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Classroom activities used in communicative language teaching can include the following:

However, not all courses that utilize the Communicative Language approach will restrict their activities solely to these. Some courses will have the students take occasional grammar quizzes, or prepare at home using non-communicative drills, for instance. William Glasser's "control theory" exemplifies his attempts to empower students and give them voice by focusing on their basic, human needs: Unless students...

Classroom activities used in communicative language teaching can include the following:

• Role-play
• Interviews
• information gap
• Games
• Language exchanges
• Surveys
• Pair-work
• Learning by teaching

However, not all courses that utilize the Communicative Language approach will restrict their activities solely to these. Some courses will have the students take occasional grammar quizzes, or prepare at home using non-communicative drills, for instance. William Glasser's "control theory" exemplifies his attempts to empower students and give them voice by focusing on their basic, human needs: Unless students are given power, they may exert what little power they have to thwart learning and achievement through inappropriate behavior and mediocrity. Thus, it is important for teachers to give students voice, especially in the current educational climate, which is dominated by standardization and testing (Simmons and Page, 2010).

"Fluency and accuracy are seen as complementary principles underlying

communicative techniques" (Brown, 1994:245). However, at times fluency may have to take on more importance than accuracy because "fluency and

acceptable language is the primary goal" (Finocchiaro and Brumfit 1983:93) and accuracy is judged not in the abstract but in contexts.

Fluency is emphasized over accuracy in order to keep learners meaningfully engaged in language use. It is important, however, that fluency should never be encouraged at the expense of clear, unambiguous, direct communication. And much more spontaneity is p...

"Fluency and accuracy are seen as complementary principles underlying

communicative techniques" (Brown, 1994:245). However, at times fluency may have to take on more importance than accuracy because "fluency and

acceptable language is the primary goal" (Finocchiaro and Brumfit 1983:93) and accuracy is judged not in the abstract but in contexts.

Fluency is emphasized over accuracy in order to keep learners meaningfully engaged in language use. It is important, however, that fluency should never be encouraged at the expense of clear, unambiguous, direct communication. And much more spontaneity is present in communicative classrooms (Brown, 1994: 246)