Communicative language teaching: Structure-Based or Dynamic Usage-Based?

Although communicative language teaching (CLT) was thought to have revolutionized classroom practice, there are “weak” and “strong” versions (Howatt, 1984). Most foreign classrooms in the world still favor weak with structure-based (SB) views on (Lightbown & Spada, 2013), practice Netherlands is not much different (West Verspoor, 2016). However, a small group of teachers started French as second strong CLT program line Dynamic Usage-Based (DUB) principles. Rather than focusing rule learning explicit grammar avoid errors, DUB takes dynamics second-language development into consideration focuses three key elements usage-based theory: frequency, salience contingency. These translate great deal exposure, repetition, meaning every single word through gestures, presenting whole chunks language, all without teaching. This study aims compare effects SB instructional programs after years. We traced 229 junior high school students (aged 12 15) over The participants took oral tests course years (568 interviews) wrote seven narratives same topic (1511 narratives). As expected, approach, which version, more effective achieving proficiency both speaking writing equally accuracy.