Negotiating communicative language learning in a traditional setting

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Abstract
In motivating students to learn English through a more communicative approach it is important to take into account habitual learning styles, aspects of language which are seen as significant and attitudes to less formal teaching. Confidence can be developed in new ways of learning and using language through a skilful combination of meaningful tasks which provide learners with individual feedback on their performance, and in which both individual and collaborative activities are seen to be an integral part of the overall design of a well-structured course. The language-teaching circumstances outlined in this article are located in China with a part-time adult class of varying background and proficiency. An indigenous means of communication, namely wall posters, was transferred to the classroom and used as a basis for an extended session of fluency-focused activities, through which students became independent users of the language they had acquired.

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