COMMUNICATIVE LANGUAGE TEACHING

Activity 1. Before we start, please answer1:

Activity 2. (a) If you wanted to introduce your friend Paula to Roger, you might say 2:
Roger, this is (my friend) Paula.
I would like you to meet Paula.
Let me present Paula to you.
Roger, meet Paula.
Allow me to introduce Paula.
In other words, there are a variety of forms for this one function. Which would you teach to a
beginning class, an intermediate class, an advanced class? Why?
(b) List linguistic forms you can use for the function of inviting. Which would you teach to
beginners? To intermediates? To an advanced class?
Activity 3. These are specific objectives that you may have in your lessons. What
communicative subcompetence do they address? Please classify them 3.

Grammatical competence
Sociolinguistic competence
Discourse competence
Strategic competence

You may want your students

to be able to take risks when using language.
to take longer turns, open and close conversations.
to build a range of vocabulary.
to learn the scale of formality.
to achieve accuracy in syntax and word formation.
to use stress, rhythm and intonation to express meaning.
to use stress, rhythm and intonation to express attitude
and emotion.

This task is taken from Richards (2006: 2).

This task is taken from Larsen-Freeman (2000: 135).
3
This is adapted from Hedge (2000: 56).
2

Mara Fernndez Agero

m.fernandez@uam.es

Activity 4. Please read chapter 9 of Larsen-Freeman (2000) and complete your notes on CLT.
Activity 5. Which methodologies follow the following principles? Fill in the chart on different
language teaching methods or approaches4:

PRINCIPLES

METHOD/
APPROACH

a. In groups, students can begin to feel a sense of community and can learn from each
other as well as the teacher. Cooperation is encouraged rather than
competition
b. Students can initially learn a part of the language rapidly by moving their
bodies.
c. It is important to prevent learners from making errors. Errors lead to bad habits.
When errors do occur, they should be immediately corrected by the
teacher..
d. Whenever possible, verb conjugation and other grammatical paradigms should be
committed to memory
e. Some learning takes place naturally as we sleep. Students will naturally work on the
day lesson then
f. Each language has a finite number of patterns. Pattern practice helps students to set
up habits which enable them to use the patterns
g. Pronunciation is an essential aspect of language proficiency
h. One of the teachers major responsibilities is to establish situations likely to promote
communication
i. Teacher Talking Time is something to be discouraged

Activity 6. Please read Brown (2002) and Ur (2013) to find out more about tailoring your own
method and situated methodologies.

Bibliography
Brown, H. D. (2002). English language teaching in the post-method era: towards better
diagnosis, treatment and assessment. In J. C. Richards and W. A. Renandya (Eds.),
Methodology in Language Teaching; An Anthology of Current Practice. Cambridge: CUP. 918.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: OUP.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: OUP.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: CUP.
Richards, J. C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Second
Edition. New York: CUP.
Ur, P. (2013). Language-teaching method revisited. ELT Journal 67(4): 468-74.
4

You will find more information on methods and approaches in Larsen-Freeman (2000) and Richards
and Rodgers (2001).

Mara Fernndez Agero

m.fernandez@uam.es

Basic bibliography on the CA:

Breen, M. & Candlin, C. (1980). The essentials of a communicative curriculum in language
teaching. Applied Linguistics 1(2): 89-112.
Brumfit, C. (1984). Communicative Methodology in Language Teaching. Cambridge: CUP.
Brumfit, C. & Johnson, K. (Eds.) (1979). The Communicative Approach to Language Teaching.
Oxford: OUP.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics 1(1): 1-47.
Hymes, D. (1972). On communicative competence. In J. B. Pride and J. Holmes (Eds.),
Sociolinguistics. Harmondsworth: Penguin. 269-293.
Littlewood, W. (1981). Communicative Language Teaching. Cambridge: CUP.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: CUP.
Van Ek, J. & Alexander, L. G. (1980). Threshold Level English. Oxford: Pergamon.
Widdowson, H. G. (1978). Teaching Language as Communication. Oxford: OUP.
Wilkins, D. A. (1976): Notional Syllabuses. London: OUP.

Key to activity 5:
a. CLL (and humanistic approach in general)
b. TPR
c. Audiolingual method
d. Grammar-translation
e. Suggestopedia
f. Audiolingual method
g. Direct method / audiolingual method
h. Communicative language teaching
i. Silent way

Mara Fernndez Agero

m.fernandez@uam.es