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A Critical Look at CLT
Current Issue
Volume 2, 2015
Issue 2 (May)
Pages: 13-18   |   Vol. 2, No. 2, May 2015   |   Follow on         
Paper in PDF Downloads: 21   Since Aug. 28, 2015 Views: 1681   Since Aug. 28, 2015
Authors
[1]
Mehrdad Rezaee, Department of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
[2]
Majid Farahian, Department of ELT, College of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
Abstract
Before the emergence of CLT, the British language teaching tradition manifested Situational Language Teaching as its most prevalent approach for EFL teaching; however, little by little it was felt that although language learners grasped the rules of language together with the necessary vocabulary, they didn’t have the ability to us it in a communicative way because language was believed to be more than the knowledge of sounds, words, and sentences. Based on this idea and the notion that, the best way to learn a new language is via communication, CLT was proposed with the belief that it could lead students to communication by involving them in interactions and communication in real-life conditions.
Keywords
Critical, Communicative Language Teaching, EFL Teaching
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