Communicative Language Teaching (CLT):
Communicative Language Teaching (CLT) एक अत्याधुनिक और प्रभावी शैक्षिक पद्धति है, जो भाषा सीखने और सिखाने के क्षेत्र में एक क्रांतिकारी बदलाव लेकर आई है। CLT का मुख्य उद्देश्य विद्यार्थियों को भाषा के व्यावहारिक और संवादात्मक उपयोग के लिए तैयार करना है। इस पद्धति में, भाषा को केवल एक अकादमिक विषय के रूप में नहीं, बल्कि एक वास्तविक संवादात्मक उपकरण के रूप में प्रस्तुत किया जाता है। यह दृष्टिकोण न केवल छात्रों को भाषाई संरचनाओं को सीखने में मदद करता है, बल्कि उन्हें उन संरचनाओं का उपयोग करके वास्तविक जीवन स्थितियों में संवाद करने का आत्मविश्वास भी प्रदान करता है। CLT में, शिक्षक की भूमिका मार्गदर्शक और facilitator की होती है, जो छात्रों को भाषा के माध्यम से सक्रिय रूप से संवाद करने के अवसर प्रदान करता है।

communicative language teaching (CLT)

• CLT is a broad (बड़ा दायरा) approach to the teaching of language 
• In CLT, interaction is both the means (साधन) and the goal (लक्ष्य) of learning the target language 
• In CLT, students learn to communicate through interaction in the target language 
• In CLT, there is an attempt (प्रयास) to link (जोड़ना) classroom language learning with language activities outside the classroom 
• CLT makes use of real life situation to teach the target language 
• Communicative activities are an essential part of CLT curriculum
  • ex. Role playing, interviewing, language games 
  • meaningful communication should be the goal of all classroom activities 
• In CLT, the teacher plays the role of a facilitator (सुविधाप्रदाता)

Teacher in traditional classroom	Teacher as a facilitator
1 stands at one spot in the classroom	1 moves around in the classroom
2 Transmitter of knowledge	2 Co-constructor of knowledge
3 Instructs (पढ़ाना) the students	3 Create an environment for independent learning

• CLT is a pupil – oriented approach (बाल केंद्रित) (pupil centred, learner centred, child centric, learner oriented)
• In CLT, the teacher main task (मुख्य कार्य) is to determine the language needs of the learners  
• In CLT, communicative competence (सम्प्रेषण क्षमता) is the desired goal 

                                 OR

the main aim of CLT is to provide communicative competence to the learners 

• COMMUNICATIVE COMPETENCE –
  • this term was coined by DELL HYMES 
  • is the ability to use a language effectively (प्रभावी) and appropriately (उचित)
  • has four aspect (04 पहलू)
    1. Linguistic Competence (भाषिक दक्षता) –
       • knowledge of grammar and vocabulary of a language
    2. Discourse Competence (वार्तालाप दक्षता) –
       • the ability to hold a conversation 
    3. Socio – Linguistic Competence
       • the ability to use a language appropriately in a given social situation 
    4. Strategic Competence (रणनीतिक दक्षता) –
       • the ability to repair communication breakdowns 

• Equal emphasis on all four language skills 
• In CLT, the focus is on meaningful communication and not on the structure (meaning is paramount / सर्वोपरि)
• CLT is a task based approach 
• In CLT, the learner learn to use the language instead (के स्थान पर) of studying the language 
• Translation may be use if learner benefit from it 
• Judicious use of mother tongue may be allowed (Any device that helps the learners may be used) 
• In CLT, contextualisation (सन्दर्भिकरण) is a basic premise (सिद्धांत/आधार)

exa. – teachers using CLT present a grammar topic in a meaningful context 

• Trial and Error is considered to be an essential part of learning
  • Errors are a natural product of learning 
  • Errors are tolerated 
  • Meaningful is more important than structure and form 

BACKGROUND TO COMMUNICATIVE LANGUAGE TEACHING

• language learning has seen many changes in the last fifty years l
• We can group the trends in language teaching in the last fifty years into 3 phases 
• phase 1 – Traditional approach and methods (years late 1960s)
• phase 2 – Classic communication approach (CLT) (1970s to 1990s)
• phase 3 – Current communicative approach (CLT) (1990s to the present time)

Phase 1- Traditional Approaches (1960s)

• Audiolingualism was very popular approach to language teaching 
• Traditional approach to language teaching gave priority to grammatical competence (linguistic competence)

grammatical competence – the ability to use grammar and vocabulary 

• they followed deductive approach to the teaching of grammar 
• it was assumed that language learning was learning structures and grammatical patterns 
• techniques like oral drilling were used to make learner memorise the dialogues 
• Great attention (ज्यादा जोर) was paid to correct pronunciation (सही उच्चारण) and accurate mastery of grammatical patterns 

Audio Lingualism	CLT
1 mastery / over learning of grammatical patterns was sought (इच्छा)	1 Effective communication is sought
2 Native speaker like pronunciation was sought	2 Comprehensive pronunciation is sought (जो समझ मे आ सके)

Phase 2 – Classic CLT (1970s to 1990s)

• Traditional approaches like audiolingualism began to fall out of fashion 
• it was argued that language ability didn`t mean grammatical competence (linguistic competence) only 
• communicative competence is needed to use language communicatively 
• communicative competence is a broader concept than linguistic competence 
• linguistic competence is only a part of communicative competence 
• it was assumed that the knowledge of grammar could be picked up informally (अनोपचारिक) by the learners 
• the notion (धारणा) of communicative competence was developed and CLT was born 
• CLT created a great deal of enthusiasm (जोश/ उत्साह) when if first appeared in 1970s 
• the teachers and institutions all around the world began to rethink their teaching methodology 

Phase 3 – Current trends in CLT (1990s to the present time)

• Since 1990s, CLT has been widely implemented 
• there is no single set of practices/ principles that characterise CLT
• there is no universally accepted model of CLT
• CLT is a set of generally agreed upon principles that can be implemented in different ways 

Assumptions (मान्यता ) of current COMMUNICATIVE LANGUAGE TEACHING

• language learning is facilitated (आसान बनाना) when learners are engaged in interaction and meaningful communication 
• language learning is facilitated by communicative activities 
• language learning is a gradual (धीरे धीरे) process
  • it involves creative use of language and trial and error 
• learners develop their own route to language learning and they progress at different rates
• the teacher is a facilitator
  • the class is a community where the learners learn through collaboration and sharing 

Classroom activities in COMMUNICATIVE LANGUAGE TEACHING

• one of the goal of CLT is to develop fluency in language use 
• fluency is developed by creating various classroom activities 

1 ROLE PLAY – 

• it is an oral activity done in pairs 
• the facilitator sets the scene where the conversation will take place 

2 INTERVIEW – 

• an oral activity done in pairs 

3 LANGUAGE GAMES- 

• अंत्याक्षरी

4 SCRAMBLING TO UNSCRAMBLING OF SENTENCES – 

• students have to unscrambling scrambled sentence 
• they have to put the sentences in their correct order 
• वाक्य का क्रम बिगाड़ रखा होता है उसे सही करना होता है

5 GROUP WORK – 

• it is a collaborative activity 
• a group of no more than 6 students in formed 
• each student is assigned a role in the group 
• each group is given the same task 

6 INFORMATION GAP – 

• a collaborative activity 
• the learners try to obtain information unknown to them 

अगर आप राजस्थान से संबंधित अन्य किसी भर्ती की तैयारी कर रहे हो तो आप यहा क्लिक करे – RAJASTHAN GK