NotesFAQContact Us
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

ERIC Number: ED444382
Record Type: RIE
Publication Date: 2000
Pages: 28
Abstractor: N/A
Reference Count: N/A
Communicative Language Teaching: Approach, Design and Procedure.
Liao, Xiao Qing
This paper presents a very comprehensive overview of the communicative language teaching (CLT) approach, presenting the views of critics as well as supporters. CLT views language as a vehicle for communication, and it recognizes as its aim the teaching of communicative competence, which includes grammatical, sociolinguistic, discourse, and strategic competence. In communicative classrooms, the teacher's role is that of facilitator, while students become communicators. Practical ideas and suggestions are offered for applying this approach. The paper is divided into 3 parts: approach, design, and procedure. Part 1 includes a discussion of a theory of language teaching and learning (including teaching grammatical, sociolinguistic, and communicative competence). Also included are discussions of authentic classroom practice, the nature of the language classroom, the information gap, criteria for selecting activities, the use of the native language, and being eclectic. Part 2 discusses weak and strong versions of communicative language teaching (according to Howatt, Ellis, and Holliday), course syllabi, teaching materials, and the teacher and student roles as communicators. Part 3, focusing on teaching procedure, discusses strong and weak CLT procedures and engages the research of Finocchiaro, Brumfit, Littlewood, and Rivers. Extensive scholarly references appear throughout. (Contains 47 references.) (KFT)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A