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Seminar paper from the year 2014 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 2,0, University of Augsburg, language: English, abstract: I want to show in the following how the Communicative Language Teaching (CLT) approach is realized theoretically and practically in the environment of an EFL classroom; especially the factors of motivation and the use of humor are outstanding.In consequence of the predominant language learning concept of CLT, the overarching goal of language teaching became communicative competence - "the ability of individuals to act in different situations linguistically appropriate". Suddenly though, communicative competence and meaning became the primary goals. For teachers, that fundamental communicative change in language learning meant that they could have helped leaners from then on in any way that motivates them to work with the language itself. Moreover, the course of action of the teacher expanded enormously, while amongststudents an extension of interaction and social forms took place. Instead of the rather conservative, grammar focussed approaches and direct teaching the methodology of "creative writings" - the use of authentic texts, creativity-based learning, problem-solving and student-activating activity based grammar work succeeded. Accordingly, the enhancement of communication, pair and group activities in the classroom, the reduction of the teacher's guidance on favor of the students' activation are other crucial goals of the CLT. The overall approach allows the teacher to adjust more opportunities, values, contents, goals and procedures to the interest of his learners and to keep his methods of teaching open.
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