“The linguists and applied linguists who had such a profound influence on the development
of several varieties of communicative language teaching (CLT) were dissatisfied with
pedagogical approaches which treated language a set of morpho-syntactic rules rather
than as a richer system of communication involving many kinds of competence other than
purely syntactic”
(Lightbown 2000, p. 435)
As developers of CLT, these linguists and applied linguists wanted to
16
