Communicative Language Teaching
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The methodology of teaching language has been showing gradual progress with the help of diversified research findings in EFL contexts since 1960s. This has paved the way to the introduction of improved approaches for the mastery of language items, especially vocabulary acquisition in second language (SL) and to implement it in a meaningful communication. Among the findings, Communicative Approach or Communicative Language Teaching (CLT) pedagogy which was originated from the changes in the British Situational Language Teaching approach dating from the late 1960s should be stated. To assure lan...
The methodology of teaching language has been showing gradual progress with the help of diversified research findings in EFL contexts since 1960s. This has paved the way to the introduction of improved approaches for the mastery of language items, especially vocabulary acquisition in second language (SL) and to implement it in a meaningful communication. Among the findings, Communicative Approach or Communicative Language Teaching (CLT) pedagogy which was originated from the changes in the British Situational Language Teaching approach dating from the late 1960s should be stated. To assure language ability, with emphasis on meaning and communication, and a goal to develop learners' communicative competence, CLT evolved as a prominent language teaching method and gradually replaced the previous grammar-translation method which was dominant in second language teaching. Savignon (1971) depicts that, 'the central theoretical concept in communicative language teaching is 'communicative competence'. CLT has been introduced in EFL settings to improve students 'abilities to use English in real context.
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