AN ANALYSIS OF THE COMMUNICATIVE LANGUAGE TEACHING METHOD: BALANCING PEDAGOGICAL ADVANTAGES WITH PRACTICAL DISADVANTAGES
DOI:
https://doi.org/10.55640/Keywords:
Communicative language teaching (CLT), communicative competence, second language acquisition, pedagogy, learner-centered instruction, grammar-translation method, educational context.Abstract
The Communicative Language Teaching (CLT) method has been a dominant paradigm in second language (L2) instruction since the 1970s, shifting the focus from grammatical accuracy to communicative competence. This article provides a critical analysis of CLT, exploring its theoretical foundations, its significant advantages in fostering real-world language use, and its substantial disadvantages, particularly in non-Western educational contexts. Through a review of seminal and contemporary literature, this paper discusses the methodological challenges of implementation, including teacher training, cultural appropriateness, and assessment difficulties. The findings suggest that while CLT remains a highly effective approach for developing fluency and learner motivation, its uncritical application can lead to pedagogical failures. A balanced, context-sensitive approach is proposed as the most viable path forward.
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