Making Communicative Language Teaching Happen

by James F. Lee and Bill VanPatten

Book Overview

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...

• Format: Paperback
• Language: English
• ISBN: 007037693X
• ISBN13: 9780070376939
• Release Date: January 1995
• Publisher: McGraw-Hill Companies
• Length: 291 Pages
• Weight: 1.05 lbs.

Customer Reviews

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 methods because explicit grammar instruction may be given on difficult points that learners struggle over. Interestingly enough, I agree with a lot of what the poster said who gave a low rating to this book because they felt many of the exercises were more for university learners rather than high school ones. That may be true. VanPatten comes from the university teaching environment. However, I believe that this book deals with methods excellently, PI incorporates good practice, and after reading it, a high school teacher will be able choose the *textbook* for their language class that incorporates best practice. In other words, this book is many things, but it is not a cookbook. But after reading it, you'll be able to know what you should be doing in language classes--and what you shouldn't.

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 grammar-based language teaching. Language teaching is so grammar-driven because it's the easiest way to 'measure' student learning and give them a grade. I find Lee and VanPatten's research into input processing very intriguing, and obviously a must for language teaching if we are to help our students truly 'learn' or acquire a language.

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 instruction methods a chance. It is understandable that moving from an explanatory, resarch-based text toward immediate application in the classroom can be confusing and frustrating. Try viewing sample copies of the text books the authors have worked on, ¿Sabías qué...? or Vistazos, to see how they created structured input activites in beginning level Spanish. Perhaps this could assist in creating similar activities in whatever language you teach.

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.