It is based on the theory that the primary function of lan-guage use is communication. One of the most recognized of these lists is David Nunan's (1991) five features of Communicative Language Teaching: The Public Administration and Social Policies Review IV Year, No. Lessons have communicative aims. This methodology was regarded as revolutionary since it placed an essential emphasis on communication in language learning classrooms. The study was anchored on two objectives namely: teachers understanding of CLT and Teachers’ attitudes towards toward the communicative language teaching method. Being primarily an ESL (English as a second language) methodology, it rapidly gained a widespread acceptance in the 40 Communicative language teaching is an effective way of engaging learners and helping them to develop their language skills in a natural context. When communicative language teaching (CLT) was first introduced, the term communication in CLT was often misunderstood as conversation. It follows the communicative language teaching approach, with the learner at the center (ICDR 1994). Due to the great potential communicative competence has played in the emergence of Communicative Language Teaching (CLT) approaches and shaping of well-informed language pedagogies, it has remained a concept that arouses researchers’ curiosity. This change has had a huge impact on classroom materials, course books, teaching techniques and the teacher’s role in the classroom, and still influences English language teaching and learning up to this day.. Communicative language teaching (CLT) is generally regarded as an approach to language teaching (Richards and Rodgers 2001). CLT is based on the theory that the primary function of language use is communication. At the level of language theory, Communicative Language Teaching has a rich, if somewhat eclectic, theoretical base (Richards & Rodgers 1986:71). Communicative Language Teaching is most often defined as a list of general principles or features. Some key features of the Communicative Approach. Communicative language teaching (CLT) is generally regarded as an approach to language teaching (Richards and Rodgers 2001). The idea of Communicative Language Teaching (CLT) has been expanded since the mid 1970s. Communicative Language Teaching (CLT) as a methodology was first proposed in England in the 1970s. What Is Communicative Language Teaching? Since then, second language (L2) instructors have been encouraged to employ communicative ways of teaching in their classrooms. Although conversations are a form of communication, communication is more than informal spoken language. goal of language teaching and develop procedure for the teaching of four language skill that acknowledge the interdependence of language and communication (Richards & Rodgers 1986:66). It encourages learners to improve their language in a personalised way and helps them to interact in English in real life situations rather than just learning English grammar rules and word lists. The purpose of the present study is to closely examine Communicative Language teaching (CLT) and its major characteristics and principles. As a result, CLT has its place in this country, and new English Communicative language approach to English language teaching. A qualitative research design was employed through the use of face to face interviews. CLT was also greatly influenced by the early version of Long’s (1983a, 1983b, 1996) Interaction Hypothe-sis. 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