The Evolution and Effectiveness of Communicative Language Teaching: A Comprehensive Literature Review

Qian Zou

doi:10.54691/qyy7gq32

Authors

Qian Zou

DOI:

https://doi.org/10.54691/qyy7gq32

Keywords:

Communicative Language Teaching (CLT), language education, literature review.

Abstract

Communicative Language Teaching has long been a prominent approach in language education, emphasizing the importance of meaningful communication in language learning. This literature review comprehensively explores the background, origins, theoretical foundations, effectiveness, challenges, and future directions of Communicative Language Teaching. Communicative Language Teaching emphasizes the cultivation of practical communication skills and the enhancement of student motivation and engagement. By examining perspectives from key proponents and critics, we gain a deeper understanding of its core concepts and features. Research indicates that Communicative Language Teaching effectively improves students’ language proficiency and stimulates their interests. Despite its advantages over traditional methods, challenges in teacher training and professional development still remain. Future research should explore innovative approaches to adapt Communicative Language Teaching to evolving educational landscapes, providing valuable insights for practice and research.

Downloads

Download data is not yet available.

References

[1] Diane Larsen-Freeman. (2000). Techniques and principles in language teaching. Journal of English Studies, 2(3), 277-281.

[2] Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

[3] He Hong. (2019). The communicative approach in language teaching. Foreign Language Teaching, 1, 15-77.

[4] Kahraman, H. D. (2017). The relationship between teacher practices and student engagement in Communicative Language Teaching. Journal of Language Teaching and Research, 8(3), 500-508.

[5] Long, M. H. (1983). Does second language instruction make a difference? TESOL Quarterly, 17(3), 59-382.

[6] Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5(2), 177-193.

[7] Li Jiamin. (2017). An empirical study on the influence of the communicative teaching approach on the oral English fluency. Computer-Assisted Foreign Language Education in China, 9, 75-80.

[8] Liu, Y., & Jackson, J. (2019). A framework for understanding student motivation in English as a foreign language: A study of Chinese undergraduate students. Australian Review of Applied Linguistics, 42(1), 65-87.

[9] Liu Qiang, & Zhang Lili. (2020). The influence of the Communicative Language Teaching approach on the improvement of high school students’ English language skills. Foreign Language Teaching and Research, 5, 28-33.

[10] Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

[11] Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

[12] Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.

[13] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

[14] Waninge, F., Dörnyei, Z., & De Bot, K. (2014). Motivational dynamics in language learning: Change, stability, and context. The Modern Language Journal, 98(3), 705-718.

[15] Wang Lin. (2017). An empirical comparative study between the traditional grammar teaching approach and the Communicative Language Teaching approach in middle school English teaching. Foreign Language Research, 9, 45-51.

[16] Yang Chen. (2019). A comparative study between the traditional grammar teaching model and the Communicative language teaching approach. Journal of Foreign Language, 11, 62-68.

[17] Zhao Lili, & Li Yanz i. (2018). A study on the application of the Communicative Teaching Approach in college English writing teaching. Foreign Language Teaching, 6, 87-93.