Ngoc. "Communicative Language Teaching in Teaching ESL for University Students." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (2021): 49–57. http://dx.doi.org/10.32996/jeltal.2021.3.6.7.
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Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.
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Masrura, Rahman, and Siddique, Sharmin. "Grammar of Conversation and Its Role in Teaching English Language at Tertiary Level in Bangladeshi Context." DIU Journal of Humanities and Social Science 4, no. 1 (2017): 126–40. http://dx.doi.org/10.36481/diujhss.v.04i1.hd84kr85.
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In Bangladesh, English Language Teaching shifted from traditional Grammar Translation approach towards Communicative Language Teaching approach. Although in CLT approach all language skills should be treated equally, we still do not give emphasis to all four skills. Speaking skill should be highlighted for learners at tertiary level in order to improve communicative competence in learning English language. This article tries to focus on the differences between the grammar of conversation and the written language. Then, it presents some features of grammar of conversation and discusses that if learners can effectively use the features of grammar of conversation, they can develop their proficiency in English language. In this research a study has been conducted through questionnaire survey with teachers and the results have been analyzed while some suggestions have been made on the basis of the results.
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Rahman, Masrura, and Sharmin Siddique. "Grammar of Conversation and Its Role in Teaching English Language at Tertiary Level in Bangladeshi Context." DIU Journal of Humanities & Social Science 4 (October 19, 2024): 125–40. https://doi.org/10.5281/zenodo.13954443.
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In Bangladesh, English Language Teaching shifted from traditional Grammar Translation approach towards Communicative Language Teaching approach. Although in CLT approach all language skills should be treated equally, we still do not give emphasis to all four skills. Speaking skill should be highlighted for learners at tertiary level in order to improve communicative competence in learning English language. This article tries to focus on the differences between the grammar of conversation and the written language. Then, it presents some features of grammar of conversation and discusses that if learners can effectively use the features of grammar of conversation, they can develop their proficiency in English language. In this research a study has been conducted through questionnaire survey with teachers and the results have been analyzed while some suggestions have been made on the basis of the results.
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Lê Thị Hằng and Nguyễn Vũ Thu Hà. "Vietnamese EFL teachers’ beliefs about communicative language teaching (CLT)." Tạp chí Khoa học Ngoại ngữ, no. 69 (June 14, 2022): 10–27. http://dx.doi.org/10.56844/tckhnn.69.139.
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This paper aims to investigate English language teachers’ beliefs about Communicative Language Teaching (CLT) in Vietnam. A questionnaire by Khatib and Tootkaboni (2017) was administered to 128 EFL teachers at secondary schools in Quang Ninh and Thai Binh provinces to capture a source of data for this inquiry. SPSS - version 26 was utilized to analyze quantitative data and generate descriptive statistics. The findings indicate that the teachers generally held moderately favourable beliefs about CLT. Particularly, of the six core domains of CLT, the use of pair/group work was most favoured by the teachers, followed by the role of teacher, learners and grammar, error correction and evaluation, respectively. The least positive belief about CLT was found in the role of the native language in English teaching. The study implies that further research on teachers’ beliefs about CLT is highly recommended to reaffirm the results of the current study.
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Kapurani, Evis. "Students’ Points of View About Learning English as a Foreign Language Through Communication and Interaction in 9-Year Elementary Schools (Albanian Context)." European Journal of Multidisciplinary Studies 1, no. 2 (2016): 110. http://dx.doi.org/10.26417/ejms.v1i2.p110-116.
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Communicative Language Teaching (CLT) is an interactive method which helps learning English language through communication, in a theoretical point of view CLT is a more effective method compared with traditional methods such as Grammar Translation Method and Audio lingual Method, and it is a preferred method to be used nowadays in foreign language learning. This is a descriptive study which aims to analyze and discover the 9-year elementary schools students’ opinions and points of view about learning a foreign language based on the principles of contemporary interactive student-centered methods and traditional ones. It is introduced a theoretical analyses about methods of language teaching in general, characteristics description and principles of CLT, accuracy and fluency in CLT, teacher and student role, communicative competence, CLT application, significance, impact, comparison of CLT with traditional methods. The data are collected from students of 9-year elementary schools on sixth, seventh, eighth and ninth grades through a survey questionnaire. Questions on the questionnaire are focused on finding students’ opinions and points of view about language learning in a certain context in practice, according to their needs and preferences on learning a language based on CLT premises about communication, accuracy, fluency, learning grammar and vocabulary, teacher roles etc. and principles of other traditional methods. Results are converted into percentages which show students preferences about the way they are used to, need and want to learn a foreign language and with which principles of the foreign language teaching methods they agree or not. Findings are described and analyzed according to their relation with theoretical issues. From the analyses it results that using CLT may prove to be a very successful method in both learning and teaching because students welcome the principles used in this method despite their “attachment” to the principles of previous teaching methods that they are used to.
Dissertations / Theses on the topic "Communicative language teaching (CLT); grammar teaching; the role of grammar"
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Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms." Thesis, 2006. http://hdl.handle.net/10500/1747.
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This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach.
A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task.
The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study.<br>Linguistics<br>M.A. (Applied Linguistics)
Book chapters on the topic "Communicative language teaching (CLT); grammar teaching; the role of grammar"
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BADEA, MIHAELA, and CRISTINA IRIDON. "A CASE STUDY ON IMPROVING FOREIGN STUDENTS’ WORD FORMATION SKILLS IN ROMANIAN." In Values, models, education. Contemporary perspectives. Eikon Publishing House, 2022. http://dx.doi.org/10.56177/epvl.ch10.2022.en.
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In teaching a foreign language, building and developing language skills represent the instructors’ main aim. But developing skills would not be possible without teaching pronunciation, grammar and vocabulary. According to the communicative approach, among these language components, vocabulary is considered to be of great importance, without diminishing the role of grammar and pronunciation in a foreign language. It is well-known that vocabulary provides learners with the necessary knowledge meant to help them to deliver both written and spoken messages, without having too much grammar or pronunciation knowledge. Thus, the purpose of the paper is to identify possible ways of improving students’ vocabulary in Romanian, especially when it comes to word formation, a process that does not only involve learning words but also using them creatively.
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SZIRMAI, Monika. "New Challenges and the Changing Role of Language Teachers in Japan." In Médier entre langues, cultures et identités : enjeux, outils, stratégies. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5509.
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This paper gives an overview of the most important challenges that language teachers have faced in the past 25 years in Japan. These include changing from the traditional grammar-translation teaching style to a communicative one; the introduction of English into the elementary school and the problem of training teachers for these classes; the insufficient level of English of the teachers at different levels of the educational system; the special challenges of the teachers of other foreign languages than English; the skills teachers should focus on in their teaching and; the teacher’s role as a mediator in the classroom. The impact and the subsequent technological challenges created by the pandemic are also briefly described. The author argues that teachers need the qualities and the mindset that will enable them to face challenges with confidence in any situation.
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Carreres, Ángeles, and María Noriega-Sánchez. "The translation turn: a communicative approach to translation in the language classroom." In Innovative language pedagogy report. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.1240.
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What is it? Translation, explicitly or implicitly, has been a constant presence in the teaching and learning of languages throughout the ages. It may therefore seem surprising that it should find a place in a report on innovative pedagogies. While translation has indeed been used for centuries for the purpose of language learning, there is no doubt that recent approaches in the area of language and translation pedagogy have helped re-conceptualise – and re-operationalise – translation in radically new ways. For decades, translation had been identified with the grammar translation method, and decried as incompatible with a communicative approach. In the last two decades, however, we have seen a thorough re-examination of the role of translation in language teaching and learning. A range of factors have contributed to this trend, among them, the questioning of the monolingual principle in language pedagogy, extensive developments in the area of audiovisual translation, exciting innovations in the field of professional translation didactics, the huge success of translation-based digital platforms such as Duolingo, and, crucially, the introduction of the notion of mediation in the Common European Framework of Reference for languages (CEFR, 2001), later expanded in the Companion volume (CEFR, 2018).
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Alsyouf, Amjad. "Cento as a creative writing approach to language learning." In Literature in language learning: new approaches. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.43.1093.
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Creative writing can be both an effective and attractive English learning activity at university departments where students speak English as a Second Language (ESL). Language skill courses might not be always effective enough in improving learners’ communicative skills and motivating them to learn, particularly when adopting old style grammar-translation based methods. Involving creative writing as a method to teach language can play a significant role in prompting the students to improve their communicative skills. This study proposes employing a creative writing course as a new method to address L2 learners lacking motivation. It particularly relies on using cento poetry as a teaching activity. A cento is a poem made up of lines the learner selects from different poems by one or more poets. The learner consequently has to read several poems, understand their linguistic structures, and grasp the meaning of their vocabulary to begin writing their own work. It is against this background that this study examines the advantages of using cento poetry in ESL classes aiming to enhance language learning.
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Vasylyshyna, N. M., and N. V. Honcharenko-Zakrevska. "SECTION #2. INNOVATIVE METHODS AND TECHNOLOGIES IN THE STUDY AND TEACHING OF FOREIGN 2.1 THE EFFICIENCY OF NEW TEACHING METHODOLOGIES IN THE PROCESS OF SHAPING FOREIGN COMMUNICATIVE COMPETENCIES." In CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052-4.
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Learning a foreign language as if it were a mother tongue would be the ideal way, since the need to learn grammar and structures would be obviated. This is difficult if the teachers themselves are non-native and is therefore one of the most complicated aspects. Things have changed over the years, and though it was one of the most effective ways of teaching, it no longer considered the same now. This is due to various reasons, maybe because: the present generation gets exposure to the world through social media; their knowledge base is augmenting by the information available on the internet; the students nowadays are more impatient and to grab their attention, teaching methods need to cater to their dynamic thinking process. Language teaching, like any other topic, has undergone a lot of changes. It has shifted to roleplays, interactive games, short visuals from the traditional ways, such as lectures by facilitators with only a blackboard to support and spell repetition and grammar worksheets, have shifted to role-plays. Thus, we consider it very important to investigate how to teach English in each situation. Sometimes it is not a matter of teaching English but a matter of teaching in English. The main purpose is to create a new method made of all the different methods already known and take advantage of all the positive features in each method. However, just a simple mixture of all methods would not be enough since we are dealing with very different situations regarding age, level and resources. Therefore, the main idea is to use all the methods in a varying proportion depending on the circumstances. Learning a foreign language may cause stress and anxiety and in order to mitigate this problem, teachers could follow a Natural approach involving teaching in a setting as close as possible to the one people learn their mother tongue. The actuality of our research can be proven with the fact that digitization has no doubt changed our education system, but we cannot say that it has diminished the value of our old time classroom learning. The best part about the digitization of foreign languages education in the 21st century is that it is combined with the aspects of both classroom learning and online learning methods. Walking hand in hand both act as a support system to each other, which gives a stronghold to our modern students. To add, digitization in foreign languages education has also proved to be the right method for saving resources. Online examination platforms have restricted the frivolous usage of paper. During research we have noticed that there is no consensus in academia on the effectiveness and the appropriateness of the use of gaming activities in teaching or learning English. However, we consider it expedient and relevant use of them is able to increase motivation to study English language. We have identified the following benefits of using on line resources during studu English: increases interest and motivates to perform tasks; immerses in English environment; stimulates the ability to work independently; promotes development critical thinking, memory, attention; forms foreign language competence in auditioning and socio-cultural competence; activates the desire to communicate in English when discussing the revised; provides an opportunity to form realistic and modern situations for discussion; allows use a wide range of exercises and various forms of work at the stages of previewing and postviewing; higher education learners learn to understand nonverbal communication and enrich your active and passive conversational vocabularies language. The research concluded that all on line measures developed to improve foreign language training of the foreign languages discipline are developed by teachers of the department of foreign languages and teaching methods of foreign languages, graduation proposals are to taken into account by language departments. We hope that the results will develop further steps in optimization of foreign language training in blended learning and distance education.
Conference papers on the topic "Communicative language teaching (CLT); grammar teaching; the role of grammar"
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Sanmuganathan, Kiddinapillai. "The Role of Grammar in the Communicative Approach to Second Language Teaching." In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.112.
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Sanmuganathan, Dr Kiddinapillai. "The Role of Grammar in the Communicative Approach to Second Language Teaching." In The International Conference on Research in Psychology. Acavent, 2019. http://dx.doi.org/10.33422/icrpconf.2019.03.138.
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Bakhtiyorova, Gulnora. "CONCEPTS FOR TEACHING SPEAKING IN THE ENGLISH LANGUAGE CLASSROOM." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.31.
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To be able to communicate fluently in a foreign language is the number one goal for many language learners. However, it seems that the teaching of oral skills in language classrooms does not have an important role. There are many reasons: the higher status of written language, teaching to the tests (of written language), teaching the textbook (with emphasis on written language), and lack of knowledge of how to teach speaking. The purpose of the article is to discuss the issue of how foreign language (FL) speaking can be taught based on 1) how speaking is learned and 2) how speaking proficiency is defined. More specifically, 1) How do learning theories translate into teaching speaking at classroom level? And 2) What is the significance of the current understanding of language proficiency as reflected in the models of communicative competence and the Common European Framework (Council of Europe, 2001) and its Companion Volume with New Descriptors (Council of Europe, 2018) to the teaching of speaking in formal foreign language contexts? On the basis of the theoretical and research reviews, some pedagogical implications and suggestions for research are provided. The pedagogical implications concern the teaching of fluency and formulaic sequences, the teaching of spoken grammar, the teaching of linguistic, sociolinguistic and pragmatic competences. Classroom applications of the sociocultural theory include pair and group work, communicative activities with opportunities for the negotiation of meaning, and creative spoken production. It is suggested that teachers’ pedagogical content knowledge (PCK) be applied as a means to integrate theory with classroom applications. Suggestions for related research are provided.
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Cotoc, Alexandra. "THE USE OF THE COMMUNICATIVE APPROACH AND NEW TECHNOLOGIES DURING A VOCABULARY AND GRAMMAR PRACTICAL COURSE. STUDENTS' PERCEPTION AND INPUT." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-229.
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Today's warp-speed world and new technologies have shaped our students and their learning behaviour. As such, they are motivated by relevant, up-to-date, interactive classes that contain collaboration and digital devices. In this context, the use of the communicative approach and the blend of offline and online activities are fundamental in creating and maintaining efficient teaching strategies and methods. Our study focuses on the integration of these two elements in an English Vocabulary and Grammar practical course given to first year students majoring in English at the Faculty of Letters. The first part of the study will focus on the presentation of the specificity of the course: targeted group, duration, content and requirements, the students' personal and professional profile and the teacher's role. The second part of the article will introduce some useful digital tools and offline and online practices that we used with our students, providing some concrete examples and samples produced by the students during classroom activities. The last part of the article will give an insight into our students' perception, feedback and input at the end of the course. Our study analyses the design of a practical course and the students' perspective on it with the aim of tailoring and adjusting the educational context to suit our students' needs and expectations and also to improve our students' language skills and academic performance. Moreover, we also aim at producing autonomous learners and develop transferable skills that our students can use not only in other courses and seminars, but also in their future profession as language and communication specialists.