Communicative language teaching (CLT), or the communicative approach (CA), is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.
Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language.[1]
According to CLT, the goal of language education is the ability to communicate in the target language.[2] This is in contrast to previous views in which grammatical competence was commonly given top priority.[3]
CLT also positions the teacher as a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach the target language but works on developing sound oral and verbal skills prior to reading and writing.
^Nunan, David (1991-01-01). "Communicative Tasks and the Language Curriculum". TESOL Quarterly. 25 (2): 279–295. CiteSeerX 10.1.1.466.1153. doi:10.2307/3587464. JSTOR 3587464.
^J., Savignon, Sandra (1997-01-01). Communicative competence : theory and classroom practice : texts and contexts in second language learning. McGraw-Hill. ISBN 978-0-07-083736-2. OCLC 476481905.{{cite book}}: CS1 maint: multiple names: authors list (link)[page needed]
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