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What is Communicative language teaching and what factors led to its emergence in (ELT)



Introduction

This paper tries to explore the fundamental perspective of Communicative Language Teaching (CLT) in second and foreign language teaching. CLT is well-known as an approach rather than method. CLT has been widely dominated language teaching for almost two decades. It is also claimed, for some scholars, as communicative approach or communicative competence. Historically, CLT appears as a tandem of audio lingual method and traditional method. It has been argued that CLT is best approach in teaching and learning because it promotes learner to use language as a means of communication. However others may blame CLT approach. The problem occurs when the students can only understand structure of one language without being able to use it in real condition Therefore this paper is aimed at discussing the literature review on the definition and background of CLT, the importance of CLT, some crucial factors in its emergence in foreign language teaching and its implication to language teaching particularly the issues emerge in English language teaching in Indonesia.

CLT Theories

It is Hymes who promote the communicative competence and then (Canale, 1972; Swain, 1980 and Bachman, 1990 in Xin, 2007). According to Canale (1983 as cited in Beale, 2002:1) “communicative competence is underlying systems of knowledge and skills required for communication”. Therefore Canale and Swain (1980) propose four elements in communicative competence such as grammatical competence; sociocultural competence; discourse competence; and strategic competence. While in North America the term communicative competence is assumed as the goal of second language learning, British educators tend to see CLT as a syllabus and methodology (Hiep, 2007). Brown (1994) asserts that CLT focus on theoretical perspective about the genuine of language and language learning and teaching.
 In terms of modification of CLT, Savignon  (2002) again asserts that the main concern of CLT is centered learner. ‘Learner communicative needs provide a baseline for exploring program goals in terms of functional competence’ ( Hiep, 2007). The five concepts that Savignon (2002) argues are Language arts: language for purpose; personal English language use; theatre arts; and beyond the classroom. Those scholars have strived to find a finest formula for language methodology in language learning. It can be said that all scholars above agree to prescribe language learning in communication rather than solely studying grammar, vocabulary, and language form.

In addition, Beale (2002) comments that three concepts that develop CLT in language teaching: the use of language based on context; the need artificial communication; and the learner centered activities. These linguists have given great contribution to the development of communicative language teaching in pedagogical world particularly in learning and teaching. It helps learners to use language as a mean for communication.

Within two decades, CLT has been a dominant teaching approach in second or foreign language teaching around the world. According to Nunan (1991) the effect of CLT is pervasive at the level of syllabus and text book writing.  The main goal of CLT is bringing classroom atmosphere with communicative activities and all teaching materials, curriculum and syllabus are designed for increasing communicative competence. 


Accordingly, Savignon (2002) reveals that in developing communicative competence, language teachers may select materials that are appropriate to their context and give more freedom to their learner to express their ideas in communicative activities. Numerous communicative activities may be implemented in classroom such as role-play, game, puzzle-solving, or simulation (Hadfield, 1990). However, in traditional language teaching where teachers play dominant role, a limited time has given to the students to participate in language learning. As a result after a year of study, students can only understand about language forms. It is supported in a study in Japan by Scholefield (1997) who proposes that grammar translation method is still exists in Japanese classes.
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