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Communicative Language Teaching Today

CommunicativeLanguage TeachingTo d ayJack C. RichardsCAMBRIDGE UNIVERSITY PRESSC ambridge, New York, Melbourne, Madrid, Cape Town, Singapore, S o PauloCambridge University Press32 Avenue of the Americas, New York, NY 10013-2473, Cambridge University Press 2006 This book is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place withoutthe written permission of Cambridge University 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 published 2006 Printed in the United States of AmericaISBN-13 978-0-521-92512-9 paperbackBook layout services.

Communicative language teaching can be understood as a set of prin- ... classroom activities that were based on a cooperative rather than individualistic approach to learning. Students had to become comfortable with listening to

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classes that work for language learning from those that do not. The first set relates to the way the classes are structured or are organized for instruction, the second to the way language is used in lessons. Research on teaching in mainstream classes has found that when teachers structure their lessons effectively, they:

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Language teaching has reflected a seemingly bewildering array of influences and direc-tions in its recent history, some focusing on syllabus issues (e.g. corpus research), some Corresponding author: ... alizing the notions of ‘general English’, or ‘intermediate level English’ or …

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DEVOPING CLASSROOM SPEAKING ACTIVITIES;

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The Role of Textbooks in a Language Program Jack C. Richards Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for

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