Approaches Of English Language Teaching Structural Situational Clt Situational language teaching (slt) was developed by british applied linguists harold palmer and a.s. hornby. slt bridges the gap between grammar translation approaches to language teaching and communicative language teaching, and is similar to audio lingualism in the united states. slt was known for introducing second language grammar and. The origins of communicative language teaching (clt) are to be found in the changes in the british language teaching tradition dating from the late 1960s. until then, situational language teaching (see chapter 3) represented the major british approach to teaching english as a foreign language. in situational language teaching, language was.
What Is Communicative Language Teaching Clt Communicative Language Communicative language teaching (clt) is generally regarded as an approach to language teaching (richards and rodgers 2001). as such, clt reflects a certain model or research paradigm, or a theory (celce murcia 2001). it is based on the theory that the primary function of lan guage use is communication. Chapters from the first edition – communicative language teaching and the natural approach – and new chapters on cooperative language learning, content based instruction, task based language teaching, and the post methods era. new material has been added to the final sections of the chapter on communicative language teaching, and addi. Communicative language teaching ( clt ), or the communicative approach ( ca ), is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of. Abstract. communicative language teaching (clt) is a modern language teaching approach that puts emphasis on teaching languages holistically, based on meaningful communication and interaction. in clt, languages are learned not only as skills but also as social behavior, by using tasks that learners would also do in the real world.