Those of us teaching at the Chinese Culture University's Language Center know the difficulties of teaching large classes. Problems arise as far as management, discipline, adequate materials and motivation. An instructor operating in the traditionally strong teacher role may face fewer of these difficulties by controlling the class with the reptition and drill activities that are so common to many textbooks. However, it is questionable whether or not students are motivated enough by these teacher-centered activities to learn the target language well. The topic of this paper, then, is Communicative Language Teaching and how this can be applied to the large classroom. This paper will introduce readers to the method of communicative language teaching and give suggestions as to how instructors can make their textbook and classroom activities more communicative-all to the benefit of their students' language processes.
