Communicative Language Teaching
Read chapter 14 “Communicative Language Teaching” and answer each of the following
questions in your own words, citing authors. Each answer should be developed in a
paragraph of approximately 70–100 words (unless otherwise specified), demonstrating
both understanding and critical reflection.
Section 1. Background of CLT
1. In your own words, explain the historical and theoretical foundations of Communicative
Language Teaching (CLT). Who were some of the key figures and institutions involved in its
development, and what educational or linguistic challenges were they responding to? In your
answer, refer to major contributions by Wilkins, Hymes, Widdowson, and the Council of
Europe, and distinguish between the “strong” and “weak” versions of CLT as discussed by
Howatt (1984). (Approx. 100–150 words).
2. Compare and contrast the Audiolingual Method and the Communicative Approach in
terms of their underlying assumptions about language, learning, teaching techniques, and
classroom practices. Based on Finocchiaro and Brumfit’s (1983) classification, explain how
these two approaches differ in their treatment of language form, meaning, error correction,
learner interaction, and the teacher’s role. (Approx. 100–150 words)
Section 2. Approach
a. Theory of language.
3. What is meant by communicative competence according to Hymes (1972)?
4. How does it differ from Chomsky’s concept of linguistic competence?
5. Why is context important when using language in real-life situations?
6. What contribution did Halliday (1975) make to the understanding of language learning?
Briefly describe two of the language functions he proposed.
7. According to Canale and Swain (1980), what are the four components of communicative
competence?
8. Explain how strategic competence might help a learner in a real-life conversation.
b. Theory of learning
Didactics I - Professor [Link] Zanotta Diogo
9. Which learning principles can be inferred from Communicative Language Teaching (CLT)
practices, according to Johnson and Littlewood? Explain each briefly.
(Tip: Mention the communication principle, task principle, and meaningfulness principle.)
10. How does the meaningfulness principle influence the selection of learning activities in the
CLT classroom? Provide an example.
11. According to Krashen, what is the difference between acquisition and learning? Which of
the two does he consider more effective in language development, and why?
12. Why does Krashen argue that conscious knowledge of grammar (learning) cannot lead
to acquisition? How does this affect the role of grammar instruction in CLT?
13. Describe the skill-learning model of language learning proposed by Johnson and
Littlewood. What are the cognitive and behavioral aspects of this model?
14. How does practice contribute to the automation of communicative competence in the
skill-learning model? Relate this to a real classroom practice.
15. How do the theories of Krashen and the skill-learning model differ in their views on the
role of practice in language learning?
16. Savignon considers several factors as part of language learning. What are they, and how
do they interact in the acquisition of communicative competence?
17. How do the learning theories discussed support the idea that language should be used
communicatively rather than mechanically?
Section 3. Design
18. Which are the five levels of objectives in a communicative approach outlined by Piepho
(1981)?
19. How should objectives be determined?
20. What did the Threshold Level English syllabus (van Ek & Alexander, 1980) include?
21. According to the text, what are the essential characteristics of classroom activities in a
communicative approach?Why is it important that they involve processes like information
sharing and negotiation of meaning?
22. Littlewood (1981) distinguishes between “functional communication activities” and “social
interaction activities.” Explain the difference between these two types.
23. What does the learner’s role of negotiator involve according to Breen and Candlin?
Didactics I - Professor [Link] Zanotta Diogo
24. What challenges might learners face when first experiencing a CLT approach, and how
are they expected to deal with communication breakdowns?
25. What are the different teacher’s roles mentioned?Explain each of them briefly.
26. What is the main purpose of instructional materials?
27. What does each of the three types of materials used in CLT (text-based, task-based, or
realia) consist on?
Conclusion
28. What are the main principles of CLT?
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Bibliography
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching
(3rd Edition). Cambridge University Press.
Further reading
Lesson Planning, Warm-Ups, Closures & Activities
Harmer, J. (2007). The Practice of English Language Teaching (4th Edition). Pearson
Longman.
Communicative Language Teaching (CLT) & Language Teaching Approaches
Hymes, D. (1972). On Communicative Competence. In J. B. Pride & J. Holmes (Eds.),
Sociolinguistics. Penguin Books.
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to
Second Language Teaching and Testing. Applied Linguistics, 1(1), 1–47.
Task-Based Learning & TBL Planning
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Learning Strategies (CALLA Approach)
Chamot, A. U., & O’Malley, J. M. (1994). The CALLA Handbook: Implementing the
Cognitive Academic Language Learning Approach. Addison-Wesley.
Assessment in the EFL Classroom
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Pearson
Education.
Scaffolding & ZPD
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving.
Journal of Child Psychology and Psychiatry, 17(2), 89–100.
6 T’s
Didactics I - Professor [Link] Zanotta Diogo
Stoller, F. L. (1997). Project Work: A Means to Promote Language and Content. English
Teaching Forum, 35(4), 2–9.
Marco Curricular Nacional
ANEP (2023). Marco Curricular Nacional de la Educación Básica Integrada.
ANEP-CODICEN.
Didactics I - Professor [Link] Zanotta Diogo