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    Two concepts – acquisition and learning – play key roles in the study of language. Although there are people who use the two terms interchangeably, in reality they embody two different processes in the development of communicative competence. Language acquisition is an intuitive and subconscious process, similar to that of children when they develop their mother tongue – natural, incidental, and often unconscious. Language learning, by contrast, is a conscious process that involves studying rules and structures.

    Talking about the rules and structures of a language not only implies knowing the grammatical and spelling rules, but also understanding how that language is used in social contexts. For example, to show affection in a personal letter, we can say goodbye with “sending you hugs and kisses”, but not with “I would like to provide you with a hug”. Understanding which words tend to appear together and the level of formality they carry (known as “register”) is part of knowing a language.

    By understanding acquisition and learning, we can improve our performance as learners. Immersing ourselves in an environment where the language we want to learn is used can foster acquisition, as can classes that encourage more communicative ways of learning which replicate situations that could arise in real contexts. Nevertheless, a grammatical explanation will help us to learn the rules of the language. The key is to combine the two approaches.

(Vazquez-Calvo, B. 2023. Adaptado)

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    Disappointment with both grammar-translation and audiolingual methods for their inability to prepare learners for the interpretation, expression, and negotiation of meaning, along with enthusiasm for an array of alternative methods increasingly labeled communicative, has resulted in no small amount of uncertainty as to what are and are not essential features of CLT. Thus, this summary description would be incomplete without brief mention of what CLT is not.

     CLT is not exclusively concerned with face-to-face oral communication. The principles of CLT apply equally to reading and writing activities that involve readers and writers engaged in the interpretation, expression, and negotiation of meaning; the goals of CLT depend on learner needs in a given context. CLT does not require small-group or pair work; group tasks have been found helpful in many contexts as a way of providing increased opportunity and motivation for communication. However, classroom group or pair work should not be considered an essential feature and may well be inappropriate in some contexts. Finally, CLT does not exclude a focus on metalinguistic awareness or knowledge of rules of syntax, discourse, and social appropriateness. The essence of CLT is the engagement of learners in communication in order to allow them to develop their communicative competence. Terms sometimes used to refer to features of CLT include process oriented, task-based, and inductive, or discovery oriented. Inasmuch as strict adherence to a given text is not likely to be true to its processes and goals, CLT cannot be found in any one textbook or set of curricular materials. In keeping with the notion of context of situation, CLT is properly seen as an approach or theory of intercultural communicative competence to be used in developing materials and methods appropriate to a given context of learning. And contexts change.

(Celce-Murcia, M. 2001. Adaptado)