Conceptual underpinnings of Community Language Teaching (clt)

Conceptual underpinnings of Community Language Teaching (CLT).
Pulatova Dilshifo
Teaching English as a second language has a history of its own. Over the centuries, specific methods and approaches to teaching as a second language have been formed. But it should also be noted that as the centuries pass, these methods come back into fashion and continue to evolve.
Before the 20th century, English was taught using two-part approaches. 1. Learning English for active use (speaking English and using it in real life). 2. learning English only based on grammatical rules (passive English is achieved by learning only grammatical rules, that is, the test can work, but it cannot be used in real life).
During the Renaissance, Greek grammar became widespread and Greek methods showed their results. After them, German and French scientists formed these views. According to the European Methodology:

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  Using Imitations rather than Rules in Teaching English.
  
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  students should repeat after the teacher
  
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  students should practice speaking and reading more
  
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  To make the lessons more interesting, you should teach using pictures
  

The following Approaches are helpful in teaching English as a second language.
The Grammar Translation Methods
Grammar Translation Method is a method of learning any foreign language by the practice of translating or converting the sentences of the native language into the target language or vice versa. In Grammar Translation Method classes, students learn grammar rules of the foreign language and try to apply those rules to the native language to convert it into the foreign one.
The direct methods
The direct method of teaching was developed as a response to the Grammar-Translation method. All teaching is done in the target language, grammar is taught inductively, there is a focus on speaking and listening, and only useful ‘everyday' language is taught. The weakness in the Direct Method is its assumption that a second language can be learnt in exactly the same way as a first, when in fact the conditions under which a second language is learnt are very different. The teacher must be a native speaker, because only the target language is used during the lesson, even language culture is taught through the target language. grammar is not considered important.
The reading approach
The teachers don’t have to know the target language very well because the oral proficiensy doesn’t matter. They use mostly from grammar and translation and use the first language to discuss the text and feedbacks after the lessons.
The Reading Method, sometimes known as the Reading Approach, is an outdated way of teaching English, mainly as an additional language. The theory behind the method was that students could pick up the basics of English simply by learning to understand words and grammatical patterns from written text.
The communicative approach
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.