Summary of Evolution of English Language Teaching

## Introduction Communicative Language Teaching (CLT) and curriculum development place communication — not grammar alone — at the centre of language teaching. This study material explains key ideas behind CLT, how syllabuses and curricula changed to support communicative competence, and practical steps for designing courses that meet learners' real-world needs. > **Definition:** Communicative competence is the ability to use language appropriately and effectively in different social contexts, not just knowing grammatical rules. ## 1. Why shift away from grammar-centred teaching? - Traditional approaches prioritized **grammatical competence**: accurate knowledge of rules and forms. - CLT questions that centrality and emphasizes **communicative outcomes** and **skills**: speaking, listening, reading and writing for real purposes. > **Definition:** Grammatical competence is knowledge of linguistic rules; communicative competence is using language appropriately in context. ### Practical example A grammar-centred task: fill-in-the-blank sentences to practice past simple. A communicative CLT task: role-play an interview where learners must narrate past experiences to achieve a goal (get a job). The latter requires grammar, vocabulary, discourse and interactional skills. Did you know that CLT is an umbrella approach rather than a single fixed method, meaning teachers can adapt methods to classroom constraints and learner goals? ## 2. Linguistic background and key constructs - 1970s linguistics shifted attention from isolated structures to **language use**, **purposes**, and **situations**. - This led to conceptualizing communicative competence as the primary teaching goal. ### Grammatical vs. Communicative competence (table) | Aspect | Grammatical competence | Communicative competence | |---|---:|---:| | Focus | Rules, forms | Appropriateness, effectiveness | Assessment | Accuracy on items | Task-based performance, interaction | Teaching goal | Correct output | Achieve communicative goals in context ## 3. Syllabus types and the search for new models CLT required syllabuses that reflect communication. Two broad approaches: 1. **Synthetic** - Break language into small items (e.g., present simple), teach step-by-step. - Strong control over sequencing. 2. **Analytic** - Use whole texts/tasks, less strict control of item sequencing. - Organized around communicative purposes and performance. > **Definition:** A syllabus is the content a course covers; a curriculum is the wider educational plan including methods, assessment and materials. ### Notional and functional syllabuses - **Wilkins (1976) — Notional syllabus**: emphasised notions (concepts) and functions to express meanings in context. - **Functional syllabus / Threshold Level**: practical adoption of functions; Threshold included 126 communicative functions grouped into categories such as information, attitudes, action decisions, socializing, discourse and repair. Practical example: Teaching the function "asking for clarification" might involve authentic classroom dialogues, repair strategies and associated grammar (question forms). Fun fact: Many adopted functional/communicative syllabuses influenced ESP and needs-based course design across universities and professional programmes. ## 4. English for Specific Purposes (ESP) and needs analysis - ESP developed in the 1960s–1970s to make courses relevant to real roles (academic study, specific professions, workplace tasks). - ESP contrasts with General English: ESP is goal-driven and performance-oriented. ### Why needs analysis matters - It is a backward-design process: start from the target performance learners must achieve and design content to meet that. - Tools: questionnaires, interviews, observation, discourse analysis. > **Definition:** Needs analysis identifies what learners must be able to do in target situations and guides course design. ### Munby and modern needs analysis - Munby (1978) proposed a systemati