Communicative Language Teaching Approach - Dissertation Example

Download file to see previous pages With this need in mind, the subject ‘Oral Communication’ began to be offered in 2003 in Japanese schools in combination with an implementation of the ‘New Course of Study. This innovative new curriculum emphasizes the application of the Communicative Language Teaching (CLT) methodology in the classroom in Japan in order to improve the communicative abilities of Japanese learners of English.

However, most Japanese teachers of English (JTE) claim that they face some difficulties in implementing the CLT methodology into their current teaching environment. They attribute the difficulties mainly to external factors, such as large class sizes, an over-emphasis on college entrance examinations, and Japanese students’ passive attitude towards CLT. Studies (e.g. Li, 2001; Leng, 1997; Ellis 1996) show the difficulty of implementing CLT in non-Western countries, as in China, Korea, and Vietnam from the perspective of ‘cultural appropriateness’ in their teaching context. In Japan also, CLT is difficult to apply in the real classroom in the context of teaching EFL (English as a Foreign Language). Stern (1992) points out that one of the most difficult problems in making classroom teaching communicative is based on the absence of native speakers. However, by utilizing Assistant Language Teachers (ALT) allocated in every Prefecture in Japan together with the JET Program (the Japan Exchange and Teaching Program), a successful CLT class can be established in a Japanese high school teaching environment, especially in an ‘Oral Communication’ English class through team-teaching conducted by JTE and ALT.

The Communicative Language Teaching (CLT) methodology regards language as a means of communication and aims to develop ‘communicative competence’ in the language learners (Hymes 1971, 1972; Canale & Swain, 1980). The theory of language as a tool for communication is therefore central to the concept of CLT and the goal is also clear. As stated by Larsen-Freeman (1986), all the tasks that are undertaken during CLT have a ‘communicative intent’. The purpose is to enhance authentic and meaningful communication by providing comprehensive input and by using authentic language learning material (Kern & Warschauer, 2000). In contrast with other language teaching approaches, CLT is a learner-centered and experience-based approach. It considers learners as ‘active participants' and considers teachers as ‘communication facilitators’ (Richard & Rogers, 2001: 167). It is an eclectic approach, which emphasizes language as communication, and it involves activities such as role-plays and filling information gaps (UB, 2011: 8).

This paper will take into account the principles of CLT as defined by Richard & Rogers’ (2001: 172). These principles include the following:
1. Learners learn a language through using it to communicate.
2. Authentic and meaningful communication should be the goal of classroom activities.
3. Fluency is an important part of communication.
4. Communication involves the integration of different language skills.
5. Learning is a process of creative construction and involves trial and error. ...Download file to see next pages Read More