Cooperative learning has been embraced as a way of promoting communicative interaction in the classroom and is seen as an extension of the principles of communicative language teaching (Richards & Rodgers, 2001).
What does CLT stand for?
CLT stands for Communicative Language Teaching
This definition appears very frequently and is found in the following Acronym Finder categories:
- Organizations, NGOs, schools, universities, etc.
See other definitions of CLT
We have 164 other meanings of CLT in our Acronym Attic
- Closed Loop Training (speech synthesis)
- Club de Loisirs de Tourlaville (French: Tourlaville Leisure Club; Tourlaville, France)
- Cognitive Load Theory (memory)
- College Laboratory Technician (various locations)
- College Libertarians of Towson (Towson, MD)
- Combat Lasing Team (US DoD)
- Combine Like Terms (algebra)
- Command Level Testing (US Navy)
- Common Leader Training
- Communications Line Terminal
- Community Land Trust
- Compagnie Ligérienne de Transport (French transport company)
- Compagnie Luxembourgeoise de Télédiffusion (French: Luxembourg Television Broadcasting Company)
- Compagnie Lyonnaise de Tramways (French tramway company)
- Compañía de Logística y Transporte (Spanish: Logistics and Transport Company)
- Company Landing Team (US Marine Corps)
- Competitive Landscaping Tool (iSuppli)
- Complexity Leadership Theory
- Component-Level Testing (electronics)
- Comprehensive Look Team (US Army)
Samples in periodicals archive:
demonstrates how picture books can be used to teach beginning English language learners and how to select books with the right content difficulty and language input (based on the principles of communicative language teaching), use assessments to match books and learners, and match books to communicative language teaching strategies.
This focuses on attention to form, grammar, practice on certain structures and certain strategies due to the lacks of communicative language teaching (Williams, 1995).
Introduction Communicative language teaching, which stresses meaning over form, has been the mantra in English as a second language (ESL) education.
From grammar-translation to communicative language teaching For centuries foreign language pedagogy relied on a sequential presentation of linguistic forms or functions, pre-selected and graded according to their perceived difficulty, frequency or usefulness, and, thus, embodied what Wilkins (1976) terms the synthetic approach to syllabus design.
The authors have not only set out the context in which the scheme exists, but also discuss the influence of communicative language teaching theory and the movement towards process-oriented research on the development of the observation scheme.