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1、SomemisconceptionsaboutcommunicativelanguageteachingGeoffThompsonAlthoughcommunicativelanguageteachingisacceptedbymanyappliedlinguistsandteachersasthemosteffectiveapproachamongthoseingeneraluse,therearestillanumberofmisconceptionsaboutwhatitinvolves.Thisarticlesetsoutfourofthemainmi
2、sconceptions,discusseswhytheyhave.arisen,andwhytheycanbesodescribed.Indoingthis,thearticleattemptstodefinesomeimportantcharacteristicsofcommunicativelanguageteachingasitispractisedatpresent.IntroductionWhateverthesituationmaybeasregardsactualteachingpractices,communicativelanguagete
3、aching(CLT)iswellestablishedasthedominanttheoreticalmodelinELT.TherehavebeenrecurrentattemptstotakestockofCLTandtoidentifyitscharacteristicfeatures(e.g.RichardsandRodgers1986),andinareassuchasteachertrainingtheprinciplesofCLTarelargelytreatedasclearlyunderstoodandaccepted(see,forexa
4、mple,Harmer1991').Despitethisapparentunanimity,manyteachersremainsomewhatconfusedaboutwhatexactlyCLTis.Atthemoreabstractend,thereisgeneralagreementthatCLTinvolvesanemphasisoncommunicatingbymeansoftheforeignlanguage(thewayinwhichthisideaisexpressedtends,ashere,tobesovagueastomakeitdi
5、fficulttodisagreewith);atthepracticalclassroomend,CLTisstronglyassociatedwithanumberofparticularactivitytypes,suchasproblem-solvingandpairwork.Butinthemiddleground,theareawheretheorymeetspractice,thingsbecomelesscertain.Forexample,whatexactlydoesCLTsetouttoteach?Istheresuchathingasa
6、communicativelanguagesyllabus?Ifso,whatdoesitconsistof?Isitsimplyanotional-functionalsyllabusunderanewname?OrdoesCLTonlyexistasamethodologicalapproach,awayofhelpinglearnerstopractisetheskillsneededtoputtheirknowledgeoftheforeignlanguageintouse?Inworkingwithcolleaguesaroundtheworld,w
7、ithteachersandtraineesonMAandinitialTEFLcourses,andwithmodernlanguagesteachersintheUK,IamconstantlystruckbytheverydisparateperceptionstheyhaveofCLT.Thereare,Ithink,anumberofreasonsfortheconfusion,notleastthefactthatCLThasdevelopedextremelyrapidlyoverthepastfifteenorsoyearsandhasnowm
8、ovedaconsiderabledi
