Communicative Language Teaching (CLT) is a teaching approach centered on the idea that the main purpose of learning a language is to communicate effectively. According to Klaus Brandl (2007), CLT emphasizes the development of "communicative competence," which refers to a learner's ability to use language appropriately in real-life situations. This means that students are not only taught the grammar and structure of a language but also how to engage in meaningful communication, making it a central focus of language instruction.
Core Concepts of CLT
One of the key proponents of this approach, Widdowson (1990), explains that CLT encourages learners to "do things with language." Rather than solely focusing on grammar rules and sentence patterns, the aim is for learners to express concepts and carry out various types of communication effectively. This shift in focus from formal linguistic structures to practical communication reflects a deeper understanding of how language functions in real contexts.
Richards and Rodgers (1986) outline some theoretical principles that guide CLT. They highlight that:
- Language is a system for expressing meaning.
- The primary function of language is interaction and communication.
- The structure of language reflects its functional and communicative uses.
- Language units are based not only on grammatical rules but on the functional meaning they carry in discourse.
These principles suggest that the focus of language teaching should be on how language is used in everyday situations rather than just memorizing rules and structures.
Early CLT: The Notional/Functional Syllabus
In the early stages of CLT, one of the main frameworks used for organizing lessons was the "Notional/Functional Syllabus." In this system, language learning units were grouped according to their frequency of use in particular communicative situations, rather than by grammatical categories (e.g., verb tenses). The syllabus focuses on teaching language through practical concepts (notions) and functions, aiming to equip learners with the necessary linguistic tools to perform real-life communicative acts.
For example, if a student is learning to ask for information in a store, they might learn how to phrase questions such as, "Do you have any kiwis left?" This question combines grammatical structures with the practical need for information (a function), and it is tailored to specific communicative contexts.
Notions and Functions in Language
Linguistic notions refer to the meanings expressed in sentences, often broken down into categories such as time, quantity, or relationships. For instance, in the question, "Are there no apples?" the notions of existence (general notion) and fruit (specific notion) are being expressed. Notions help learners understand the underlying meaning of language use, beyond its grammatical form.
On the other hand, language functions are the reasons why we use language. They describe the purpose of a particular communication. For example, the sentence "Why don't you come home for lunch this weekend?" can function as an invitation, but depending on context, it could also serve as a request for explanation. Functions provide context to the language used, such as offering information, expressing emotions, or making social connections.
The Role of Linguistic Exponents
Linguistic exponents are the actual words and phrases used to express a language function. For example, in a situation where a person asks, "Do you have any kiwis left?" the exponent is the specific way the speaker conveys their request for information about kiwis. The same function (asking for information) could be expressed with different exponents, such as "Won't you have more kiwis?" The choice of words depends on the situation, tone, and relationship between the speakers.
Theories Supporting CLT
Several linguistic theories underpin CLT, including Chomsky’s theory of linguistic competence and Hymes’ theory of communicative competence.
Chomsky's Linguistic Competence: Chomsky (1965) introduced the concept of linguistic competence, which refers to the subconscious knowledge that speakers have about the rules of grammar in their language. This competence allows individuals to produce and understand an infinite number of sentences, even those they have never encountered before. While this theory is important for understanding grammar, CLT emphasizes that communicative competence goes beyond knowing grammar rules.
Hymes’ Communicative Competence: Hymes (1972) expanded on Chomsky’s theory by introducing the idea of communicative competence. This concept focuses not only on grammatical knowledge but also on knowing how to use language appropriately in various social contexts. For instance, a speaker must understand when it is appropriate to speak, what to talk about, and the right way to address different people.
Canale and Swain’s Four Competences
Canale and Swain (1980) identified four key components of communicative competence that are essential for effective communication in a second language:
Grammatical Competence: This involves knowing the rules of the language, including vocabulary, syntax, and sentence structure. For example, understanding how to form grammatically correct sentences is crucial for clear communication.
Sociolinguistic Competence: This refers to understanding how language use varies according to social context, such as the relationship between speakers, cultural norms, and the setting. For example, one might use formal language in a business meeting but informal language with friends.
Discourse Competence: This is the ability to link sentences together in a coherent and logical way, creating a well-structured conversation or text. For instance, knowing how to transition from one idea to another smoothly in a conversation is an important part of discourse competence.
Strategic Competence: This involves using language effectively in communication, especially when faced with challenges, such as not knowing a particular word. Strategic competence includes strategies for clarification, paraphrasing, or asking for help to keep a conversation going.
Conclusion
Communicative Language Teaching focuses on developing a learner's ability to use language for real communication. By teaching both grammatical rules and social contexts in which to use them, CLT ensures that learners can participate in conversations that are both grammatically correct and contextually appropriate. Understanding notions, functions, and linguistic exponents allows learners to engage in meaningful interactions, while theories of communicative competence help structure the way language should be taught for practical use in everyday life. Through CLT, language becomes a tool for expression and connection, essential for effective communication in the modern world.
References
Brandl, K. (2007). Communicative language teaching in action: Putting principles to work. Pearson Prentice Hall.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2-27). Longman.
Hymes, D. (1971). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge University Press.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford University Press.
No comments:
Post a Comment