Richards-Communicative-Language.pdf

Communicative

Language Teaching

To d ay

Jack C. Richards

c a m b r i d g e u n i v e r s i t y p r e s s

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University Press

32 Avenue of the Americas, New York, NY 10013-2473, USA

www.cambridge.org

This book is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

no reproduction of any part may take place without

the written permission of Cambridge University Press.

Communicative Language Teaching Today is distributed with

permission from SEAMEO Regional Language Centre and is

part of the Portfolio series by SEAMEO Regional Language

Centre which holds the copyright to this material.

First published 2006

Printed in the United States of America

i s b n -13 978-0-521-92512-9 paperback

Book layout services: Page Designs International

Table of Contents

Introduction 1

1 What Is Communicative Language Teaching? 2

2 The Background to CLT 6

3 Classroom Activities in Communicative Language Teaching 14

4 Current Trends in Communicative Language Teaching 22

5 Process-Based CLT Approaches – Content-Based Instruction and

Task-Based Instruction 27

6 Product-Based CLT Approaches – Text-Based Instruction and

Competency-Based Instruction 36

Conclusions 45

References 46

Introduction

The ever-growing need for good communication skills in English has created a

huge demand for English teaching around the world. Millions of people today

want to improve their command of English or to ensure that their children

achieve a good command of English. And opportunities to learn English are

provided in many different ways such as through formal instruction, travel,

study abroad, as well as through the media and the Internet. The worldwide

demand for English has created an enormous demand for quality language

teaching and language teaching materials and resources. Learners set them-

selves demanding goals. They want to be able to master English to a high level

of accuracy and fluency. Employers, too, insist that their employees have good

English language skills, and fluency in English is a prerequisite for success and

advancement in many fields of employment in today’s world. The demand for

an appropriate teaching methodology is therefore as strong as ever.

In this booklet we will examine the methodology known as commu-

nicative language teaching, or CLT, and explore the assumptions it is based

on, its origins and evolution since it was first proposed in the 1970s, and how

it has influenced approaches to language teaching today. Since its inception in

the 1970s, CLT has served as a major source of influence on language teaching

practice around the world. Many of the issues raised by a communicative teach-

ing methodology are still relevant today, though teachers who are relatively new

to the profession may not be familiar with them. This booklet therefore serves

to review what we have learned from CLT and what its relevance is today.

Communicative Language Teaching Today 1

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