Use of CLT for Communicative Competence in the Socio-Cultural Environment

Abstract

English language teaching has been experiencing constant changes in terms of smearing methods and approaches. With the quick progress of technology and its use in English classrooms, classroom activities, student participation and teachers' involvement have also undergone many changes thereby paving way for a cooperative approach to English language learning. Traditional methodology concentrates on proficiency in different aspects of grammar and through controlled activities. They are memorization of dialogue and drills, pair work activities, role-plays, group work activities and project work. CLT emerged in the 1970s and 1980 when the attention from grammatical competence shifted to the knowledge and skills needed to use grammar and other features of language suitable for different communicative purposes such as making requests, giving advice, making suggestions, describing ideas and emotions and so on.  The present paper tries to form a framework of the main principles of CLT and its application in a language classroom. In addition to this, the research shows the role digital education plays in enhancing learners’ academic performance, enthusiasm and process of learning. The paper concludes with notable results that might motivate teachers, researchers and professionals, and educators to employ the approach in their regular teaching.