Introduction

Communicative Language Teaching (CLT) originated in the 1970’s primarily as a

response to the grammar based and audio-lingual teaching and learning methodologies of

language. This essentially involves the learners’ active participation in communicating in the

language that they are trying to learn, by requiring them to respond to various simulated

situations in the classroom. Active participation would consequently help to prepare the students

for real life interaction. According to Yalden (1987:61), the use of CLT includes perceiving the

students as ‘communicators, naturally endowed with the ability to learn languages.’[ CITATION

pdf \l 1033 ] It emphasizes on the interaction that takes place through activities such as

interviews, role playing and group works that are designed to enable the students to

communicate with one another. In doing so this allows them to ‘discover’ grammar rules and

sentence structure. [ CITATION Nik \l 1033 ] The ease of the acquisition of grammar rules and

principles can be, somewhat, derived from the grammar rules and principles of one’s native

language. As far as EFL is concerned, CLT may prove to be a useful teaching strategy providing

students with high levels of motivation and the patience required when learning a foreign

language. Additionally, using one’s native language during the teaching process would also add

to increase their understanding and to keep them stimulated. This statement can be drawn from

the facts and information based on various research studies presented below.

However, just as with any other teaching strategy, the use of CLT may involve certain

practical barriers. Taking these barriers into consideration is important assessing its practical

effectiveness in learning English as a foreign language. One of such factors may include the

student’s personal attitude and perception of the target language and the learning process

involved. For example, based on the work of Anderson (1993) in teaching English Language, it
was believed that the learner’s ‘skeptical attitudes towards the use of communicative activities

as learning tools is one of the obstacles in implementing CLT’.[ CITATION Jan \l 1033 ] Likewise,

while teaching English in Pakistan, Shamin (1996) acknowledges the student’s defiance as a

crucial barrier in acquainting them with CLT.[ CITATION Han \l 1033 ] Another important factor,

highlighted by Li (1998) while teaching secondary school students English in South Korea was

their unwillingness to get involved in class activities which was identified as a crucial hurdle to

his attempts of introducing CLT to the class.[ CITATION Iss \l 1033 ] As can be seen, the students

involved and their perceptions play an important role in their success in learning English as a

foreign language which in turn influences the effectiveness and practicality of CLT.

Rao (2002) concentrated on the feedback of Chinese students who were learning English

as a foreign language regarding their assessment and opinions of the activities that took place in

their classroom; he discovered that they preferred a combination of both communicative and

non-communicative activities. [ CITATION Zen \l 1033 ]

The work of Savignon and Wang (2003) similarly focused on first year university

students who were learning English as a foreign language and studied their high school

experiences and their overall perspective with regard to learning English. The study showed that

there was a disparity regarding student preferences and needs and their account of the nature of

the directions that they were given. [ CITATION San \l 1033 ] However, a major fallback of this

study is important to note at this point, which is that heavily relying on memories of accounts of

events can be misleading as the data obtained can be inaccurate (Bryman, 2001). Despite these

shortcomings, it has been founded by various studies that differences between student and

teacher viewpoints are likely to cause ‘dissatisfaction, anxiety and tension between students and

teachers’. (Cotterall, 1995; Kern, 1995; Berat & Gvozenko, 2005)[ CITATION Cotterall \l 1033 ]
 It can thus be concluded that apart from the student’s perceptions regarding the teaching

method employed, their individual learning styles can equally affect the usefulness of CLT in

acquiring their proficiency in the target language and acts as an additional factor of importance.

For example, some individuals are able to learn better through visual aids, while others are

drawn to tactile or physical learning techniques. According to Kuntz (1996) ‘knowledge of

student beliefs makes it possible for teachers to create a mode of instruction in which students’

needs and goals are satisfied’. (Kuntz)

In addition to this, another important factor in the acquisition of a second language is the

anxiety levels of the student involved. This is because, according to Stephen Krashen,

individuals usually have an ‘affective filter’ which can act as a psychological hindrance to

effective learning. When a learner experiences high levels of anxiety or conversely experiences

low levels of motivation, his ‘affective filter goes up’ and he is consequently unable to process

new information and fails to be receptive towards new ideas. [ CITATION Ste \l 1033 ] Apart from

this, on a more objective note, other variables that may affect second language acquisition

include the extent to which the native language is as similar or dissimilar to the target language,

and the sentence structure or language rules that exist between the native language and the target

language. On an individual basis, “their aptitude for learning languages, cognitive style ,

motivation, attitude, previous knowledge, learning style, learning strategies and personal

variables such as anxiety have variously been thought to influence second language acquisition”

(Baker, 2003, p. 121).[ CITATION thesis \l 1033 ]

As far as the role of the native language when learning English as a foreign language is

concerned, Baker claims that “the more developed the first language, the easier it will be to

develop the second language” (Baker, 2000, p.167) [ CITATION Bilingualism \l 1033 ] Likewise,
according to Cummins’ Interdependence hypothesis, it is asserted that a learner’s aptitude in

his/hers second language largely depends on the development and capacity of the same learner’s

first language.[ CITATION Cummins \l 1033 ] In addition to this, there is the concept of

‘comprehensible input’. This suggests that students would have a rather hard time processing an

overdose of new language information. The importance of the proper development and

capabilities of a person with regard to his/hers native language is therefore apparent in the crucial

role that it plays in the acquisition of a second language. This has been further supported by

additional findings, which states that there is a slight delay in accomplishment when the

curriculum is taught by means of the second language, as with content teaching (Baker 2000).

[ CITATION Thesis \l 1033 ] Here, content teaching refers to the usage of the target language as the

core medium of instructions when teaching students a new language. Therefore, it can be

concluded that the usage of one’s native language should also be incorporated while employing

CLT, to increase the learner’s efficiency in the native language which would increase their

understanding of the second language and play a part in additionally enhancing their capacities

when it comes to the second language. The incorporation of native languages in learning English

as a foreign language would also have a positive impact on decreasing the rate by which native

languages are going extinct, which is now a growing concern among social scientists and

linguists in countries where English is but a foreign language, the acquisition of which is seen to

play a crucial role in the well-known ‘westernization’ process. It is estimated that around six

thousand languages are being spoken on the planet, half of which are expected to die within the

next century. The ‘English Only’ movement is considered ‘a threat and annoyance that language

preservationists face.’[ CITATION Ame \l 1033 ] However, it is also important to recognize the

importance and practicality of acquiring the English language in modern times, which can be
used to motivate students and in turn assist their progress and enthusiasm in learning English as a

second or foreign language. English is considered to be the most successful language in the

history of the world, according to scholars like Nicholas Ostler. In his book, ‘The Last Lingua

Franca: English until the Return of Babel’, he asserts that English is ‘spoken in every continent,

is learnt as a second language by schoolchildren and is the vehicle of science, global business

and popular culture’. [ CITATION Nic \l 1033 ]

To keep the picture balanced, let us take the other side into consideration. It may be

worth noting that according to an online poll that was conducted about whether ‘native speakers’

of UK where English is the native language, come across as better English teachers or not, it was

found that out of a total of 2123 votes, 558 people which accounts for 28% of the votes, voted ‘I

agree somewhat’, 446 people (21%) voted ‘ I totally agree’ while 405 people (19%) voted ‘ I

totally disagree’ and 562 people (26%) voted ‘I disagree somewhat’ and the remaining 112

people (16%) voted ‘I don’t know’. It can be seen that the majority of the people who voted

“somewhat agree’ are of the view that locals of UK can teach English better than others.

[ CITATION Tea \l 1033 ] This may be because many individuals place more importance on the

acquisition of the right pronunciation of words and the development of a good accent when

learning English as a foreign language. This became more evident in a similar poll conducted

which showed that 63% of those who voted agreed over the importance of acquiring a native

(British) pronunciation of words when learning the English language is concerned as compared

to a minority of 25% who voted ‘mostly disagree’ and the remaining 12% who voted ‘not sure’. [

CITATION htt \l 1033 ] Such results tend to reduce the importance and incorporation of native

languages other than English in the acquisition of English as a foreign or second language and in

contrast, highlight the want of primarily English teachers who are more familiar with the English
language and are associated with greater chances of teaching students what is considered to be a

purely English pronunciation. Nevertheless, it can be concluded that the role of native languages

is rather important in learning English as a foreign language and results tend to be promising

when both, the native language as well as the target language is used in a good balance during

the teaching and learning process. Also, it has been suggested that due to the greater

responsibility to participate that CLT necessitates, students may find they gain confidence when

communicating in the target language, in general. According to Larsen-Freeman, ‘Students are

more responsible managers of their own learning.’ (Larsen-Freeman, 1986) [ CITATION UEt \l 1033

Let us now shift our attention to CLT and other language teaching techniques and

theories that have been employed when teaching individuals a second language, in order to

assess the strengths and weaknesses of using CLT in teaching English as a foreign language.

The theory of imitation is an important theory as far as language acquisition is concerned

and is advocated by many behaviorists such as Pavlov, Skinner and Thorndike. The theory

concentrates on how children ‘listen to verbalized communication and repeat what they

hear’[ CITATION htt1 \l 1033 ]. It is quickly noted however that the learning process is more

complicated than this and involves numerous active processes. Based on this, CLT seems like an

effective means of teaching English as a foreign language, since it primarily involves heavy

interaction between teacher/student and student in the target language. However, it should be

noted that based on this theory, its efficiency would be greater if the students not only interacted

with the teacher in the target language but also incorporated the target language in their day to

day communication and interaction with family and friends or whoever is included in their basic

and immediate circle of influence. Critics of this approach, however draw much of their
argument on instances where children seem to adapt fragments of language that they do not hear

from their parents or other adults. It can be deduced that the language that they adapt is most

likely to be based on what they hear from people other than their parents or teachers, such as

their friends, classmates or other relatives. If people they spend most of their time with

incorporated the target language into their day to day conversations. The practicality of this,

however may pose problems

CLT incorporates various learning principles as well as the benefits and weaknesses that they

hold. The learning principles include interactive learning, learner-centered learning, cooperative

learning, task based learning and content based learning. Interactive Learning emphasizes on

playing the dual roles of ‘receiver and ‘sender’ in a communicative situation. This concept

necessitates the occurrence of a lot of pair/group work, as well as ‘genuine language input from

the real world for meaningful communication’. [ CITATION learning \l 1033 ]Learner centered

learning involves empowering the learner in the learning process which allows room for

creativity and feedback and gives the students the opportunity of addressing their own learning

needs and preferences. Task based learning requires students to learn by engaging themselves in

an enriching task or activity, such as solving a problem or a project.[ CITATION Eng \l 1033 ] CLT

relies on all of these principles and incorporates heavy interaction and activities that the learners

can participate in, in order to develop their language skills. In such classrooms, teachers tend to

facilitate the learner’s learning process by listening more. (Larson-Freeman, 1986)[ CITATION

communicative \l 1033 ] The students and teachers are always active in the learning and teaching

process.

Another language teaching technique which is much older than CLT includes the audio-

lingual method (ALM), otherwise known as the Army method, and is largely based on Skinner’s
behaviorism theory. [ CITATION TJT \l 1033 ] According to a comparison of CLT and audio-lingual

methodologies, conducted by Finnochiaro and Brumfit (1983:91-93), the main features of the

two opposing strategies were highlighted. Where CLT emphasizes on constructing and

developing meaning through the communicative process, the ALM stresses on structure and

syntax instead of meaning. CLT does not advocate the need of rote memorization of terms which

is more frequently practiced when learning through the audio-lingual method. The goal of CLT

is to develop effective communication. The audio-lingual method, in contrast, emphasizes on

mastery or over learning. CLT encourages the communication process to start from the very first

day, which may have a positive or negative impact on the learners’ abilities depending on other

variables. ALM only advocates communicative activities after the completion of heavy drills and

exercises. CLT is relatively lenient with the use of the learner’s native language in the learning

process, which is strictly avoided in ALM. Additionally, reading and writing are permitted from

the first day, if needed in CLT classrooms. ALM on the other hand does not allow students to

undertake reading or writing activities until speech is mastered. These differences can be

summarized in the fact that CLT aims for communicative competence while ALM strives to

achieve linguistic competence. However, CLT does not place much emphasis on pronunciation,

as long as it is understandable. ALM on the other hand promotes the need to develop a native-

speaker-like pronunciation of the target language. [ CITATION Teaching \l 1033 ]

Based on these differences and the various studies mentioned, it can be concluded that

CLT is an effective teaching strategy that can aid students in improving and developing their

communicative capacities. It is, furthermore, proven to be particularly functional when native

languages are incorporated in the teaching and learning process, in a balanced conduct or

whenever necessary. However, if the goal is to attain a native-speaker-like pronunciation of the

English language, then perhaps other teaching strategies such as the audio-lingual method would

be preferred.

REFERENCES

(n.d.). Available from: <http://www.psychologistworld.com/cognitive/psycho-linguistics/language-

acquisition.php> [23 January 2011]

(n.d.). Available from:< http://www.englishraven.com/method_learningtypes.html> [21 January 2011]

(n.d.). Handbook of research in second language teaching and learning. Available from: <
books.google.com.ph/books?isbn=0805841806...> [21 January 2011]

(n.d.). Available from: <http://www.eric.ed.gov/PDFS/ED397649.pdf> [23 January 2011]

(n.d.). Available from: <www.asian-efl-journal.com/Thesis/Thesis-Thornton.pdf> [20 January 2011]

(n.d.). Available from: <www.asian-efl-journal.com/Thesis/Thesis-Thornton.pdf > [23 January 2011]

(n.d.). Available from: <www.asian-efl-journal.com/Thesis/Thesis-Thornton.pdf> [23 January 2011]

(n.d.). Available from: <http://books.google.com.ph/books?

id=MrU0GScmmI4C&pg=PA30&lpg=PA30&dq=Baker+2000+first+language&source=bl&ots=lqpK
H_7b2D&sig=GAB68V4UWGgoTQ_WfzixjJFIAEg&hl=tl&ei=DAA8TcbdD8nLrQ> [23 January 2011]

(n.d.). Available from: <//scholarworks.umass.edu/dissertations/AAI9988850/> [20 January 2011]

(n.d.). Available from: < www.asian-efl-journal.com/Thesis/Thesis-Thornton.pdf> [20 January 2011]

(n.d.). Available from: < http://books.google.com.ph/books?

id=SSLdo1MLIywC&pg=PA561&lpg=PA561&dq=Interactive+learning+dual+roles&source=bl&ots
=uRCbQ7Y3Hx&sig=I9heEGhxEgDVaqBvi1VNrVDTIjI&hl=tl&ei=VQM8TcjSHo_jrAeKmq3kCA&sa=X
&oi=book_result&ct=result&resnum=1&ved=0CBoQ6AEwAA#v=onepag> [20 January 2011]

(n.d.). Available from: < www.monografias.com> [20 January 2011]

Acquisition, S. K. (n.d.). Available from< http://www.sk.com.br/sk-krash.html> [20 January 2011]

Anderson, J. (n.d.). Available from: < http://faculty.ksu.edu.sa/yousif/Research%20Papers/Is%20a

%20communicative%20practical.pdf> [23 January 2011]
Chung, S.-F. (n.d.). pdf-finder. Available from: <http://www.pdf-finder.com/A-COMMUNICATIVE-
APPROACH-TO-TEACHING-GRAMMAR:-THEORY-AND-PRACTICE1.html> [22 January 2011]

Issues in English Language Education at Korean Elementary Schools. (n.d.). Available from: <
http://www.shitennoji.ac.jp/ibu/images/toshokan/kiyo2006-3-14.pdf> [22 January 2011]

Meredith, A. (n.d.). Racing Against Extinction. Available from:

<http://www.ahalenia.com/noksi/tsalagi.html> [22 January 2011]

Nikki. (n.d.). Available from:

<http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/Communic
ativeLanguageTeaching.htm> [22 January 2011]

Ostler, N. (n.d.). The last lingua franca: English until the return of Babel.

Rao, Z. (n.d.). Available from: <http://elechina.super-red.es/rao-2.pdf> [22 January 2011]

Taylor, T. (n.d.). Available from: <http://www.tjtaylor.net/english/teaching-method-audio-lingual> [22

January 2011]

Teaching English. (n.d.). Available from: <http://www.teachingenglish.org.uk/talk/polls/do-native-

speakers-make-best-teachers> [23 January 2011]

Teaching English. (n.d.). Available from: <http://www.teachingenglish.org.uk/talk/polls/should-students-

be-taught-aim-native-speaker-pronunciation> [23 January 2011]

Teaching principles. (n.d.). Available from: < www.scribd.com/doc/37225272/Teaching-by-Principles-o

UE today. (n.d.). Available from: <http://www.ue.edu.ph/manila/uetoday/index.php?

nav=24.htm&archive=200805> [23 January 2011]> [23 January 2011]

Wang, S. J. (n.d.). Available from:

<http://course1.winona.edu/hshi/documents/Savignon_communicativelg.teaching.pdf> [23
January 2011]