Communicative Language Teaching (CLT) emphasizes the

communication in the classroom, pair and group activities and student involvement in the

learning process. As a result, it’s believed that the teacher’s presence in the classroom

should be reduced.

Excessive TTT limits the amount of STT (student talking time) and results in teacher-centered lessons, loss of concentration, boredom and limited speaking skills.

If TTT is much more than STT, the learners don’t take any responsibility for their own learning but learn what the teacher decides and when. Student autonomy is thus limited.

We should use elicitation rather than explanation. We can reduce TTT presenting with clear examples and guiding questions.

The use of body language, mime, gestures and facial expressions rather than words.

If the questions are simple and clear we wouldn’t need re-explanation.

Listening to the teacher talking about real issues is more motivating than listening to or reading these things.

Language related questions and brainstorming questioning holds students’ attention and increases learner involvement in the class.

Anecdotes and jokes may also be used to stimulate interest during a lesson.

Storytelling is also appropriate both to adult classes and young learners.

There are both advantages and disadvantages to TTT. We should reduce TTT where and when it is necessary. However, bearing in mind the nature of the communicative classroom we should be careful at how TTT is used rather than trying to reduce it to minimum.