1. characteristics
1.1. Make real communication the focus of language learning.
1.2. Provide opportunities for learners to experiment and try out what they know
1.3. Be tolerant of learners’ errors as they indicate that the learner is building up his or her communicative competence
1.4. Provide opportunities for learners to develop both accuracy and fluency
1.5. Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world
1.6. Let students induce or discover grammar rules.
2. advantages
2.1. use communication strategies, correct misunderstandings, and work to avoid communication breakdowns.
2.2. Fluency practice can be contrasted with accuracy practice, which focuses on creating correct examples of language use.
2.3. three different kinds of practice – mechanical, meaningful, and communicative.
2.4. More authentic communication is likely to occur in the classroom if students go beyond practice of language forms for their own sake and use their linguistic and communicative resources in order to obtain information.
3. disadvantages
3.1. it is not used in our country to learn english.
4. origins
4.1. Phase 1
4.1.1. traditional approaches (up to the late 1960s)
4.2. Phase 2
4.2.1. classic communicative language teaching (1970s to 1990s)
4.3. Phase 3
4.3.1. current communicative language teaching (late 1990s to the present)
5. story
5.1. Phase 1
5.1.1. They were based on the belief that grammar could be learned through direct instruction and through a methodology that made much use of repetitive practice and drilling.
5.1.2. They were based on the belief that grammar could be learned through direct instruction and through a methodology that made much use of repetitive practice and drilling.
5.1.2.1. In a typical lesson according to the situational approach, a three-phase sequence, known as the P-P-P cycle, was often employed: Presentation, Practice, Production.
5.1.2.1.1. Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students’ comprehension of it.
5.1.2.1.2. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises.
5.1.2.1.3. Production: Students practice using the new structure in different contexts, often using their own content or information, in order to develop fluency with the new pattern.
5.1.3. Once a basic command of the language was established through oral drilling and controlled practice, the four skills were introduced, usually in the sequence of speaking, listening, reading and writing.
5.2. Phase 2
5.2.1. In the 1970s, a reaction to traditional language teaching approaches began and soon spread around the world as older methods such as Audiolingualism and Situational Language Teaching fell out of fashion.
5.2.2. The centrality of grammar in language teaching and learning was questioned, since it was argued that language ability involved much more than grammatical competence.
5.2.3. What was needed in order to use language communicatively was communicative competence.
5.2.4. Communicative language teaching created a great deal of enthusiasm and excitement when it first appeared as a new approach to language teaching in the 1970s and 1980s
5.2.5. A traditional language syllabus usually specified the vocabulary students needed to learn and the grammatical items they should master, normally graded across levels from beginner to advanced.