Тиллар ўҚитиш методикаси ва таълим технологиялари

2. Communicative language teaching and learning
Communicative language teaching/learning (CLT/ CLL) can be interpreted in many different ways and used to describe a wide variety of classroom procedures, because it refers to a diverse set of rather general and uncontroversial principles. We sum principles pointed by J.C. Richards⁹ and basic characteristics of this approach in the Table . It is worth to compare their correspondence between two columns.


Table Principles and basic characteristics of CLT/CLL

Principles of CLT/CLL

Basic characteristics of CLT/CLL

1. The general goal of language learning is communicative competence. 2. Learners learn a language through using it to communicate. 3. Authentic and meaningful communication should be the goal of classroom activities. 4. Fluency and accuracy are both important dimensions of communication. 5. Communication involves the integration of different language skills. 6. Learning is a gradual process that involves trial and errors.

1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into learning situation. 3. The provision of opportunities for learners focus, not only on the language but also on the learning process itself. 4. An enhancement of the learner’s own personal experiences as an important contributing element to classroom learning. 5. An attempt to link classroom language learning with language activation outside the classroom. 6. Contextualization as a basic premise and linguistic variation is a central concept in materials and methods. 7. Fluency as acceptable language is a primary goal: accuracy is judged not in the abstract but in context^10.

Communicative approach is dominant one in teaching L2 and FL instruction and it emphasizes that language is best learned by using the communicative meaning, rather than focusing on explicit learning grammar and vocabulary, especially at schools.

The concept of communicativeness meets the needs of students and presents objectives, content and methods as a prevalent basis of the CEFR, being the accepted framework in the field of language teaching and learning; makes it possible to facilitate communication and interaction among students in order to promote students’ mobility.
The following types of learning are associated with the Communicative Approach: