Communicative Language Teaching (CLT): Rationale, Theory of Language and Learning, Types of Learning and Teaching Activities, Learner and Teacher Roles, The Role of Instructional Materials, and Discussion on Thailand Context
วารสารการศึกษาไทย (OEC Journal) ปีที่ 18 ฉบับที่ 1 มกราคม-มีนาคม 2564 [ISSN: 1686-5073])
บทคัดย่อ
Communicative Language Teaching (CLT), a functional and communicative potential of language focused approach, was initiated in an interval of language teaching paradigm shift in the late 1960s known as a communicative movement where Situational Language Teaching (SLT) and Audiolingualism were no longer considered to be appropriate language pedagogical methodologies since they focused merely on the mastery of structure.
The paradigm shift was influenced by 1) the modern society needs where a language program was highly demanded by many key economic sectors with the aims to develop and supply English-proficient workforces in a period of the global spread of English, and 2) the reformation of the pedagogical methodologies in which the demand for more effective language teaching approaches from many portions was considered a high priority.
As Howatt proposed in 1984, CLT consists of 1) a weak version stressing in providing learners with opportunities to use language for communicative purposes (Learning to use English), and 2) a strong version where a communicative environment is set to stimulate language acquisition (Using English to learn it).
CLT, in fact, is an alternative approach aiming to 1) develop teaching methodologies for promoting 4 language skills admitting the language and communication interdependence, and 2) make communicative competence the goal of language teaching.