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CLT - Coggle Diagram
CLT
Communicative Language Teaching (1970-1980)
Reaction against Audiolingual Method
Emphasis: Social interaction, communicative competence
Classroom: role plays, info-gap, games
Claimed strengths: authenticity, fluency, motivation
Critiques of CLT (Late 1980s-1990s)
Nunan (1987): Form > function in practice
Legutke & Thomas (1991): Classrooms “not really communicative”
Resistance in Asia/Africa (India – Prabhu 1987, Korea – Li 1998, China – Yu 2001)
Seen as “center-based pedagogy” (Holliday 1994)
Emergence of tasks (1990)
Word “communicative” replaced by “task” in research/books
Prabhu (1987): Bangalore Project → Task-based pedagogy
Skehan (1998): balance between form & meaning
Ellis (2003): composite definition of “task”
Multiple orientations: language-centered, learner-centered, learning-centered
Task-based language teaching (1990-2000)
CLT evolved into TBLT, not replaced
Broader research base: psycholinguistics, task complexity, sequencing, evaluation
Seen as more flexible, outcome-oriented, adaptable than CLT
Still faces contextualization challenges