The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
Rethinking Communicative Language Teaching: A Focus on Access to Fluency
Abstract
Although most teachers claim to practise communicative language teaching (CLT), many do not genuinely do so. In this paper, we examine some of the reasons for teachers' resistance to CLT use. We provide a theoretical analysis that focuses on one of the greatest challenges facing CLT methodology -how to promote automatic fluency within this framework. We meet this challenge by proposing a CLT methodology designed to meet specific criteria that will enhance learners' fluency, while addressing teachers' commonly held reservations about CLT. The assumptions and design criteria of the methodology presented here can be operationalized for research purposes, allowing CLT to be evaluated in systematic outcome testing.
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Citations
Cites
CORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
Lyster, R., & Ranta, L. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001034 · Cited by 2,629 · cited 1×
“More recently, CLT has expanded to include some focus on language structures through corrective feedback (Lightbown & Spada, 1999; Long, 1991; Lyster & Ranta, 1997; Nassaji, 1999).”
BackgroundEllis, N. C. (2002) · Studies in Second Language Acquisition · doi:10.1017/s0272263102002024 · Cited by 2,230 · cited 2×
“Repetition can thus become both a source and a vehicle for learning (N. Ellis, 2002).”
BackgroundFocus on Form: A Design Feature in Language Teaching Methodology
Long, M. (1991) · Studies in Bilingualism · doi:10.1075/sibil.2.07lon · Cited by 1,775 · cited 3×
“Teacher intervention is immediate and need-specific, and focuses on helping students express intentions at the moment of need, allowing students to make associations between the targeted utterances and the intentions they can express through them (Doughty & Varela, 1998; Lightbown, 1998; Long, 1991).”
BackgroundA Framework for the Implementation of Task-based Instruction
SKEHAN, P. (1996) · Applied Linguistics · doi:10.1093/applin/17.1.38 · Cited by 1,547
SWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
Controlled & automatic processing: behavior, theory, and biological mechanisms
Schneider, W. (2003) · Cognitive Science · doi:10.1016/s0364-0213(03)00011-9 · Cited by 735
The Output Hypothesis: Just Speaking and Writing Aren't Enough
Swain, M. (1993) · The Canadian Modern Language Review · doi:10.3138/cmlr.50.1.158 · Cited by 731
Attending to Form and Content in the Input: An Experiment in Consciousness
VanPatten, B. (1990) · Studies in Second Language Acquisition · doi:10.1017/s0272263100009177 · Cited by 629
Li, D. (1998) · TESOL Quarterly · doi:10.2307/3588000 · Cited by 612
Communicating about Grammar: A Task-Based Approach
Fotos, S., & Ellis, R. (1991) · TESOL Quarterly · doi:10.2307/3587079 · Cited by 408
Cited by
Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research
Derwing, T. M., & Munro, M. J. (2015) · Language Learning & Language Teaching · doi:10.1075/lllt.42 · Cited by 656
The Routledge Handbook of Language Learning and Technology
(2016) · Routledge eBooks · doi:10.4324/9781315657899 · Cited by 299
THE RELATIONSHIP BETWEEN L1 FLUENCY AND L2 FLUENCY DEVELOPMENT
Derwing, T. M., Munro, M. J., Thomson, R. I., & Rossiter, M. J. (2009) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990015 · Cited by 289
Saito, K., & Plonsky, L. (2019) · Language Learning · doi:10.1111/lang.12345 · Cited by 282
de Jong, N., & Perfetti, C. A. (2011) · Language Learning · doi:10.1111/j.1467-9922.2010.00620.x · Cited by 250
Metadata
- Authors
- Gatbonton, E., & Segalowitz, N.
- Venue
- The Canadian Modern Language Review / La revue canadienne des langues vivantes
- Publisher
- Project MUSE
- Published
- 2005
- Volume
- 61
- Issue
- 3
- Pages
- 325-353
- ISSN
- 0008-4506 (ISSN-L)
- 1710-1131
- OpenAlex
- W4236012820
- Cited by
- 292
- References
- 32
- FWCI
- 35.57
- Type
- journal article
- Language
- en
- Open access
- closed
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- Gatbonton, E., & Segalowitz, N. (2005). Rethinking Communicative Language Teaching: A Focus on Access to Fluency. The Canadian Modern Language Review / La revue canadienne des langues vivantes. https://doi.org/10.1353/cml.2005.0016
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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