School of Foreign Languages, Xi’an Shiyou University, Xi’an, China
Communicative language teaching (CLT) was first applied as an approach to language teaching in the 1970s and it has enjoyed considerable popularity over the last thirty years. However, as the development of English language teaching research has gathered pace, task-based language teaching (TBLT) has emerged as an improvement to CLT, which is now being widely adopted by language teaching theorists and practitioners (Nunan, 2006). Recently, the debate surrounding TBLT and CTL is whether grammar syllabus should be taught in communication classrooms (Nunan, 2004, pp.9). Despite the debate and continual drive for improvement, as yet there has been no perfect approach to language teaching established. Therefore, it is important and significant to explore how to implement these approaches effectively.
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