THE EFFECTS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) ON THE POST-COMMUNICATIVE METHODOLOGY

TRADITIONAL LANGUAGE TEACHING METHODS SUCH AS GRAMMAR TRANSLATION AND PASSIVE LEARNING WERE GRADUALLY SU PERSEDED BY MORE ACTIVE AND EFFECTIVE COMMUNICATIVE LANGUAGE TEACHING METHODS THAT REQUIRED TECHNIQUES SUCH AS PAIR -WORK, ROLE PLAYS, AND SHARING OPINIO NS, INFORMATION GAPS, INTERVIEWS, ETC. AND THIS TURN OCCURRED BY THE END OF THE 1960S. ALL OF THESE CHA NGES SHIFTED THE TEACHER'S POSITION, AND HE OR SHE BECAME A LEARNING FACILITATOR.THEY ALSO CHANGED STUDENTS' ROLES, TRANSFORMING THEM INTO NEGOTIATORS IN A COLLABORATIVE PARTNERSHIP, WITH CLT ENCOURAGING ACTIVE STUDENT PARTICIPATION MORE THAN ANY OTHER LANGUAGE TEACHING METHODS. THE LATE -TWENTIETH-CENTURY DIGITAL REVOLUTION HAS HAD A SIGNIFICANT IMPACT ON BOTH LANGUAGE LEARNERS' NEEDS AND LANGUAGE TEACHING TECHNOLOGY ITSELF. THE POST- COMMUNICATIVE METHODS, WHICH HAVE THEIR ROOTS IN THE COMMUNICATIVE APPROAC H HAD TO ADAPT TO THE NEW MILLENNIUM LEARNERS' CHANGING NEEDS AND WERE A STEP FORWARD IN LANGUAGE TEACHING. OUR ARTICLE EXAMINES THE SIMILARITIES AND DIFFERENCES BETWEEN COMMUNICATIVE AND POST -COMMUNICATIVE METHODS, EMPHASIZING THE POSITIVE ASPECTS OF THE LATTER.

The body of this article is intentionally hidden on the public page. Please use the PDF reader or the PDF download for the complete text.