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Since the 1980s, CLT, which is based on communicative competence theories, has had an enormous effect on the field of L2 teaching and learning. British language education in the 80s was substantially influenced by the emergence and promotion of the ‘communicative approach’. Educators and applied linguists all shared a commitment to ‘language in use’, and to a view of ‘communicative competence’ as the ultimate objective of FL teaching. This book explores the language teaching and learning cultures in English and Turkish secondary schools in order to compare the communicative orientations of language classrooms in both contexts. Investigating communicative language teaching in language classrooms in England might provide interesting results, especially for educators and professionals in Turkey, who have been concerned with developing students' communicative skills.
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