● CLT emerged against ALM.

● DELL HYMES coined the concept of COMMUNICATIVE COMPETENCE (1972) against Chomsky's concept of LINGUISTIC COMPETENCE.

● CANALE & SWAINE (1980) described the four dimensions of Communicative Competence :-
1. Grammatical/ Linguistic Competence.
2. Socio- Linguistic Competence.
3. Discourse Competence.
4. Strategic Competence.

● CHIEF EXPONENTS/PROPONENTS OF COMMUNICATIVE LANGUAGE TEACHING :-
• Dell Hymes
• H.G. Widdowson
• D. A. Wilkins
• Yalden
• Jupp
• Savignon
• Littlewood
• Prabhu
• Christopher Candlin
• Christopher Brumphit
• Keith Johnson

● OBJECTIVES OF COMMUNICATIVE LANGUAGE TEACHING :-
1. To develop Communicative Competence.
2. To teach language communicatively to make learners able to communicate in real life.

● PRINCIPLES OF COMMUNICATIVE LANGUAGE TEACHING :-
1. The Communication Principle.
2. The Task Principle.
3. The Content and Process Principle.
4. The Personal Experience Principle.
5. The Meaningfulness Principle.
6. Group Activity Principle.
7. Authentic Material Principle.

● TECHNIQUES OF COMMUNICATIVE LANGUAGE TEACHING :-
• Role play
• Chain - strip theory
• Brain - storming activity
• Old story in modern time
• Language games
• Interviews
• Language exchanges
• Surveys
• Pair work
• Learning by Teaching (by Jean - Paul - Martin)

● SYLLABUS OF COMMUNICATIVE LANGUAGE TEACHING :-
1. Functional - Notional Syllabus - Yalden
2.. Notional Syllabus - Wilkins

● KEY FEATURES OF COMMUNICATIVE LANGUAGE TEACHING:-
• Meaning is paramount.
• Contextualized information is used.
• LSRW are integrated.
• Judicious use of Mother Tongue is allowed.
• Teacher must always use Target Language.
• Errors/Mistakes are tolerated.
• Task / Activity based approach.
• Avoids ― Rote memorization/ habit formation/ over learning.
• Emphasizes creativity.
• Holistic Approach.

● ROLE OF TEACHER IN COMMUNICATIVE LANGUAGE TEACHING :-
• Facilitator.
• It is learner - centered approach.

● DEMERITS OF COMMUNICATIVE LANGUAGE TEACHING :-
• No universally one accepted model of teaching for CLT.
• Notional Syllabus was criticized as only placing one kind of list, namely a list of grammatical structures, with another list of notions and functions.
• The various categories of language functions are overlapping and not systematically graded like the structures of the language.
• A major principle underlying this approach is its emphasis on learner's needs and interests. This means that every teacher should modify the syllabus to fit the needs of the learners.
• Not all classrooms can follow group work activities and for teaching aids and materials. The requirements are difficult.