A Comprehensive Literature Review on Communicative Language Teaching (CLT)

This literature review provides an analysis of Communicative Language Teaching (CLT), tracing its historical development, theoretical underpinnings, practical applications, and the challenges and future directions it faces in language education. Originating in the 1970s as a response to the limitations of traditional grammar-translation methods, CLT emphasizes the development of communicative competence and the practical use of language. The review synthesizes research literature to highlight the significance of CLT in enhancing language teaching and learning and its implications for educational practices. It identifies gaps in current research and suggests future directions, including the integration of technology, intercultural communicative competence, task-based language teaching, assessment methods, contextualized teaching strategies, and teacher professional development. In China, CLT has adapted to the learning characteristics of Chinese students, enriching the theory and practice of English language teaching. Moving forward, CLT is poised to further integrate with technology and focus on cultivating learners' cross-cultural communicative competence.