COMMUNICATIVE LANGUAGE TEACHING

Question 1

In 1994, H.D. Brown posed the question ‘Is there a currently recognised approach that is a generally accepted ___in the field?’ and he answered it by saying, ‘the answer is a ___. That qualified yes can be captured in the term ___ (CLT)’. A quarter of a century later, the answer is ____, and ___.

Answer 1

1. norm
2. qualified yes
3. communicative language teaching
4. still ‘yes’
5. still qualified

Question 2

In the early 1960s, the terms ‘____’ and ‘____’ were all the rage. Communication had been ___as a tool for post-war____; ____ were now being credited with turning the word into a ‘____’. Driven by innovations in ___, ___ courses on ‘____’ and ‘____’ ___. To sell anything or to get votes, ‘_____’ were considered ___. At the same time, a new branch of linguistics was emerging: ____were training their sights on the relationship between ___and ___, interested ___ in language as an __ system and more in how it is put to use in ___.

Answer 2

1. communication
2. communicative
3. invoked
4. reconstruction
5. mass media
6. global village
7. technology
8. university
9. communication studies
10. communication sciences
11. proliferated
12. communication skills
13. essential
14. sociolinguistics
15. language
16. society
17. less
18. abstract
19. actual communication

Question 3

It was in this ____, in 1966, that Dell Hymes put forward the
idea of ‘_____’, i.e. ‘competence as to when to ___, when __, and as to what to talk about with ___, ___, ___, in what manner’ (Hymes 1972). ___, it followed, involves more than having a ___of the ___of the ___structures that were ___in the typical syllabuses of the time. It involves being ___ to the effect on ___ of such ___ factors as the purpose of the ___ and ___between the ___

Answer 3

1. intellectual climate
2. communicative competence
3. speak
4. not
5. whom
6. when
7. where
8. Communicative competence
9. command
10. sum
11. grammatical
12. enshrined
13. sensitive
14. language choices
15. contextual
16. exchange
17. relation
18. participants

Question 4

_____ was to become the ‘___’ that would underpin ___ (CLT) and give it its __.

Answer 4

1. Communicative Competence
2. big idea
3. Communicative Language Teaching
4. name

Question 5

How this big idea might ___language teaching was the ___
behind the _____ that was launched at ____, in 1971, and which ____marked the ___of CLT. It came to fruition a few years __ with the publication of a number of courses based ____ of ____ but on a syllabus of ___– such as making ___, ___, ___and so on. As an ___ to one of the first of these courses, ____ (Abbs, et al. 1975) the writers quoted David Wilkins (1976), a consultant on the Council of Europe project, to the effect that: what people want to do through ___ is ____ than the ___ as an ___ system.

Answer 5

1. revitalize
2. driving force
3. Council of Europe Modern Languages Projects
4. Rushchlikon, Switzerland
5. effectively
6. inception
7. later
8. not on a syllabus
9. grammatical structures
10. communicative functions
11. requests
12. complaining
13. narrating
14. epigraph
15. Strategies
16. language
17. more important
18. mastery of language
19. unapplied

Question 6

In the teachers’ guide to the ___series, the authors spell out their
approach (Abbs & Freebairn 1979):

If ____is placed on learning a language for ____
purposes, the methods used to promote ___ should reflect this. […]
A ___ methodology will therefore ____students to
___ language in ___and ___, where they have ___
opportunity to ___, ___, ___and ___. The teacher assumes a
___role, initiating ___, ___, __and ___.
Students are encouraged to ___effectively rather than merely
to produce ___ forms of English.

Answer 6

1. same
2. emphasis
3. communicative
4. learning
5. communicative
6. encourage
7. practice
8. pairs
9. groups
10. equal
11. ask
12. answer
13. initiate
14. respond
15. counselling
16. activity
17. listening
18. helping
19. advising
20. communicate
21. grammatically correct

Question 7

By ___the goals of ____away from ___ and towards ___ (however defined), and by making a strong ____ to ___, i.e. that ___-is __ acquired by ___, the ___and __of classroom ___ was set to change ___

Answer 7

1. realigning
2. instruction
3. grammatical accuracy
   4, fluency
4. commitment
5. experiential learning
6. communication
7. best
8. communicating
9. quality
10. quantity
11. interaction
12. radically

Question 8

There was still the ____of the syllabus, however. The Council of
Europe had urged the adoption of ____ syllabuses, i.e.
syllabuses made up of items such as ____, making ___,
___, ___. Others argued for a ____ syllabus. Either way,
allegiance to the ___ syllabus – on the grounds that grammar items are ___, easier to ___, and, of course, easier to ___– was ___.

Answer 8

1. problem
2. functional-notional
3. requesting
4. comparisons
5. narrating
6. duration
7. task-based
8. grammar
9. more generalizable
10. sequence
11. test
12. unshakeable

Question 8

There was still the ____of the syllabus, however. The Council of
Europe had urged the adoption of ____ syllabuses, i.e.
syllabuses made up of items such as ____, making ___,
___, ___. Others argued for a ____ syllabus. Either way,
allegiance to the ___ syllabus – on the grounds that grammar items are ___, easier to ___, and, of course, easier to ___– was ___.

Answer 8

1. problem
2. functional-notional
3. requesting
4. comparisons
5. narrating
6. duration
7. task-based
8. grammar
9. more generalizable
10. sequence
11. test
12. unshakeable

Question 9

There was still the ____of the syllabus, however. The Council of
Europe had urged the adoption of ____ syllabuses, i.e.
syllabuses made up of items such as ____, making ___,
___, ___. Others argued for a ____ syllabus. Either way,
allegiance to the ___ syllabus – on the grounds that grammar items are ___, easier to ___, and, of course, easier to ___– was ___.

Answer 9

1. problem
2. functional-notional
3. requesting
4. comparisons
5. narrating
6. duration
7. task-based
8. grammar
9. more generalizable
10. sequence
11. test
12. unshakeable

Question 10

And, since grammar items are ____ by ___, the ‘__’ teaching cycle that had originally been proposed, in which learners ___to the best of their ability, and then get ___, was ___and ___ as _____(see chapter16). It was replaced by a ___of CLT, in which ___activities (typically with a ___) precedes ___activities. ___, the __ model inherited from___ (see chapter 14) was ___ and __, so as to include __activities (such as
__ tasks, ___ and ___) but __ else changed.

Answer 10

1. not easily learned
2. experience
3. fluency first
4. communicate
5. feedback
6. sidelined
7. re-packaged
8. Task-Based Language Teaching
9. less deep-end version
10. pre-communicative
11. structural focus
12. communicative
13. Effectively
14. PPP
15. Situational Language Teaching
16. dusted off
17. stretched a little
18. more production
19. information-gap
20. role plays
21. discussions
22. not a lot

Question 11

For example, the ___structure of a coursebook series that claims to
incorporate ‘the ____ of ___and ___communicative
methodologies’ (McCarthy et al. 2005) follows this order:

Lesson A presents the ___ of the unit with some relevant ___vocabulary …

Lesson B teaches the ___ of the unit and builds on the ___ thought in lesson A …

Lesson C teaches a ___and some ___ useful in ___, followed by a ___activity
reinforcing this ___language …

Lesson D, after the first ___units, focuses on ___and __skills while providing additional ___and ___activities.

Answer 11

1. unit
2. best features
3. proven
4. familiar
5. main grammar point
6. new
7. main vocabulary
8. grammar
9. Conversation strategy
10. common expressions
11. conversation
12. listening
13. conversational
14. three
15. reading
16. writing
17. listening
18. speaking

Question 12

By the time ___language teaching became a ___ in the 19__s and 19__s, it was this ‘__’ version of CLT that was taken to be the ___ form. In many __ contexts there was no ‘____’ at all.

Answer 12

1. English
2. global industry
3. 80
4. 90
5. weak
6. default
7. EFL
8. communicative revolution

Question 13

If widespread ___ is any indication of ___, then CLT – especially in its __ form – would seem to have ___. Most ___,___, ___ and ___ subscribe, in principle, at least, to ‘____’. What this means is ____, but there seems to be a general ___to the idea that ___is at least as important as __, that language is a ___as much as a __, and that the goal of ___language learning is ___, rather than ___.

Answer 13

1. adoption
2. effectiveness
3. weak
4. worked
5. teacher
6. teacher educators
7. publishers
8. institutions
9. being communicative
10. not always clear
11. commitment
12. fluency
13. accuracy
14. skill
15. system
16. second
17. communicative competence
18. native-like mastery

Question 14

However, ___has not been without its __. Resistance to CLT in many
(__) contexts is argued on the grounds that it might not be appropriate in __where ___knowledge is valued ___than ___, and where ___, not __, is the goal of language ___. Moreover, a method that prioritizes communicative competence would seem to favour ___who are themselves communicatively competent, which in many – perhaps most – __ contexts is ____ the case.

Answer 14

1. CLT
2. critics
3. especially non-Western
4. cultures
5. theoretical
6. more highly
7. practical skills
8. accuracy
9. fluency
10. education
11. teachers
12. EFL
13. not necessarily

Question 15

The lasting legacy of ___ is the idea of the ‘____’. That
is to say, an __in which there is a genuine ___of ___, and where participants can use any ___means at their __. In other words, they are ___ to the use of a ___ item. Whether or not a program consisting solely of such activities enables language acquisition has been thrown into __-by research suggesting that a ‘___’ – such as attending to features of the grammar – is necessary. But such activities have made classrooms ___, and even ___.

Answer 15

1. CLT
2. communicative activity
3. activity
4. exchange
5. meanings
6. communicative
7. disposal
8. not restricted
9. focus on form
   10 more interesting
10. fun