The development of communicative language teaching was also helped by new academic ideas.

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

Widdowson is perhaps best known for his contribution to communicative language teaching.

It is often used in communicative language teaching and task-based language learning.

It often seems to be supposed that a concern for grammar is inconsistent with the principles of communicative language teaching.

One might say, indeed, that recent developments in communicative language teaching have brought language teachers into closer alignment with their colleagues.

This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.

Task-based language learning has its origins in communicative language teaching, and is a subcategory of it.

The use of referential questions is generally preferred to the use of display questions in communicative language teaching.

Communicative language teaching (CLT) emphasizes interaction as both the means and the ultimate goal of learning a language.

An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabuses.

Many of the structural elements of this approach were called into question in the 1960s, causing modifications of this method that lead to Communicative language teaching.

Communicative language teaching rose to prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States.

Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice.

One of the most famous attacks on communicative language teaching was offered by Michael Swan in the English Language Teaching Journal in 1985.

Dogme has its roots in communicative language teaching (in fact Dogme sees itself as an attempt to restore the communicative aspect to communicative approaches).

Because it falls under the more general rubric of communicative language teaching (CLT), the CBI classroom is learner rather than teacher centered (Littlewood, 1981).

Provided there is a common understanding about aims, objectives, learner's needs and motivation, lesson planning and use of appropriate resources many communicative language teaching methods can, indeed, be transferred from one area to another.

Comments on Marianne Celce-Murcia, Zoltán Dörnyei, and Sarah Thurrell's "Direct approaches in L2 Instruction: A turning point in communicative language teaching?"

It is the theoretical basis for pattern drills and substitution tables - an essential component of the audio-lingual method - and may be considered as the necessary counterpart to the communicative principle, i.e. teaching communication through communicating (communicative language teaching; communicative competence).

Examples of interactive methods include the direct method, the series method, communicative language teaching, language immersion, the Silent Way, Suggestopedia, the Natural Approach, Total Physical Response, Teaching Proficiency through Reading and Storytelling and Dogme language teaching.