Abstract
Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.
Highlights
IntroductionTeaching and learning English is always a concern by educators and researchers worldwide, especially teaching English for university students entering the workforce right after graduation
1 English ranks the fourth among languages that have the most people officially speak and it is the most popular language for international communication
This paper focuses on the overview of Communicative Language Teaching (CLT) in teaching English as a second language
Summary
Teaching and learning English is always a concern by educators and researchers worldwide, especially teaching English for university students entering the workforce right after graduation. Some people may think that university students have to be good at English because they have spent seven to more than ten years learning it. In Vietnam and other Asian countries, the English level of university students are various because of their educational background and ability. There are other reasons to explain the poor performance of university students in second language learning like teacher’s teaching ability and quality, lack of actual chance of communicating with native people in English, which is supported by the research of Souriyavongsa et al (2013) in the National University of Laos. Teaching methods should be specially discussed because teachers normally take the role of instructor and directly influence the learning process in the classroom
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