In our traditional classrooms, students’
abilities are neglected. They are teacher-centered, knowledge-centered. But
communicative language teaching method focuses on learners’ cognitive ability
in that it provides students to think and express their feelings and views.
This gives students the chance to use language to communicate in real life. In
addition, some scenarios are created in order to make students participate in
role play activities. In this way, students become more close to life and
naturally learn the language. As a result, communicative language teaching has
advantages and will be beneficial if it is applied in our public schools.
Besides benefits, there are downsides of this
method. When our public schools are taken into consideration, classrooms are
highly crowded, especially in the east regions. It is a great obstacle for both
students and teachers. In CLT, several roles are assumed for teachers. Some are
needs analyst, counselor, and group process manager. In needs analyst, for
example teacher is expected to respond students language needs. This is done
personally through one to one sessions with students. However, in crowded
classes it seems nearly impossible because it requires powerful memory for
teacher. Also, communicative language teaching entails a number of materials. In
order to do this, teachers have to develop a lot of materials for each subject.
Training of teachers intensively and developing such a great number of
materials on limited conditions in Turkey bear hard on teachers. In addition,
activities take much time and every student cannot join the class performance
actively because of the populous classrooms.
When it is came to the chances to apply it in
classrooms, Communicative language teaching is mainly related to communication
and helps learners acquire this communicative
competence. Different learners have different communicative requirements and these should be in curriculum and
learning process. In CLT, curriculum is about learner-centered. It involves planning, implementation and
evaluation as in traditional curriculum. Yet learner-centered curriculum is a
collaborative effort between teachers and learners. In a classroom,
neither students nor teachers should
have it all their own way. What is taught and how is taught should be discussed
and compromised. Also, ways of building up the situation, atmosphere and
characters should be searched to create role play in classroom. For example,
teacher can make students brainstorm and write the associated words on board. It
is provided that learners should take part in all of communicative language
course: as individuals, in pairs, in small groups and displays. Besides these,
there shouldn’t be a mismatch between the role perceptions of the teacher and
the learner. In our traditional classes, teacher sees himself as a provider of
knowledge but in communicative classes teacher is a consultant or a guide. The
goal should be make students communicate in target language in that speaking in
mother tongue shouldn’t be an excuse for them as in present-day classes.
Moreover, teachers should emphasize fluency and accuracy if they use all
communicatively competent entails. Lastly, teachers should change their
concepts to overcome difficulties, respond the needs of teaching and students,
organize and guide students to participate in communication not only in class
but also outside.
As a conclusion, communicative language
teaching can be considered as one of the best approaches. Because it
focuses on communication rather than grammar structures , identifying learners’
needs and classroom activities such as group work, games for interaction. Its
current English teaching role is undeniable. Also, this approach takes the
supports of linguists, language specialists, publishers as well as institutions
such as British Council. For all reasons, communicative language teaching
approach should be adopted in any way in especially public schools
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