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What is?
Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

Example
Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.

In the classroom
Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.

How to Apply

Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.

Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language.

According to CLT, the goal of language education is the ability to communicate in the target language.This is in contrast to previous views in which grammatical competence was commonly given top priority.

CLT also positions the teacher as a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach the target language but works on developing sound oral and verbal skills prior to reading and writing

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TEFL: What is the communicative approach?

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What is?
is a method of teaching foreign languages described by Michael Lewis in the early 1990s.[1] The basic concept on which this approach rests is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks. Students are taught to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words at their disposal when they are taught in this way. In 2000, Norbert Schmitt, an American linguist and a Professor of Applied Linguistics at the University of Nottingham in the United Kingdom, contributed to a learning theory supporting the lexical approach he stated that "the mind stores and processes these [lexical] chunks as individual wholes."[2] The short-term capacity of the brain is much more limited than long-term and so it is much more efficient for our brain to pull up a lexical chunk as if it were one piece of information as opposed to pulling up each word as separate pieces of information

How to Apply
instruction focuses on fixed expressions that occur frequently in dialogues, which Lewis claims make up a larger part of discourse than unique phrases and sentences. Vocabulary is prized over grammar per se in this approach. The teaching of chunks and set phrases has become common in English as a foreign or second language, though this is not necessarily primarily due to the Lexical Approach. This is because anywhere from 55-80%[4] of native speakers' speech are derived from prefabricated phrases. Fluency could be considered unachievable if one did not learn prefabricated chunks or expressions.
Common lexical chunks include: Have you ever ... been / seen / had / heard / tried
Most language learners are accustomed to learning basic conversation starts, which are lexical chunks, including: "Good morning," "How are you?" "Where is the restroom?" "Thank you," "How much does this cost?"

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What is?
is a method used in examining language in very detailed manner. The structural approach is a technique wherein the learner masters the pattern of sentence. Structures are the different arrangements of words in one accepted style or the other. It includes various modes in which clauses, phrases or word might be used. It is based on the assumptions that language can be best learnt through a scientific selection and grading of the structures or patterns of sentences and vocabulary.
This approach as Kripa K. Gautam states "is based on the belief that language consists of 'structures' and that the mastery of these structures is more important than the acquisition of vocabulary. Since structure is what is important and unique about a language, early practice should focus on mastery of phonological and grammatical structures rather than on mastery of vocabulary." Kulkarni "emphasizes the teaching and learning of the basic items or materials that constitute the framework of language." Whereas according to Yardi 'structures' as an "internal ordering of linguistic item", and further adds that structures may be defined as "device that we use to make signal, to convey meanings, and indicate relationship.

How to Apply
This approach as Kripa K. Gautam states "is based on the belief that language consists of 'structures' and that the mastery of these structures is more important than the acquisition of vocabulary. Since structure is what is important and unique about a language, early practice should focus on mastery of phonological and grammatical structures rather than on mastery of vocabulary." Kulkarni "emphasizes the teaching and learning of the basic items or materials that constitute the framework of language." Whereas according to Yardi 'structures' as an "internal ordering of linguistic item", and further adds that structures may be defined as "device that we use to make signal, to convey meanings, and indicate relationship.
We would apply this approach Word order, The presence of functional words, The presence of functional words,
Damdo examples of disordered rations for them to tell us which is the correct sentence also modifying the sentences and conjugating well the verbs that are in the sentences

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What is?
is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. ... In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.
In the Natural Approach there is an emphasis on exposure, or input, rather than practice; optimizing emotional preparedness for learning; a prolonged period of attention to what the language learners hear before they try to produce language; and a willingness to use written and other materials as a source of .

How to Apply
Exposure to language is big when you want to acquire it rather than “learn” it. So as a language learner (or rather, “acquirer”), you have to put yourself in the way of language that’s rife with action and understandable context.
We apply this approach in our classroom when we do not learn our knowledge, but rather we achieve it either by learning by playing or by analyzing

The first thing to note in The Natural Approach is that there is an important difference between "learning the language" and "acquiring the language." And as mentioned above, it all has to do with the activities involved in each one.

"Learning" implies conscious instruction. When you memorize the rules of use and vocabulary, when you memorize the different conjugations of the verb, when you are concerned about whether the tense used is correct or not, these are all learning related activities.

"Learning a language" means that you are studying a language, its linguistic forms (grammar, semantics, phonology) and how the different elements interact with each other. Most "learning" activities take place inside a classroom, but you could certainly do it independently.
"Acquiring", on the other hand, involves different activities that are, for the most part, communicative and immersive in nature.

In other words, these activities provide you with many opportunities to listen, observe, and experience how language is used. Even better, these activities provide you with many opportunities to use the language to communicate.

For example, you live with an Armenian family. You can hear what the mother yells when she wakes the children up in the morning, or what she says when she calls them to the table for dinner. You hear Grandma talking to you in Armenian because she often forgets that you are not one of her granddaughters.

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What is
is considered to be the second paradigm of psychology. This idea focuses on the function of the mental processes which involves consciousnesses. (Gordon, 1995) This approach was developed by William James in 1980. James was the first american psychologist and wrote the first general text book regarding psychology. In this approach he reasoned that the mental act of consciousness must be an important biological function (Schacter et al., 2011) He also noted that it was a psychologists job to understand these functions so they can discover how the mental process operates. This idea was an alternative approach to the structuralism, which was the first paradigm(Gordon, 1995).

How ti Apply
The ‘Functionalist’ vs. the ‘Essentialist’ Approach

This ‘functional’ approach to the study of Antisemitism, however, has often been criticized, since it describes the dynamics of Antisemitism, not its sources. In applying it, one tends to stress the changing needs of the non-Jewish environment and neglect the search for a single explanation, based on Jewish uniqueness and history. In order to do that it is necessary to go back to a point in time, in which the forces of tradition may be, at least partially, neutralized and begin ‘in the beginning.’
The main goal of functionalist approaches is to clarify the dynamic relationship between form and function
Functionalist perspectives have gained more ground over the past decades with more linguists resorting to functional explanations to account for linguistic structure. The authors in this volume present the current state of functional approaches to linguistic inquiry expanding our knowledge of language and linguistics.
This approach is normally applied, they would be organized on the basis of individual functions and the exponents needed to express these functions. For example, 'introduce yourself', perhaps followed by the 'make requests' function, with typical exponents like' Can I ...? ', "Could you ...?'," Okay if I. ..? 'and so on. These are often practiced in the form of communicative exercises that involve pair work, group work, and role plays.

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Functionalism | Society and Culture | MCAT | Khan Academy

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What is?
Cognition refers to mental activity including thinking, remembering, learning and using language. When we apply a cognitive approach to learning and teaching, we focus on theunderstaning of information and concepts. If we are able to understand theconnections between concepts, break down information and rebuild with logicalconnections, then our rention of material and understanding will increase.

When we are aware of these mental actions, monitor them and control ourlearning processes it is called metacognition

How to Apply
this approach refers to learning through relevant stimuli
when our stimuli are not relevant we make mistakes by perceiving optical illusions
One way to use this approach in our classroom is by playing a hot potato ball by throwing the ball at our students, seeing how they react to this situation by asking questions from the class before whoever has the ball of paper.

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What is?
was put forward by Noam Chomsky, stating that children's brains contain a Language Acquisition Device which holds the grammatical universals. This theory came about as children have been observed to pick up grammar and syntax without any formal teaching (in spoken language).

How to Apply?

The best way to apply this approach in our classrooms is in a collaborative way between our students and their classmates, discussing topics of their liking, forming working pairs in which they will develop the explanation of the selected topic, giving their points of view and why they selected that theme.
This will help us students to learn by listening and speaking

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Theories of language development: Nativist, learning, interactionist | MCAT | Khan Academy