Hostname: page-component-745bb68f8f-mzp66 Total loading time: 0 Render date: 2025-01-26T11:06:50.058Z Has data issue: false hasContentIssue false
  • English
  • Français

Communication-oriented language teaching: Where are we now? Where do we go from here?

Published online by Cambridge University Press:  12 April 2012

William Littlewood
William Littlewood*
Affiliation:
Hong Kong Baptist [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In its early days, CLT was widely promoted as suitable for all contexts, but many questions have since been raised about what it really means and what versions of it (if any) are suited to specific learning situations. Experiences in Asia, where educational traditions and current realities often contrast strongly with those where CLT originated, have provided a major impetus for this questioning and the process has been reinforced by developments in the wider context, such as the postmethod perspective in language teaching and the decline of centre-to-periphery conceptions of modernization. CLT now serves not so much as a label for a specific approach as an umbrella term to describe all approaches that aim to develop communicative competence in personally meaningful ways. It also provides a framework for defining issues that research and exploratory practice need to address in the years ahead.

Type
Plenary Speeches
Information
Language Teaching , Volume 47 , Issue 3 , July 2014 , pp. 349 - 362
Copyright
Copyright © Cambridge University Press 2012 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbs, B., Ayton, A. & Freebairn, I. (1975). Strategies. London: Longman.Google Scholar
Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly 42.4, 641–652.CrossRefGoogle Scholar
Allwright, D. & Hanks, J. (2009). The developing learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press.Google Scholar
Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal 57.3, 278–287.Google Scholar
Beaumont, M. & Chang, K.-S. (2011). Challenging the traditional/communicative dichotomy. ELT Journal 65.3, 291–299.CrossRefGoogle Scholar
Breen, M. P., Hird, B., Hilton, M., Oliver, R. & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics 22.4, 470–501.Google Scholar
Brumfit, C. J. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University Press.Google Scholar
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.Google Scholar
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific Region. Annual Review of Applied Linguistics 31, 36–57.CrossRefGoogle Scholar
Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. Language Learning Journal 28.1, 29–39.CrossRefGoogle Scholar
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly 38.4, 639–662.Google Scholar
Deng, C. & Carless, D. (2009). The communicativeness of activities in a task-based innovation in Guangdong, China. Asian Journal of English Language Teaching 19, 113–134.Google Scholar
Ellis, R. (2005a). Principles of instructed language learning. Asian EFL Journal 7.3, 1–16.Google Scholar
Ellis, R. (2005b). Principles of instructed language learning. System 33.2, 209–224.Google Scholar
Erlam, R. (2008). What do you researchers know about language teaching? Bridging the gap between SLA research and language pedagogy. Innovation in Language Teaching and Learning 2.3, 253–267.Google Scholar
Gong, Y. & Holliday, A. (forthcoming). Cultures of change. In Hyland, K. & Wong, L. (eds.), Innovation and change in English language education. Cambridge: Cambridge University Press.Google Scholar
Griffiths, G. & Keohane, K. (2000). Personalizing language learning. Cambridge: Cambridge University Press.Google Scholar
Gupta, D. (2004). CLT in India: Context and methodology come together. ELT Journal 58.3, 266–269.Google Scholar
Hall, G. (2011). Exploring English language teaching: Language in action. Abingdon, UK: Routledge.Google Scholar
Hanauer, D. I. (2012). Meaningful literacy: Writing poetry in the language classroom. Language Teaching 45.1, 105–115.CrossRefGoogle Scholar
Hannerz, U. (1992). Cultural complexity: Studies in the social organization of meaning. New York: Columbia University Press.Google Scholar
Harmer, J. (2003). Popular culture, methods and context. ELT Journal 57.3, 288–294.Google Scholar
Harmer, J. (2007). The practice of English language teaching (4th edn). London: Longman.Google Scholar
Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal 61.3, 193–201.Google Scholar
Ho, W. K. (2004). English language teaching in East Asia today: An overview. In Ho, & , Wong (eds.), 1–32.Google Scholar
Ho, W. K. & Wong, R. Y. L. (eds.) (2004). English language teaching in East Asia today. Singapore: Eastern Universities Press.Google Scholar
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.Google Scholar
Holton, R. J. (2005). Making globalization. Basingstoke: Palgrave Macmillan.Google Scholar
Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.Google Scholar
Hu, G. W. (2005). ‘CLT is best for China’ – An untenable absolutist claim. ELT Journal 59.1, 65–68.Google Scholar
Hunter, D. & Smith, R. (2012). Unpackaging the past: ‘CLT’ through ELTJ keywords. ELT Journal 66.4.Google Scholar
Jeon, J. (2009). Key issues in applying the communicative approach in Korea: Follow up after 12 years of implementation. English Teaching 64.1, 123–150.Google Scholar
Johnson, K. & Morrow, K. (eds.). (1981). Communication in the classroom: Applications and methods for a communicative approach. London: Longman.Google Scholar
Krashen, S. D. & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon.Google Scholar
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.Google Scholar
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Legutke, M. & Thomas, H. (1991). Process and experience in the language classroom. London: Longman.Google Scholar
Li, D. (1998). ‘It's always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly 32.4, 677–703.Google Scholar
Littlewood, W. T. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.Google Scholar
Littlewood, W. T. (2004). The task-based approach: Some questions and suggestions. ELT Journal 58.4, 319–326.CrossRefGoogle Scholar
Littlewood, W. T. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching 40.3, 243–249.CrossRefGoogle Scholar
Littlewood, W. T. (2009). Chinese learners and interactive learning. In Coverdale-Jones, T. & Rastall, P. (eds.), Internationalising the university: The Chinese context. Basingstoke: Palgrave Macmillan, 206–222.Google Scholar
Littlewood, W. T. (2011). Communicative language teaching: An expanding concept for a changing world. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning, Volume II. New York: Routledge, 541–557.Google Scholar
Littlewood, W. T. & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching 44.1, 64–77.Google Scholar
Loewen, S. (2011). Focus on form. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning, Volume II. New York: Routledge, 576–592.Google Scholar
Maley, A. & Duff, A. (1978). Drama techniques in language learning. Cambridge: Cambridge University Press.Google Scholar
McCafferty, S. G., Jacobs, G. M. & DaSilva Iddings, A. C. (2006). Cooperative learning and second language teaching. Cambridge: Cambridge University Press.Google Scholar
Mitchell, R. & Lee, J. H.-W. (2003). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research 7.1, 35–63.Google Scholar
Morrow, K. & Johnson, K. (1983). Introduction. In Johnson, K. & Morrow, K. (eds.), Functional materials and the classroom teacher: Some background issues. Oxford: Modern English Publications, 4–5.Google Scholar
Moskowitz, G. (1978). Caring and sharing in the foreign language class. Rowley, MA: Newbury House.Google Scholar
Nishino, T. & Watanabe, M. (2008). Classroom-oriented policies versus classroom realities in Japan. TESOL Quarterly 42.1, 133–138.Google Scholar
Norris, J. M. (2009). Task-based teaching and testing. In Long, M. J. & Doughty, C. J. (eds.), The handbook of language teaching. Chichester, UK: Wiley Blackwell, 578–594.Google Scholar
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly 37.4, 589–613.Google Scholar
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Orafi, S. & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System 37.2, 243–253.Google Scholar
Pennycook, A. (1994). The cultural politics of English as an International Language. London: Longman.Google Scholar
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.Google Scholar
Ribé, R. & Vidal, N. (1993). Project work: Step by step. Oxford: Heinemann.Google Scholar
Richards, J. C. (2005). Communicative language teaching today. Singapore: RELC.Google Scholar
Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd edn). Cambridge: Cambridge University Press.Google Scholar
Sato, K. & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal 83.4, 494–517.Google Scholar
Schuerkens, U. (2004). The sociological and anthropological study of globalization and localization. In Schuerkens, U. (ed.), Global forces and local life-worlds: Social transformations. London: Sage, 14–26.Google Scholar
Senior, R. (2006). The experience of language teaching. Cambridge: Cambridge University Press.Google Scholar
Spada, N. (2007). Communicative language teaching: Current status and future prospects. In Cummins, J. & Davison, C. (eds.), International handbook of English language teaching. Boston, MA: Springer Science & Business Media, 271–288. Online access via SpringerLink.Google Scholar
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.Google Scholar
Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal 50.1, 9–15.CrossRefGoogle Scholar
Wang, Q. (2007). The National Curriculum changes and their effects on English language teaching in the People's Republic of China. In Cummins, J. & Davison, C. (eds.), International handbook of English language teaching. Boston, MA: Springer Science & Business Media, 87–105. Online access via SpringerLink.Google Scholar
Wesche, M. B. & Skehan, P. (2002). Communicative, task-based, and content-based instruction. In Kaplan, R. B. (ed.), The Oxford handbook of applied linguistics. New York: Oxford University Press, 207–228.Google Scholar
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.Google Scholar
Wilkins, D. (1976). Notional syllabuses. Oxford: Oxford University Press.Google Scholar
Zhang, X. & Head, K. (2010). Dealing with learner reticence in the speaking class. ELT Journal 64.1, 1–9.CrossRefGoogle Scholar
Zheng, X. & Adamson, B. (2003). The pedagogy of a secondary school teacher of English in the People's Republic of China: Challenging the stereotypes. RELC Journal 34.3, 323–337.Google Scholar