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Making Communicative Language Teaching Happen
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Binding: Paperback
Dewey Decimal Number: 418.0071
EAN: 9780073655178
Edition: 2
ISBN: 0073655171
Label: McGraw-Hill Humanities/Social Sciences/Languages
Manufacturer: McGraw-Hill Humanities/Social Sciences/Languages
Number Of Items: 1
Number Of Pages: 320
Publication Date: May 19, 2003
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Studio: McGraw-Hill Humanities/Social Sciences/Languages
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Editorial Review:
Praised for its fresh and informed discussion of language instruction and language acquisition, the first edition of Making Communicative Language Teaching Happen was recognized by the Modern Language Association as one of the twenty most influential methods textbooks. The authors are both internationally recognized scholars in the field of second language acquisition research and have also written numerous successful language textbooks. The guiding principle of Making Communicative Language Teaching Happen is the premise that communication is the expression, interpretation, and negotiation of meaning, and not simply oral expression. Following that framework, Making Communicative Language Teaching Happen helps instructors develop communicative classroom environments that blend listening, speaking, reading, and writing.
Customer Reviews
Average Rating: 
Rating:  - Superb book for Methods Courses
VanPatten has a gift for writing and a penchant from staying away from the trendy, faddish, or easy answers. This isn't a pure methods book--VanPatten cribs some from his book on SLA "From Input to Output" and brings in SLA research that focuses on best practices. VanPatten details in this book, his own approach to instruction--Processing Instruction (PI). PI differs from traditional grammar approaches because the exercises deal with meaningful communication and PI differs from totally communicative ... Read More
Rating: - Has made me rethink my teaching of language
I recently returned to teaching Spanish after several years of teaching English composition. So far during this first year back I've had many moments of frustration in teaching grammar and conjugations despite knowing that the kids were only learning it for a test/quiz and would not remember it much longer than that. What's the point? Lee and VanPatten's book should be required reading for all language teachers as it provides much food for thought as to the efficacy or even the 'point' of traditional ... Read More
Rating: - Give this book a chance!
I must disagree with the reviewer who could not find applicability in her secondary French classroom. I have found Lee and VanPatten's approach to teaching grammar quite enlightening, and it has prompted me to change the way I will structure such activities in my middle school Spanish classes. Considering the considerable research they presented in support of their theories regarding structured input, there is little reason we should continue with traditional grammar instruction without even giving processing ... Read More
Rating:  - A great book for college teachers but not secondary ones.
I used this book for a graduate level course on Foreign Language Teaching Methodology given by my school district. I am a secondary level French teacher. The theories of instruction that this book explores are very enlightening, however the practical examples it offers are more suitable for university level instruction. My biggest complaint with this text is that the examples of communicative language teaching methods it offers are in English and are too vague to lend themselves to practical application. One ... Read More
Rating: - Useful for new students of second language acquisition
I read this as a master's candidate in a TESL in Washington, DC. I found it relatively easy to read. Still, it's academically written and focuses on theories and research done on second language acquisition. Topics covered include grammar in communicative language, speaking, reading and writing. This book is for those who want to take a step forward into academia and research in teaching methodology.
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