摘要：This paper examines the role Communicative Language Teaching (CLT), a popular language teaching approach, plays in second-language (L2) motivation by analyzing the characteristics of CLT in tandem with the motivational process. Using Dörnyei and Ottó’s (1998) model of L2 motivation as a framework, three major components of motivation are identified: (1) initiation, (2) preservation, and (3) retrospection. Based on these components, the role CLT plays at the various stages of the L2 motivational process, as identified by Dörnyei and Ottó (1998), through initiation, preservation, and retrospection is investigated. In doing so, this study presents evidence of the importance CLT plays in fostering students’ motivation, thereby advocating its effectiveness in ESL/EFL classrooms in Japan.
