Education of the republic of uzbekistan samarkand state institute

Promoting learning by doing refers to how new knowledge can be better retained in long-term memory if it is tied to real-world events and activities.

Input needs to be rich, since the learner needs to be exposed to the language from various sources to develop native-like language skills. That input, however, must be comprehensible to the students.

Input needs to be meaningful, comprehensible and elaborated. The assimilation of new knowledge heavily depends on how easily it can be attached to already existing knowledge.

Promoting cooperative and collaborative learning by pairing or grouping students together so that they can work cooperatively on a task. This practice promotes communicative interaction in the target language.

A focus on form approach emphasizes a form-meaning connection, teaching grammar through communicative contexts.

Providing error corrective feedback is important for the learner, but it is a long term process. It depends not only on how the teacher provides the feedbacks, but also on individual learner factors.

Finally, recognizing and respecting affective factors of learning is essential for teachers to understand and provide learners with an environment where they can feel motivated.

The fact that CLT does not provide a specific method or curriculum allows it for the inclusion of strategies from other theories and adapt them to its goals. It seems to me that having an eclectic approach to language teaching, especially if focused on real-life situations, is beneficial for both the teacher and the student, since it can also be adapted to different kinds of learners. However, as Brandl (2008) points out, the quality of the teaching also depends on the quality of the material, and the teacher needs to be able to identify what better suits their classroom.¹
Ten Core Assumptions in CLT:

1. 
   Engaging in interaction and meaningful communication facilitates language learning.
   
2. 
   Effective classroom learning tasks provide students the opportunities to extract meaning, expand language, notice how language is used, and take part in a meaningful interpersonal exchange.
   
3. 
   Meaningful communication occurs when students process content that is relevant, purposeful, interesting, and engaging.
   
4. 
   Communication is a comprehensive process that often calls upon the use of several language skills.
   
5. 
   Language learning is facilitated both by activities that:
   
   • 
     involve inductive or discovery learning of language rules, and
     
   • 
     involve the analysis of language rules.
     
6. 
   Language learning is a gradual process that involves creative use of language, and trial and error.
   
7. 
   The ultimate goal of language learning is to be able to use the new language both accurately and fluently.
   
8. 
   Learners develop their own routes to language learning, progress at different rates, and have different needs and motivations for language learning.
   
9. 
   The role of the teacher in the language classroom is that of a facilitator, who creates a classroom climate conducive to language learning and provides opportunities for students to use and practice the language and to reflect on language use and language learning.
   
10. 
    The classroom is a community where learners learn through collaboration and sharing.