Its primary goal is for learners to develop communicative competence (Hymes 1971), or simply put, communicative ability. A qualitative research design was employed through the use of face to face interviews. When communicative language teaching (CLT) was first introduced, the term communication in CLT was often misunderstood as conversation. Being primarily an ESL (English as a second language) methodology, it rapidly gained a widespread acceptance in the This methodology was regarded as revolutionary since it placed an essential emphasis on communication in language learning classrooms. As a result, there was a noticeable focus on speaking activities in language classrooms. What Is Communicative Language Teaching? The idea of Communicative Language Teaching (CLT) has been expanded since the mid 1970s. Communicative language teaching (CLT) is generally regarded as an approach to language teaching (Richards and Rodgers 2001). CLT is based on the theory that the primary function of language use is communication. It encourages learners to improve their language in a personalised way and helps them to interact in English in real life situations rather than just learning English grammar rules and word lists. This change has had a huge impact on classroom materials, course books, teaching techniques and the teacher’s role in the classroom, and still influences English language teaching and learning up to this day.. 40 Communicative Language Teaching is most often defined as a list of general principles or features. As such, CLT reflects a certain model or research paradigm, or a theory (Celce-Murcia 2001). As a result, CLT has its place in this country, and new English Communicative language approach to English language teaching. The purpose of the present study is to closely examine Communicative Language teaching (CLT) and its major characteristics and principles. It is based on the theory that the primary function of lan-guage use is communication. goal of language teaching and develop procedure for the teaching of four language skill that acknowledge the interdependence of language and communication (Richards & Rodgers 1986:66). 2. the modalities and approaches regarding the teaching of the language are not different from the current and widely used language teaching approaches elsewhere. Communicative Language Teaching (CLT) as a methodology was first proposed in England in the 1970s. Since then, second language (L2) instructors have been encouraged to employ communicative ways of teaching in their classrooms. One of the most recognized of these lists is David Nunan's (1991) five features of Communicative Language Teaching: The Public Administration and Social Policies Review IV Year, No. THE PRINCIPLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) “This Paper is made for Linguistic Final-term Test” Faris Baihaqi Iskandar English Department Muhammadiyah University of Jakarta Farisbaihaqi94@gmail.com • ABSTRACT In English as a foreign language (EFL) context, Communicative Language Teaching (CLT) has been advocated to train students communicative … At the level of language theory, Communicative Language Teaching has a rich, if somewhat eclectic, theoretical base (Richards & Rodgers 1986:71). Communicative language teaching is an effective way of engaging learners and helping them to develop their language skills in a natural context. The study was anchored on two objectives namely: teachers understanding of CLT and Teachers’ attitudes towards toward the communicative language teaching method. CLT was also greatly influenced by the early version of Long’s (1983a, 1983b, 1996) Interaction Hypothe-sis. Some key features of the Communicative Approach. Communicative language teaching (CLT) is generally regarded as an approach to language teaching (Richards and Rodgers 2001). Although conversations are a form of communication, communication is more than informal spoken language. Due to the great potential communicative competence has played in the emergence of Communicative Language Teaching (CLT) approaches and shaping of well-informed language pedagogies, it has remained a concept that arouses researchers’ curiosity. Lessons have communicative aims. It follows the communicative language teaching approach, with the learner at the center (ICDR 1994). Communicative competence ( Hymes 1971 ), or a theory ( Celce-Murcia 2001 ) study is to examine... ( Hymes 1971 ), or a theory ( Celce-Murcia 2001 ) (! 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