Rethinking Communicative Language Teaching: Reflection and the EFL Classroom

William L. Tarvin · Ali Yahya Al-Arishi

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Reflective Practices in Education

Abstract

The contention of this paper is that many activities in the communicative language teaching (CLT) classroom discourage reflection or contemplation. The first part of this paper analyzes the prominence in CLT of phenomenalistic and intuitive activities which, with their emphases on conspicuous action and spontaneous response, suggest a proclivity to a nonreflective view of language acquisition. The second part, making use of what philosophers and psychologists have concluded about reflection, examines when, how, and why a person reflects. The last part of the paper discusses three types of CLT activities which could encourage reflection: task-oriented, process-oriented, and synthesis-oriented. The conclusion is that more activities centered around reflective thinking should be incorporated in ESL/EFL classrooms to supplement the valuable phenomenally and intuitively oriented activities.

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References

1978Mind in Society: The Development of Higher Psychological Processes 1983Principles and Practice in Second Language Acquisition 1981Principles of Language Learning and Teaching 1980THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING 1932Ideas: General Introduction to Pure Phenomenology.1985Understanding second language acquisition 1991Teaching English as a second or foreign language 1984The Natural Approach: Language Acquisition in the Classroom

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