How many phases of CLT do Richards and Rodgers mention?

The concept of ‘being communicative’ has to do with what a language has the potential to mean, as well as with its formal ______________ properties.

A large amount of data from spoken language is known as ____________.

Real-world language in use does not operate in a ___________, and this is the

second implication of the communicative approach.

Which implication says that it is possible to make ‘cultural’ errors, e.g. an English person’s way of thanking someone for a present is to say, ‘You really shouldn’t have done that’.

It is important to realize that ‘communicative’ can in fact refer to all four language skills, divided in two groups: ‘productive’ (speaking and writing) and ‘receptive’ (listening and reading).

Discourse analysis does not offer us the possibility of showing how the different parts of a text or a conversation or any stretch of language are interrelated.

The concept of _________ makes it possible to make explicit the relationships between the different elements of a text (written or spoken).

It is important to note that a stretch of language can be _________ even if it does not contain explicit cohesive markers; and conversely, it can be ________ but not make sense.

Morrow (1990) makes a simple and useful distinction between: the "what" (the contents of a language program) and the "how" (the ways in which that content can be learned and taught).

The term ‘communicative’ itself has been used in relation to teaching in two distinct though related ways.

Thompson (1996) examines some of these implications from a different point of view, arguing that there is still considerable confusion around clear definitions of CLT, leading to five fundamental misconceptions.