Is Still Communicative Language Teaching (CLT) Alive And Kicking?
Postmethod perspectives in ELT and materials development revisited: A critical approach
A. Is still Communicative Language Teaching (CLT) alive and kicking?
- A brief review
The essence of CLT is the engagement of learners in communication so as to allow them to develop their communicative competence. In discussing the formulation of CLT in the 21st century, Savignon (2007) explains that "disappointment with both grammar-translation and audiolingual methods for their inability to prepare learners for the interpretation, expression, and negotiation of meaning, along with enthusiasm for an array of alternative methods increasingly labeled communicative, has resulted in no small amount of uncertainty as to what are and are not essential features …show more content…
As Dornyei observes, since the origin of CLT in the early 1970s, its proponents have developed a very wide range of variations being only loosely related to each other (see also Kumaravadivelu, 2006). Dornyei then reviews the pivotal features of CLT to explore the roots of the different interpretations and argues that in order for CLT to fulfill all the expectations attributed to it in the 21st century, the method needs to be revised according to the latest findings of psycholinguistic research. And he terms this revised approach `Principled Communicative Approach' …show more content…
Kumaravadivelu (1994) explained that post-modernism has impinged on the TESOL from the 1990s when for the first time the concept of method was put into question. Hence, the ELT profession was overwhelmed with an attempt for the 'best' teaching method (Kumaravadivelu, 1994, 2001). This very change, Pennycook (1991) also asserts, has paved the way for a wider philosophical shift from a realist, universalist orientation to a relativist points of view in ELT
A. Is still Communicative Language Teaching (CLT) alive and kicking?
- A brief review
The essence of CLT is the engagement of learners in communication so as to allow them to develop their communicative competence. In discussing the formulation of CLT in the 21st century, Savignon (2007) explains that "disappointment with both grammar-translation and audiolingual methods for their inability to prepare learners for the interpretation, expression, and negotiation of meaning, along with enthusiasm for an array of alternative methods increasingly labeled communicative, has resulted in no small amount of uncertainty as to what are and are not essential features …show more content…
As Dornyei observes, since the origin of CLT in the early 1970s, its proponents have developed a very wide range of variations being only loosely related to each other (see also Kumaravadivelu, 2006). Dornyei then reviews the pivotal features of CLT to explore the roots of the different interpretations and argues that in order for CLT to fulfill all the expectations attributed to it in the 21st century, the method needs to be revised according to the latest findings of psycholinguistic research. And he terms this revised approach `Principled Communicative Approach' …show more content…
Kumaravadivelu (1994) explained that post-modernism has impinged on the TESOL from the 1990s when for the first time the concept of method was put into question. Hence, the ELT profession was overwhelmed with an attempt for the 'best' teaching method (Kumaravadivelu, 1994, 2001). This very change, Pennycook (1991) also asserts, has paved the way for a wider philosophical shift from a realist, universalist orientation to a relativist points of view in ELT