Communicative Language Teaching

Dr. Yasmeen Lukmani, noted linguist, was Professor and Head of the English Department at the University of Mumbai.  In 1977, she pioneered the “Communication Skills in English” course for the undergraduate programme at the University. She also introduced innovative courses in Applied Linguistics at the B.A. and M.A. levels. She devoted herself to training teachers in how to handle the new language courses, holding more than 30 training programmes. In this interview she talks about her work past and present and issues pertinent to language teaching.

This article sets out to give a historical account of English language in Malaysia. The language background of Malaysians is very much tied up with the historical and education background of the country. English language continues to be taught as a compulsory language in schools despite the evolution of the Malaysian education system. Communicative language teaching is an approach to engage learners in interaction and meaningful communication. However, differences between the school and university classrooms differentiate the language learning process. Language learners who still have to learn English in universities need to develop a positive attitude for meaningful learning to occur.

This study presents a case study that investigates the perceptions of 30 Turkish university students in order to better understand the appropriateness and effectiveness of communicative and non-communicative activities in their English as a foreign language (EFL) courses in a private university preparatory school in Istanbul, Turkey. Using multi-method, data were collected by means of a questionnaire and semi-structured interview. Quantitative data were supported by the qualitative data to provide more reliable results. The results suggest that, EFL countries like Turkey need to modernize and update their teaching methods which means doing changes by taking students' previous educational habits into consideration. It is obvious from the study that students in non-English speaking countries make use of communicative language teaching (CLT) if communicative activities and noncommunicative activities are combined in English classrooms. In other words, aligning the communicative approach with traditional teaching structures is beneficial for EFL students.

Communication is the important thing for people to interact each other, and the communication that mostly use by people is speaking. As it is confirm by Davies (2000) who said the significant role of communication both in daily life and in learning English has led the English teachers to keep improving their techniques in teaching English. One of that ways of doing it is through applying various communicative activities in the classroom which are aimed to develop learner communicate competence. The purpose of this study was to find out what communicative activities used by the teacher in Integrated Course class at International Program of Primary Teacher Education and how do the students’ view on the communicative activities are used by the teacher to facilitate their speaking ability. The participants of the study were 24 International Program students of 2013 academic year, Satya Wacana Christian University (SWCU) Salatiga, who are taking Integrated Course. In this research, the data gathering by class observation, questionnaire and interview. The result of the study shows that the communicative activities used by the teacher are helping them to improve their speaking ability such as, add their vocabulary and get used to speak English, even though some students feel the activities make them bored.

The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL le...

This study aims to shed light on the teachers' attitudes and insights towards using first language (L1) in intermediate English (L2) classrooms. It looks into the justifications and perceptions that teachers have regarding the use of Kurdish in English classrooms. More specifically, this study tries to find the major challenges that teachers face if the use of Kurdish language is ignored at intermediate schools. The analysis of this paper was based on a case study which was conducted on (10) intermediate English language teachers from (7) public and private schools in Sulaymaniyah. Qualitative methodology was applied by interviewing the participants virtually and asking the same open-ended questions. The results revealed that the majority of the teachers support the bilingual approach and the use of Kurdish language in intermediate English classrooms. Furthermore, the results showed that the teachers, to some extent, support the use of the Kurdish language to serve certain pedagogical functions, such as decreasing classroom anxiety, increasing students' participation, explaining difficult idiomatic expressions, giving test instructions, and facilitating classroom management. The findings of this study will help the intermediate English language teachers and learners to overcome the challenges they may face and, ultimately, improve the teaching and learning process.

Duff, P. (2014). Communicative language teaching. In M. Celce-Murcia, D. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.) (pp. 15-30). Boston: National Geographic/Heinle Cengage.

*Text on the far right side of some pages is cut off unfortunately; I'll try to fix that when I have a chance.

The aim of this paper is twofold, firstly, it is an exploratory because it attempts to explore the principles of communicative language teaching (hereafter CLT) as used by Sudanese university teachers who involve in the process of teaching English as a foreign language, secondly, it is an investigative because it examines the relevance of this approach to Sudanese EFL classrooms. The study adopts the case study as a method for data collection. So an observation checklist contains twenty questions was used as a structured form of observation. These twenty questions are grouped into three categories. Then to answer the questions of the study, the researcher used the information gained from the classroom observations and compared it to the basic principles and techniques of CLT. Four university teachers participated in the study. They work for a public University in Khartoum state where they teach courses oriented to develop English language proficiency were observed. The study's findings show some significant points. For example, Sudanese university teachers as well as programme designers stand in a mid-ground between the theory of CLT and its practices. Second, the problem of ELT in Sudanese universities is not only of what teaching method to use. The problem is in learning and teaching resources and environment, teachers' education and training and learners' factors such as motivation, attitude and orientation. Finally, the study suggests that to make CLT appropriate to Sudanese context, sufficient teaching resources such as appropriate curricula, textbooks, authentic materials, professional training, and teaching equipment must be provided and updated. In addition, building a well-equipped learning and teaching atmosphere which helps to improve the students' critical thinking skills. Moreover, large classes should be reduced to smaller class sizes, which facilitate group work and interactive and cooperative learning. The universities and colleges should modify the form-based only-written exams to include elements that evaluate the students' communicative competence.

Through the interviews and video-recording, this study presents that dictogloss can be a beneficial attribute to provide L2 learners with profound insights to identify syntactic characteristics. Grammar lessons can be designed as cognition driven teaching linked with the formal instruction to consolidate learners’ linguistic competence.

The aim of the foreign languages teaching is to enable students to further develop and use English language skills in general and specific contexts and this aim is always achieved through the practice of the four skills - reading, writing, listening and speaking.  As far as speaking skills are concerned, oral assessment and role-play situations are often used by English teachers to assess students’ skills. Students pursuing a degree in Secretarial Studies and Administrative Assistance at ESTGL and want to become successful administrative professionals must be aware of the importance of English in their future jobs and must be prepared to communicate in real contexts. This paper, using a descriptive humanistic-interpretative methodology, aims to acknowledge that role-play is one technique a language teacher can explore and to substantiate the Communicative Language Teaching approach used in the Bachelor of Secretarial Studies and Administrative Assistance. We concluded that it boosts...

The aim of this paper is to give an overview of Second Language Acquisition from its beginning in the 1960s to the early 2000s. First, a historical excursus is provided. Next, a distinction is made between cognitive and linguistic fields of research and some relevant studies on language learning are analysed in detail.

True communication is always purposeful. It gives speaker an opportunity to evaluate if the purpose has been achieved or not, based on the information speaker receives from the listener. There is an huge difference between communicative and non-communicative use of language as former is mechanical and focuses on communicative competence while latter is absolutely meaningful but lacks proficiency. And language that conveys no information may be meaningful, but, because it contains no real message, it must be characterized as non-communicative.

Penelitian ini berfokus pada mendeskripsikan pendekatan pengajaran bahasa komunikatif dalam pengajaran bahasa Inggris. Penelitian ini bertujuan untuk mengetahui bagaimana guru menerapkan pengajaran bahasa komunikatif dalam pengajaran bahasa Inggris di kelas. Pengajaran bahasa komunikatif (CLT), atau pendekatan komunikatif, adalah pendekatan pengajaran bahasa yang menekankan interaksi baik sebagai sarana dan tujuan akhir studi. CLT juga berfokus pada guru sebagai fasilitator, bukan instruktur. Selanjutnya, pendekatannya adalah sistem non-metodis yang tidak menggunakan buku teks seri untuk mengajar bahasa target tetapi bekerja pada pengembangan keterampilan lisan dan verbal yang baik sebelum membaca dan menulis. Pembelajar di lingkungan yang menggunakan teknik CLT belajar dan mempraktekkan bahasa target dengan interaksi satu sama lain dan instruktur, studi "teks otentik" (yang ditulis dalam bahasa target untuk tujuan selain pembelajaran bahasa), dan penggunaan bahasa keduanya di dalam kelas dan di luar kelas. Prestasi yang akan diperoleh siswa saat mempelajari bahasa komunikatif dalam pengajaran bahasa Inggris adalah mampu menerapkan bahasa Inggris sebagai bahasa kedua yang digunakan untuk berkomunikasi di dalam kelas atau dalam kehidupan nyata di luar lingkungan sekolah.

This article sets out to give a historical account of English language in Malaysia. The language background of Malaysians is very much tied up with the historical and education background of the country. English language continues to be taught as a compulsory language in schools despite the evolution of the Malaysian education system. Communicative language teaching is an approach to engage learners in interaction and meaningful communication. However, differences between the school and university classrooms differentiate the language learning process. Language learners who still have to learn English in universities need to develop a positive attitude for meaningful learning to occur.

The purposes of this research were to study 1) the grammatical achievement on present perfect tense of Mutthayom Suksa 5/5 students after using the instructional package on present perfect tense and 2) students’ satisfaction with teaching and learning by using the instructional package on present perfect tense. This research is quasi-experimental design. The target group for this study were M.5/5 students at Wat Nuannoradit School of 2020 academic year on second
semester. The sample was selected by Cluster Sampling. Research tools include 4 lesson plans, Instructional Package on Present Perfect Tense, the grammatical post-test on Present Perfect Tense and satisfaction questionnaire. The data were statistically analysed by percentage, mean,
standard deviation and t-test for One Sample. The results showed that
Grammatical achievement score on present perfect tense of Mathayom Suksa 5 students at Wat Nuannorradit School after using the instructional package on present perfect tense found that was at 86.53 % which was higher than 70% criterion. Students’ satisfaction with teaching and learning by using the instructional package on present perfect tense found that the totally was at a highest level. ( X = 4.68, S.D. = 0.11)

The field of teaching Arabic as a foreign language is dominated by the teaching of Modern Standard Arabic (MSA), essentially a written language, while the teaching of the spoken varieties of Arabic plays a secondary role. In this paper, I challenge this
status quo and aim to show that the spoken varieties of Arabic are necessary for learners to reach communicative competence in Arabic. I will also explore Egyptian Arabic as the most widely recognised dialect of Arabic, and on this basis its suitability
for learners of Arabic as a foreign language. Additionally, I shall be exploring recent developments in the Arabic language with the rise of the internet as a new medium for written Arabic hitherto unexplored in terms of language use. Preliminary indications
show that rather than using formal MSA for writing, internet users are writing in everyday spoken Arabic – a groundbreaking development in terms of Arabic language use, since the spoken language has been regarded as unsuitable for writing up until
now. Finally, using first hand research data collected from current learners of Arabic, I will explore the learner‟s perspective of the Arabic language, and their experience of learning Arabic in the 21st century, with the aim of showing that outdated theory and
practice regarding teaching MSA should be replaced with an up-to-date, learnercentred, communicative approach.

With the ever-increasing developments in audiovisual technologies, their uses are not limited to entertaining people anymore. In fact, audiovisual technologies could be incorporated in the classroom for second language acquisition. In line with that view, this article highlights the effectiveness of exposure to films on improving the speaking skills of non-native English language learners. The article implied that audiovisual technologies, such as films, generally are a great source for teaching spoken English and must be used more in non-native English language learning contexts.

In answering the question "Why teach literature?", Elaine Showalter says that the purpose(s) behind teaching literature vary according to class objectives, teachers' objectives, and the overview of the course (24). The author of Teaching Literature says that the purposes may be political, philosophical, moral, pedagogical, or just for pleasure. Thus, setting the objectives behind a course or a lesson is an essential starting point that draws the structure and the form that the class will take in the coming time. Whether the teacher wants her or his students to either build an understanding of the themes of a literary work, or to read just for the sake of pleasure, objectives do govern the teachers' whole plan. In answering the exact same question on "Why teach literature?" Beach et. al. say that the purpose behind teaching literature governs the choice of literary text and course textbooks, the evaluation of the students, what teaching method will the teacher use, and "how the [teacher] will foster student participation [. . .] in the classroom" (5). It can be deduced then that the relation between the purpose or the objective of the course or class and the employed teaching methods along with the evaluation and the choice of texts is a complementary one. Based on the information that have preceded, this paper will discuss planning a timeline and a methodology for teaching Nathaniel Hawthorne's The Scarlett Letter for an assumed high school class. The plan will focus on the methodology of teaching, the timeline of the course, the material used, the evaluation form, the activities, and the assignments.

Although most teachers claim to practise communicative language teaching (CLT), many do not genuinely do so. In this paper, we examine some of the reasons for teachers' resistance to CLT use. We provide a theoretical analysis that focuses on one of the greatest challenges facing CLT methodology -how to promote automatic fluency within this framework. We meet this challenge by proposing a CLT methodology designed to meet specific criteria that wiU enhance learners' fluency, while addressing teachers' commonly held reservations about CLT. The assumptions and design criteria of the methodology presented here can be operationalized for research purposes, allowing CLT to be evaluated in systematic outcome testing.

While a great deal has been written on the theory and practice of communicative language teaching, there have been comparatively few studies of actual communicative language practices. A classroom-based study of communicative language practice revealed the persistence of non-communicative patterns of interaction. A follow-up study demonstrated that it is possible for teachers to foster more communicative language use These studies demonstrate the importance of validating theory against what actually happens in the classroom.

In the world of globalization, English has become an indispensable tool for worldwide language users to remove language barriers in different countries. As a social trend has emerged in which educators and language teachers around the globe find the best teaching method to employ in their own countries, particularly nonnative English speaking countries-Asian area including Vietnam. Unlike traditional methods used for a long time in Vietnam,Communicative Language Teaching (CLT), introduced in the late 1970s, has been likely to be the most dominant and recommended method in meeting the Vietnamese students' needs of communication in English and is the best method in Asian area . However, there have been many controversial discussions application of CLT to second and language instruction in ELT . Moreover, some skeptics suppose that CLT is not a panacea in Vietnam ELT context. This paper is going to give defense against different anti-CLT views and support CLT as the most suitable method for English language teaching (ELT) context of Vietnam. This statement will be confirmed through Vietnamese cultural view including advantages, disadvantages and feasibility of CLT in Vietnam.

To successfully assess how language learners enhance their performance and achieve language learning goals, the four macro skills of listening, speaking reading and writing are usually the most frequently assessed and focused areas. However, speaking, as a productive skill, seems intuitively the most important of all the four language skills because it can distinctly show the correctness and language errors that a language learner makes. The main aims of this research were two fact. Firstly, to study and compare speaking skills of First Year students using three communicative activities (Discussion, Problem-Solving, and Role-Playing), and second one is to study the students? attitude towards teaching English speaking skills using the three communicative activities. The sample group consisted of 35 students at a First year in University of Computer Studies, Meiktila, Myanmar, classified by high, medium, and low according to their abilities of English speaking proficiency level. The d...

Communicative Language Teaching (CLT) dates from the early 1970s (Widdowson, 1972; Wilkins, 1972). Its general approach developed from the recognition that teaching language form did not invariably result in success at using language for communication (Berns, 1984; Widdowson, 1972). With the rise of CLT from the early 1970s to the early 1990s came the decline of pronunciation in language teaching. Pronunciation had been a central element of pre-CLT language teaching, but this centrality was lost in the 1970s and beyond. Such a shift raises the question of whether CLT proponents in the early years were deliberately and openly negative toward pronunciation, or was the neglect of pronunciation an unintended consequence of a broad-based paradigm shift in language teaching related to the rise of CLT? It is our contention that the neglect of pronunciation associated with the early CLT era was a result of a paradigm shift in language teaching. In this paper, we first discuss how pronunciation was situated in second language (L2) teaching during the early CLT era (early 1970s-early 1990s). Then we examine what we believe are some of the CLT principles that help explain why pronunciation seemed to decline in importance in early CLT. Next, we show why those same principles led to a renewal of pronunciation’s role starting around the mid-1980s. Following this, we look at the evidence for CLT’s influence from journal articles. Finally, we look at pronunciation-centered ESL classroom textbooks to examine how CLT principles were realized.

Болгарский язык: Функционально-коммуникативный синтаксис: Учеб. пособие. — СПб., 2006. — 152 с.
Предлагаемый в данном учебном пособии (СПбГУ, 2006 г.) курс основан на применении коммуникативно-ориентированной модели обучения к представлению синтаксической системы болгарского языка. Обучение коммуникативным навыкам производится через призму логико-семантического синтаксиса, предполагающего группировку синтаксических структур в соответствии с основными способами формирования смысла. Коммуникативная направленность курса реализуется на этапе «речевого расширения» (блок речевых, коммуникативных и творческих упражнений), где в рамках тех или иных речевых ситуаций решаются поставленные коммуникативные задачи. В практическом плане курс ориентирован прежде всего на неначальные этапы вузовского обучения болгарскому языку. Предлагаемая в пособии методика может быть применена при подготовке специалистов и по другим иностранным языкам.
В прилагаемом файле представлены первые несколько частей пособия: предложения именования, предложения идентификации, предложения о тождестве имен и значений

In the article the general overview of the popularity of EFL for university and college students in Lithuania is discussed paying attention to the peculiarities of teaching and learning English for Specific Purposes (ESP) at Klaipeda State College and also the strategies of enhancing the communicative competence or ability to communicate both spoken or written language and developing four language skills. The article deals with EFL status in the present labour market in Lithuania as well as the problems the English language teachers and students face and gives the reasons for the need of applying task-based language teaching (TBLT) approach used in teaching ESP for students of higher educational institutions.

Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage. In this approach, students are given tasks to accomplish using language instead of studying the language. The syllabus is based primarily on;

This course is designed for use in oral English courses in Japanese universities.  Assuming that courses meet one time each week for 90 minutes, it is flexible enough to be used selectively in one-term courses or more fully drawn out in two-term courses.  The flexibly of the design allows instructors to meet the needs of the specific learners and educational contexts throughout Japan.

The content is very well suited to learners at the false-beginner and intermediate levels.  It assumes that learners have a basic knowledge of English grammar and vocabulary in line with the structural syllabus of the national curriculum established by the Japanese Board of Education, but lack experience using this language for communication.  The course is specifically designed to help such learners activate the English that they have learned in secondary school for oral communication as well as further develop it in line with the demands of tasks which are representative of the communicative demands that they will face in their future lives and careers in Japan.  Furthermore, as the tasks were developed in Japan, they are particularly compatible with the background knowledge and learning styles of university-level Japanese learners.

Audio files available on request.

This paper will examine Communicative Language Teaching (CLT) and how communication, and training discourse skills, is paramount when acquiring a new language.
We will examine if training meta-language skills indirectly through communication is more conductive to language teaching than traditional methods where grammar, and other organizational aspects of language, are taught directly through rule memorization and rote learning.
We will cover what CLT is, how it works, and how, in this authors opinion, CLT can be implemented in a foreign language classroom.

Developing communicative English learning materials for general secondary
Schools in  Egypt


By
Mohamed Ismail Salem Rahmah,

A thesis submitted to the University of Manchester for the degree of Ph.D. In the Faculty of Education.

Centre for English Language Studies in
Education (CELSE),
1997

Google Citations
MLA: Rahmah, Mohamed Ismail Salem. Developing communicative English learning materials for general secondary schools in Egypt. Diss. University of Manchester, 1997.
APA: Rahmah, M. I. S. (1997). Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Chicago
Rahman, Mohamed Ismail Salem. "Developing communicative English learning materials for general secondary schools in Egypt." Ph.D. diss., University of Manchester, 1997.
Harvard
Rahmah, M.I.S., 1997. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).
Vancouver
Rahmah MI. Developing communicative English learning materials for general secondary schools in Egypt (Doctoral dissertation, University of Manchester).

ABSTRACT:
In an attempt to improve the English language teaching situation in Egypt, this work devises a framework for developing more appropriate English learning materials for General Secondary Schools in the Suez Canal region. Towards achieving this purpose, this thesis is divided into ten chapters. Chapter One introduces the problem and background of the study and formulates its aims. Chapters Two to Five are concerned with establishing theoretical frameworks through reviewing the related literature. Chapters Six to Eight report the fieldwork part of the study, identify the problematic areas in the ELT context and propose tentative solutions. Chapter Nine proposes a multi-dimensional model for improving the syllabus and gives some examples of​ developing actual learning materials. Chapter Ten concludes the study and signposts further research.

This article sets out to give a historical account of English language education programs in Malaysia as a foundation for understanding the existence of English language in Malaysia and its importance to Malaysian learners. The language background of Malaysians is very much tied up with the historical and educational background of the country. English is taught as a compulsory subject in schools despite the evolution of the Malaysian education system toward Bahasa Malaysia as the language of instruction. Since 1974, communicative language teaching has been proposed for the English language syllabus and it is an approach to engage learners in interaction and meaningful communication. However, differences between the school and university classrooms differentiate the language learning process. Malaysian learners who still have to learn English in universities need to develop a positive attitude for meaningful learning to occur.

This paper is an attempt to explore the term communicative competence in a foreign language. It goes through the various definitions and some models of the communicative competence especially those most common models of Hymes 1972 and Canale and Swain 1980 and Alcon 2000. It shows how the term 'communicative competence' has come into existence during the 1970s and how it has become a major aim for teaching and learning of English as a foreign or second language in many countries. The study recommends some activities, based on researcher's personal experience in the field of teaching English as a foreign language and his reading of some previous studies in this field, which may help in developing the communicative competence of English as foreign language learners in Yemen particularly and the whole world generally. These suggested activities are usually communication-based activities that help in making classroom situation more interactive and provide as much opportunities for exposure to English as possible.

Teaching a language is a complicated process which requires considering and applying a method while performing it and is conducted through a method in a language class. A teaching methodology refers to the way or method in which a teacher teaches the learners. The methodology used by the teacher will determine the kinds of work and activities the students will do in class and how well or how poorly the student or learner will be able to learn and use the language. Thus it is imperative that the method or approach used in the classroom meet the needs of the learners. This paper aims to discuss the communicative language teaching method and its application in the EFL context.

The South African classroom is of a very distinct nature and multiple cultural and linguistic systems function simultaneously. It is unfair to expect a single teacher to manage these diversities that are in constant interaction. This is where new teaching approaches like the Communicative Teaching Approach can be useful. The focus shifts from acquiring a set body of language knowledge or systems to a more practical and communicative interaction. The teacher is assisted in creating a positive climate for learners to acquire the additional language through provided opportunities and the feedback provided would assist learner and teachers to reflect on their language practices. The South African curriculum attempts to include all of these aspects to the best of its ability – on paper. But in the actual teaching practice this may not always be possible.

This research is concerned with the attitudes of Japanese secondary school English teachers in Okayama City, Japan, towards curriculum change. The research focuses specifically on teachers’ knowledge about and implementation of communicative language teaching (CLT) integrating the four skills, as advocated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in its Strategic Plan
(2002) and Action Plan (2003). The study aims to assess how far MEXT’s goal is being fulfilled in the classroom.

Thirty-four teachers from public and private secondary schools in Okayama were interviewed on their experience and practice of English teaching in an effort to establish their reactions to MEXT’s proposal; the extent to which they were implementing the communicative approach; and the factors which helped or hindered their use of CLT. From the analysis of the interview data, a wide variety of factors were identified which appeared to affect the approach adopted by the teachers in the classroom, some of which were related statistically to the likelihood of implementing CLT — such as whether they had overseas or research experience, the type of school in which they worked, and whether they were part-time or full-time teachers. Other issues which arose in the interviews related to teacher and student competence in using English, the quality of training, the medium of instruction adopted and the examination system.

It was found that only a few teachers were using a communicative approach across the four skills, while others were making an effort to employ it in oral classes only. However, more than half of the participants either rejected the Ministry’s policy or had no clear understanding of what it involved. Overall, the study shows that the fulfilment of MEXT’s goal in English language education is highly doubtful. Based on the results, various suggestions for enhancing
the implementation of CLT and conducting further research are proposed.

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.