Here are 3 possible responses: 1) I'm sorry, my name is ___. 2) Can I get you something? The bathroom is down the hall. 3) Would you like to get coffee after the meeting?

1. Communicative Teaching
Reflective Questions:
1) How do you define “communicative” teaching?
2) What part of your own classes is “communicative” and what
part is not?
3) What kind of difficulties do you often face in making your
classes more communicative?

2. 1. Elements of Teaching
1) Theory
- language-based
- competence-based
- classroom(practice)-based
2) Participants
- teachers → skills/methods
- learners → competence/strategies/motivation
- classroom → activities/tasks
3) Teaching context/environment
- ESL/EFL/EIL →
intelligibility/comprehensibility

3. 2. Communicative Method of Teaching
1) Gear the class to learner needs →
learner-centered approach
2) Make the class interactive with meaningful,
purposeful exchanges.
3) Focus on discourse rather than fragmented
structural knowledge → Fluency is more
important than accuracy.
4) Try to integrate productive/receptive skills
(input/output)
5) Use authentic material

4. 3. Important Concepts
1) Top-down vs. bottom-up (cognitive processing)
2) Process-oriented vs. product-oriented
3) Inductive vs. deductive → internalization of
meta-linguistic knowledge
(cf. Focus on FormS, Focus on Meaning, Focus on Form)
4) Situated learning → Activation of schema
5) Habit-forming vs. meta-cognitive skills →
autonomous/independent learner
5) Notional-Functional Syllabus
6) Cooperative/collaborative learning
7) ESP/EAP

5. 4. Components of Linguistic Competence
• Canale & Swain (1980)
Grammatical, Discoursal, Sociolinguistic, Strategic
• Backman (1990)
Organizational(grammatical/textual） and
Pragmatic (illocutional/sociolinguistic)
• pronunciation
• vocabulary/expressions Micro-level (local) Skills
• language use (grammar)
• discouse-making
• information organizing/structuring Macro-level(global) Skills
• critical thinking
(persuasion, negotiation, etc.)

6. Productive Ability Capable tasks
Speaking
Pronunciation Telephone response
Vocabulary Face-to-face transaction
Grammar
Discourse
Fluency
Presentations
General Communication Discussion at meetings
Skills Negotiation
Logical thinking
Understanding/Judgment
Critical thinking Professional documents
Expressiveness
Persuasion (manuals, contracts,
reports, presentation
materials, etc.)
Complicated business letter
Writing
Vocabulary
Grammar Daily e-mail
Structuring/Organization Routine documents
Consistency
Fluency
(invoice, export/import
documents, etc.)
Simple business letter

7. Language Acquisition Models
1) Krashen Model
Comprehensible Input Acquisition
2) Delayed Acquisition
Sufficient
Successful
Limited Input Learning Acquisition
Input Output
3) Simultaneous Acquisition
Limited but systematic Learning combined
input With acquisition
*BICS(Basic Interpersonal Communication Skills) vs.
CALP(Cognitive/Academic Language Proficiency)

8. Teacher’s Role
Stage 1 Stage 2 Stage 3
Presentation Practice Production
Role of Teacher Model Conductor Monitor
Role of Students Listener Performer Interactor
Activity Type Lecture Substitution Drill Role Play
Class Arrangement Whole class Pair Small Group
＊Nunan(1999)より
*Still, inductive → in more deductive, learner-centered activities,
teacher will become a “facilitator”.

9. General Suggestions
• Correct mistakes only when the meaningful
communication is disrupted/hampered.
• Integration with meaning
• Increase of exposure
• Contextualization (with pragmatic/sociolinguistic
awareness-raising)
• Activation/internalization of structural knowledge
• Tasks that make learners motivated by tapping on
their thoughts (critical thinking)

10. More Classroom-based
Suggestions
• Integrate micro-level exercises with macro-
level ones, giving meaningful context.
• Make your exercises/activities interactive, so that
pragmatic/sociolinguistic awareness is naturally
required.
• Take advantage of the strengths of both “top-
down” and “bottom-up” processes.
• If possible, tap students’ critical thinking by
giving them thought-provoking material.

11. Activity Example: Interactive Exercise
Function(speech acts) Your Response?
1) apologizing/introducing
2) offering/requesting
3) inviting/giving directions
4) complimenting/criticizing
5) introducing/accepting
6) suggesting/inviting