The origins of communicative language teaching. Children’s ability to grasp meaning, creative use of limited language resources, capacity for indirect learning, instinct for play and fun. The role of imagination. The instinct for interaction and talk.
1. The Communicative Approach The origins of Communicative Language Teaching are to be found in the changes in the British language teaching tradition dating from the late 1960s. The writings of D. Wilkins, H. Widdowson, C. Candlin, C. Brumfit, K. Johnson and other British applied linguists on the theoretical basics for a communicative or functional approach to language teaching; the rapid application of these ideas by textbook writers; the equally rapid acceptance of these new principles by British Language teaching specialists, curriculum development centers, and even governments gave prominence nationally and internationally to what came to be referred to as the Communicative Approach. The essential characteristics of the approach are: 1. Most of the class time is pent on speaking activities. If the teacher presents a text orally or tells his learners to read it, this receptive task is usually used only as a preparation for immediately introducing a speaking activity related to the text. 2. Only the target
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