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What is Communicative Language Teaching?

   Not long ago, when American structural linguistics and behaviorist psychology were the prevailing influences in language teaching methods and materials, second/foreign language teachers talked about communication in terms of four language skills: listening, speaking, reading, and writing. 41  skill categories were widely accepted and provided a ready-made framework for methods manuals, learner course materials, and teacher education programs. Speaking and writing were collectively 42 as active skills, reading and listening as passive skills.

    Today, listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of 43 . Schemata, expectancies, and top-down/bottom-up processing are among the terms now used to capture the necessarily complex, interactive nature of this negotiation. Yet full and widespread understanding of 44 as negotiation has been made difficult by the terms that came to replace the earlier active/passive dichotomy. The skills needed to engage in speaking and writing activities were described subsequently as productive,  45   listening and reading skills were said to be receptive. While certainly an improvement over the earlier active/passive representation, the terms “productive” and “receptive” fall short of capturing the interactive nature of communication.

    The inadequacy of a four-skills model of language use is now recognized. And the  46  of audiolingual methodology are widely acknowledged. There is general acceptance of the complexity and interrelatedness of skills in both  47  and oral communication and of the need for learners to have the experience of communication, to participate in the negotiation of meaning rather than memorizing and repeating words and sentences. Newer, more comprehensive theories of language and language behavior have  48  those that looked to American structuralism and behaviorist psychology for support. The expanded, interactive view of language behavior they offer presents a number of  49  for teachers. Among them, how should form and function be integrated in an instructional sequence? What is an appropriate norm for learners? How is it determined ?What is an error? And what, if anything, should be done when one  50 ? How is language learning success to be measured? Acceptance of communicative criteria entails a commitment to address these admittedly complex issues.

(Communicative Language Teaching for the Twenty-First Century, by Sandra J. Savignon in Teaching English as a Second or Foreign Language, by Marianne Celce-Murcia (ed.). Adaptado)