The CLT method emphasizes on equipping students with the abilities to speak confidently and effectively with native speakers of their target language in context. As a result, it departs from the conventional emphasis on grammar in order to promote the active and genuine use of language throughout language learning and acquisition. In order to maximize engagement and problem-solving, CLT frequently incorporates classroom exercises like role playing and pair/group work.
With CLT, students may actually utilize the abilities they have learned to communicate in their target language, which is a very evident and noticeable benefit. CLT has a specific goal and is not merely about learning for the sake of learning. Students develop into effective communicators who can utilize the appropriate syntax, vocabulary, and sentence structure in many real-life scenarios and who are adaptable enough to change their approaches as needed.
As a result, CLT often lays less emphasis on memorization of specific grammatical rules in favor of improving target language fluency. As opposed to their capacity to memorize facts, students are evaluated on their level of communicative competence. This method also helps students feel more at ease while speaking to others, which makes it easier for them to enjoy using their newly acquired language abilities.
The second benefit, that the CLT approach tends to be a more student-centered and situation-oriented language teaching technique, is also made clearer by the advantages listed above. In reality, CLT consciously stresses “self-direction for the learners,” according to Oxford (1990). Given that teachers won’t be around to assist students in the real world, it is fair for students to take the initiative in honing their fundamental language abilities and discover ways to prioritize discussion and communication. “Essential to the active creation of the new language,” according to Oxford, is this.
In this regard, CLT also has a very favorable effect on how students, teachers, and their classmates interact with one another. In order for CLT to be successful, all participants must abandon the conventional teacher/student relationship. In order to construct productive dialogues and complete the pair/group tasks that are the foundation of the CLT approach, language learners must also engage in learning activities in a cooperative rather than individualistic manner in the language classroom. Teachers can therefore create more innovative language learning exercises that go beyond the conventional repetition and memorization of sentences and grammatical structures.
Teachers have greater leeway to be creative in the classroom while using the CLT technique because it typically means that traditional, repetitive instructional duties become less important. Although this necessitates more time to develop suitable instructional materials, the benefits in terms of improved student motivation and involvement are significant.
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