1. Name of method Communicative language teaching

2. Pioneer & Date  Hymes (1971)  Halliday (1973)  Wilkins (1976)  Widdowson (1978)  Savignon (1997)  Klapper (2013)

3. Goal of this method The goal is to able students to communication in the target language. They must be able to choose from among these the most appropriate form given the social context and the roles of the interlocutors. They must also be able to manage the process of negotiating meaning with their interlocutors. Communication is a process;Knowledge of the forms of language is insufficient.

4. Teacher’s role The teacher facilitates communication in the classroom.Heacts as an advisor, answering student’s questions and monitoring their performance.Hemight be a co-communicator engaging in the communicative activity along with students.

5. Learner’s role Students are communicators. They are actively engaged in negotiating meaning –in trying to make themselves understood, even when their knowledge of the target laguagne is incomplete.

6. Feeling of students Students will be more motivated to study another language since they will feel they are learning to do something useful.They have an opportunity to express their individuality by having share their ideas and opinions on a regular basis.

7. Principles of the method  Use tasks as an organizational principle.  Promote learning by doing.  Input needs to BERICH.  Input needs to be meaningful comprehensible and elaborated.  Promote cooperative and collaborative leaning.  Focus on form.  Provide error corrective feedback.

8. Role of native language Using of the students,native language is permitted inCLT.The target language should be used during communicative activities andfor explaining the activities to the students or in assigning homework.They learn to management exchanges and realize that the target language is a vehicle for communication.

9. Culture role Culture is the everyday lifestyle op people who use the language. There are certain aspects of it that are especially important to communication the use of nonverbal behavior,which might receive greater attention in CLT.

10. Nature of interaction The teacher does not always himself interact with the students.Sometimes he is a co- communicator, but more often he establishes situations that prompt communication. He gives students an opportunity to work on ne gotiating meaning.Students interact a great deal with one another. They do this in various configuration : pairs, triads,small groups,and whole group.

11. Skills emphasized The simpler form would be presented at first but as students get more proficient in the target language,the functions are reintroduced and more complex forms are learned. They work at the discourse or suprasentential level and learn cohesion and coherence.They recognized the lake of coherence between first,two sentences of the scrambled order,which did not appear comected in any meaningful way.

12. Errors Errors are tolerated and seen as a natural outcome of the development of communication skills. Since this activity was working on fluency, the teacher did not correct the student, but simply noted the error, which he will return to at a later point.

13. Evaluation process For more formal evaluation, a teacher is likely to use an integrative test which has a real communicative function. In order to assess students, writing skill, for instance, a teacher might ask them to write a ietter to a friend.

14. Feedback type Feedback can be categorized in two different ways:Positive feedback that confirms the correctness of a students response.Teachers demonstrate this behavior by agreeing,praising or showing understanding.Negative feedback known as error correction, which has a corrective function on a faulty language behavior.

15. Criticism of the method Simply using the language one can learn nothing.one can not speak until one has some language to speak with and learn it by observing –listening and reading.Nothing what one hears and reads.There is no other way.