Abstract

                                Communicative  language  teaching  (CLT)  refers  to  both  processes  and  goals  in  classroom learning.  The  central  theoretical  concept  in  communicative  language  teaching  is ‘communicative competence’ a term introduced into discussions of language use and second or  foreign  language  learning  in  the  early  1970s.  This paper looks at emergence of communicative language teaching and the phenomenon of communicative language teaching (CLT) in the current scenario. The goal of the paper is to show how CLT has been emerged, interpreted and implemented in various contexts. Also, the paper discusses ways for teachers to shape a more communicative approach to ELT in the context of their own situation keeping in mind the needs and goals of learners and the traditions of classroom  teaching,  which  is  the  first  step  in  the  development  of  a  teaching  program  that involves  learners  as  active  participants  in  the  interpretation,  expression,  and  negotiation  of meaning.

Key words:  Theory of Language, Communicative Approach, Paradigm Shift, Learner’s Role, Communicative Competence,