Whong, MK (2013) A linguistic perspective on communicative language teaching. Language Learning Journal, 41 (1). 115 - 128. ISSN 0957-1736
Abstract
Despite a range of criticism communicative language teaching (CLT) has been broadly accepted as the appropriate approach to language teaching. This paper argues that large shifts in language pedagogy firstly from ‘structure’ to ‘meaning’ and more recently from progressivism to critical pedagogy need to be tempered bya restatement of the importance of linguistics to language teaching. Ten characteristics of CLT are presented and then explored from a linguistic point of view. Throughout, explicit connections are made between cutting-edge linguistic research and questions of language pedagogy within the CLT paradigm. The conclusion is a call for a renewed focus on the understanding of language for language teaching expertise.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | (c) 2013, Association for Language Learning. This is an author produced version of a paper published in Language Learning Journal. Uploaded in accordance with the publisher's self-archiving policy |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of Languages Cultures & Societies (Leeds) > Linguistics & Phonetics (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 21 Jan 2014 14:54 |
Last Modified: | 15 Sep 2014 02:27 |
Published Version: | http://dx.doi.org/10.1080/09571736.2011.625097 |
Status: | Published |
Identification Number: | 10.1080/09571736.2011.625097 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:77354 |