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In his article, Thompson mentions some misconceptions in Communicative Language teaching. He stated that CLT is strongly associated with a number of particular activity types, such as problem solving and pair work. But in the middle ground, the area where theory meets practice, things become less certain. He said that there are some reasons for this situation as well as CLT has developed extremely rapidly over the past fifteen or so years and has now moved a considerable distance from its original practices. He believed that the first misconception is CLT does not mean teaching grammar. The exclusion of explicit attention to grammar was never a necessary part of CLT. But there have always been theorists and teachers pointing out that grammar is necessary for communication to take place efficiently, even though their voices may for a time have been drowned out in the noise of learners. He indicated that the view that grammar is too complex to be taught in that over-simplifying way has had an influence, and the focus has now moved away from the teacher covering grammar to the learners discovering grammar. Actually, it encourages the learners to communicate fairly naturally about a subject that is important to what they are doing: the language itself. The second misconception he mentioned is that CLT means only teaching speaking. He stated that CLT was influenced, as earlier approaches had been, by the general movement in linguistics towards giving primacy to the spoken language. In addition, a focus on encouraging learners to communicate leads naturally towards thinking about what they will need to communicate about, and why; this is part of the wider tendency in CLT to look beyond the classroom. A further reason for this misconception is that CLT stresses the need for the learners to have sufficient practice, of an appropriate kind. The third misconception is CLT means pair work, which means role play. He said that role play can certainly be a useful technique. The use of pair work is a physical signal of some degree of control and choice passing to the learners; but that needs to be complemented by real choice. He suggested that Instead of just seeing pair work as a useful follow-up, a way of getting everyone practicing at the same time after a new language point has been introduced; we can see it as a potential preliminary stage to any contribution from the learners. They can work together to do a grammatical exercise, solve a problem, analyses the new language structures in a text, prepare a questionnaire for other members of the class, or agree on the opinion they want to present to the class. The fourth one is that CLT means expecting too much from the teacher. He said it is true that lessons tend to be less predictable; teachers have to be ready to listen to what learners say and not just how they say it, and to interact with them in as 'natural' a way as possible. this misconception may sometimes be fostered by teachers who may have other reasons for not wishing to change their current practices. He stated It can, admittedly, be difficult to use a communicative approach if you are obliged to use resolutely uncommunicative materials; but that is increasingly not the case. He indicated that given the fairly dramatic change in attitudes not only to language but also to learners and teachers that came with the development of CLT, it is not surprising that it has taken some time to work out the implications for all aspects of the teaching/learning process. It is, however, worrying that many people's perceptions of CLT seem to have got stuck at its early stage of questioning and experimentation, before some of the key issues were fully resolved.