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=== Academic influences ===
The development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching, partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language then prevalent could not explain the variety that is found in real communication.<ref name=":10">{{Cite book|title=Approaches and Methods in Language Teaching
In 1966, the linguist and anthropologist [[Dell Hymes]] developed the concept of [[communicative competence]], which redefined what it meant to "know" a language. In addition to speakers having mastery over the structural elements of language, they must also be able to use those structural elements appropriately in a variety of speech domains.<ref name=":9" /> That can be neatly summed up by Hymes's statement: "There are rules of use without which the rules of grammar would be useless."<ref name=":0" /> The idea of communicative competence stemmed from Chomsky's concept of the [[linguistic competence]] of an ideal native speaker.<ref name=":9" /> Hymes did not make a concrete formulation of communicative competence, but subsequent authors, notably Michael Canale, have tied the concept to language teaching.<ref name=":11">{{Cite journal|
An influential development in the history of communicative language teaching was the work of the [[Council of Europe]] in creating new language syllabi. When communicative language teaching had effectively replaced situational language teaching as the standard by leading linguists, the Council of Europe made an effort to once again bolster the growth of the new method, which led to the Council of Europe creating a new language syllabus. Education was a high priority for the Council of Europe, which set out to provide a syllabus that would meet the needs of European immigrants.<ref name=":10" /> Among the studies that it used in designing the course was one by a British linguist, D. A. Wilkins, that defined language using "notions" and "functions," rather than more traditional categories of grammar and vocabulary. The new syllabus reinforced the idea that language could not be adequately explained by grammar and syntax but instead relied on real interaction.<ref name=":10" />
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