The Communicative Language Teaching (CLT) and the Theories of Language

The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence.” Hymes coined this term in order to contrast a communicative view of language and Chomsky's theory of competence. Chomsky held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance. (Chomsky 1965: 3). For Chomsky, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language. Hymes held that such a view of linguistic theory was sterile, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:

1. whether (and to what degree) something is formally possible;

2. whether (and to what degree) something is feasible in virtue of the means of implementation available;

3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated;

4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails.

This theory of what knowing a language entails offers a much more comprehensive view than Chomsky's view of competence, which deals primarily with abstract grammatical knowledge.

Another linguistic theory of communication favored in CLT is Halliday's functional account of language use. “Linguistics ... is concerned... with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus” (Halliday 1970: 145). In a number of influential books and papers, Halliday has elaborated a powerful theory of the functions of language, which complements Hymes's view of communicative competence for many writers on CLT (e.g., Brumfit and Johnson 1979; Savignon 1983). He described (1975: 11-17) seven basic functions that language performs for children learning their first language:

1. the instrumental function: using language to get things;

2. the regulatory function: using language to control the behaviour of others;

3. the interactional function: using language to create interaction with others;

4. the personal function: using language to express personal feelings and meanings;

5. the heuristic function: using language to learn and to discover;

6. the imaginative function: using language to create a world of the imagination;

7. the representational function: using language to communicate information.

Learning a second language was similarly viewed by proponents of Communicative Language Teaching as acquiring the linguistic means to perform different kinds of functions. At the level of language theory, Communicative Language Teaching (CLT) has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow.

1. Language is a system for the expression of meaning.

2. The primary function of language is for interaction and communication.

3. The structure of language reflects its functional and communicative uses.

4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 8^th ed. Cambridge University Press. 2004. Page 159-161. Adapted.)

The Communicative Language Teaching (CLT) and the Theories of Language

The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence.” Hymes coined this term in order to contrast a communicative view of language and Chomsky's theory of competence. Chomsky held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance. (Chomsky 1965: 3). For Chomsky, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language. Hymes held that such a view of linguistic theory was sterile, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:

1. whether (and to what degree) something is formally possible;

2. whether (and to what degree) something is feasible in virtue of the means of implementation available;

3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated;

4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails.

This theory of what knowing a language entails offers a much more comprehensive view than Chomsky's view of competence, which deals primarily with abstract grammatical knowledge.

Another linguistic theory of communication favored in CLT is Halliday's functional account of language use. “Linguistics ... is concerned... with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus” (Halliday 1970: 145). In a number of influential books and papers, Halliday has elaborated a powerful theory of the functions of language, which complements Hymes's view of communicative competence for many writers on CLT (e.g., Brumfit and Johnson 1979; Savignon 1983). He described (1975: 11-17) seven basic functions that language performs for children learning their first language:

1. the instrumental function: using language to get things;

2. the regulatory function: using language to control the behaviour of others;

3. the interactional function: using language to create interaction with others;

4. the personal function: using language to express personal feelings and meanings;

5. the heuristic function: using language to learn and to discover;

6. the imaginative function: using language to create a world of the imagination;

7. the representational function: using language to communicate information.

Learning a second language was similarly viewed by proponents of Communicative Language Teaching as acquiring the linguistic means to perform different kinds of functions. At the level of language theory, Communicative Language Teaching (CLT) has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow.

1. Language is a system for the expression of meaning.

2. The primary function of language is for interaction and communication.

3. The structure of language reflects its functional and communicative uses.

4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 8^th ed. Cambridge University Press. 2004. Page 159-161. Adapted.)

The Communicative Language Teaching (CLT) and the Theories of Language

The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence.” Hymes coined this term in order to contrast a communicative view of language and Chomsky's theory of competence. Chomsky held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance. (Chomsky 1965: 3). For Chomsky, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language. Hymes held that such a view of linguistic theory was sterile, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:

1. whether (and to what degree) something is formally possible;

2. whether (and to what degree) something is feasible in virtue of the means of implementation available;

3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated;

4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails.

This theory of what knowing a language entails offers a much more comprehensive view than Chomsky's view of competence, which deals primarily with abstract grammatical knowledge.

Another linguistic theory of communication favored in CLT is Halliday's functional account of language use. “Linguistics ... is concerned... with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus” (Halliday 1970: 145). In a number of influential books and papers, Halliday has elaborated a powerful theory of the functions of language, which complements Hymes's view of communicative competence for many writers on CLT (e.g., Brumfit and Johnson 1979; Savignon 1983). He described (1975: 11-17) seven basic functions that language performs for children learning their first language:

1. the instrumental function: using language to get things;

2. the regulatory function: using language to control the behaviour of others;

3. the interactional function: using language to create interaction with others;

4. the personal function: using language to express personal feelings and meanings;

5. the heuristic function: using language to learn and to discover;

6. the imaginative function: using language to create a world of the imagination;

7. the representational function: using language to communicate information.

Learning a second language was similarly viewed by proponents of Communicative Language Teaching as acquiring the linguistic means to perform different kinds of functions. At the level of language theory, Communicative Language Teaching (CLT) has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow.

1. Language is a system for the expression of meaning.

2. The primary function of language is for interaction and communication.

3. The structure of language reflects its functional and communicative uses.

4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 8^th ed. Cambridge University Press. 2004. Page 159-161. Adapted.)

The Communicative Language Teaching (CLT) and the Theories of Language

The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence.” Hymes coined this term in order to contrast a communicative view of language and Chomsky's theory of competence. Chomsky held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance. (Chomsky 1965: 3). For Chomsky, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language. Hymes held that such a view of linguistic theory was sterile, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:

1. whether (and to what degree) something is formally possible;

2. whether (and to what degree) something is feasible in virtue of the means of implementation available;

3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated;

4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails.

This theory of what knowing a language entails offers a much more comprehensive view than Chomsky's view of competence, which deals primarily with abstract grammatical knowledge.

Another linguistic theory of communication favored in CLT is Halliday's functional account of language use. “Linguistics ... is concerned... with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus” (Halliday 1970: 145). In a number of influential books and papers, Halliday has elaborated a powerful theory of the functions of language, which complements Hymes's view of communicative competence for many writers on CLT (e.g., Brumfit and Johnson 1979; Savignon 1983). He described (1975: 11-17) seven basic functions that language performs for children learning their first language:

1. the instrumental function: using language to get things;

2. the regulatory function: using language to control the behaviour of others;

3. the interactional function: using language to create interaction with others;

4. the personal function: using language to express personal feelings and meanings;

5. the heuristic function: using language to learn and to discover;

6. the imaginative function: using language to create a world of the imagination;

7. the representational function: using language to communicate information.

Learning a second language was similarly viewed by proponents of Communicative Language Teaching as acquiring the linguistic means to perform different kinds of functions. At the level of language theory, Communicative Language Teaching (CLT) has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow.

1. Language is a system for the expression of meaning.

2. The primary function of language is for interaction and communication.

3. The structure of language reflects its functional and communicative uses.

4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 8^th ed. Cambridge University Press. 2004. Page 159-161. Adapted.)

The Communicative Language Teaching (CLT) and the Theories of Language

The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence.” Hymes coined this term in order to contrast a communicative view of language and Chomsky's theory of competence. Chomsky held that linguistic theory is concerned primarily with an ideal speaker-listener in a completely homogeneous speech community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitation, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance. (Chomsky 1965: 3). For Chomsky, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language. Hymes held that such a view of linguistic theory was sterile, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:

1. whether (and to what degree) something is formally possible;

2. whether (and to what degree) something is feasible in virtue of the means of implementation available;

3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated;

4. whether (and to what degree) something is in fact done, actually performed, and what its doing entails.

This theory of what knowing a language entails offers a much more comprehensive view than Chomsky's view of competence, which deals primarily with abstract grammatical knowledge.

Another linguistic theory of communication favored in CLT is Halliday's functional account of language use. “Linguistics ... is concerned... with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus” (Halliday 1970: 145). In a number of influential books and papers, Halliday has elaborated a powerful theory of the functions of language, which complements Hymes's view of communicative competence for many writers on CLT (e.g., Brumfit and Johnson 1979; Savignon 1983). He described (1975: 11-17) seven basic functions that language performs for children learning their first language:

1. the instrumental function: using language to get things;

2. the regulatory function: using language to control the behaviour of others;

3. the interactional function: using language to create interaction with others;

4. the personal function: using language to express personal feelings and meanings;

5. the heuristic function: using language to learn and to discover;

6. the imaginative function: using language to create a world of the imagination;

7. the representational function: using language to communicate information.

Learning a second language was similarly viewed by proponents of Communicative Language Teaching as acquiring the linguistic means to perform different kinds of functions. At the level of language theory, Communicative Language Teaching (CLT) has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow.

1. Language is a system for the expression of meaning.

2. The primary function of language is for interaction and communication.

3. The structure of language reflects its functional and communicative uses.

4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 8^th ed. Cambridge University Press. 2004. Page 159-161. Adapted.)