正在分析的工作單元是Julia Williams在2010年出版的《學術聯繫4》中的第2單元。 Richards和Rodgers(1986)在他們的著作《語言教學的方法和方法》中指出了不同形式的語言教學方法，如直接法、語法翻譯法、有聲語言法、結構法、暗示語、交際教學法等。在對“學術聯繫4”單元的全面分析中，我們發現這裡使用了一種或多種語言教學方法。交際性語言教學、浸入式學習和任務型語言學習是本文采用的方法。交際性語言教學是引導學習者在不同的情景下進行有效交際的一種教學方法。在交際語言教學中，一些比較常見的課程功能是邀請學習者在不同的情景下進行暗示、抱怨和表達等。
在英語教學中使用交際法的優點是，它是以學生為中心的，主要是以活動為基礎的，邀請學生參加模擬現實生活情景的任務和活動。它通常考慮到學生不斷發展的需求，並提供一個安全的環境，集中在口語、閱讀和實踐學習。老師在與學生互動的過程中也能在這裡建立起一種信任的關係。批評這種學習形式的人認為，這種學習方法更注重培養流利度，而不是注重實際的語法、發音等(Li et al.， 2012)。認為教學的交際形式必須是平衡的，以確保交際的流暢性參與到一個更大的範式中，在這個範式中，交際的形式和功能也受到重視。
The unit of work being analysed is Unit 2 in “Academic Connections 4” by Julia Williams published in the year 2010. Richards & Rodgers (1986) in their work “Approaches and Methods in language Teaching” identify different forms of language teaching methodologies such as the direct method, the grammar-translation method, the audio lingual method, the structural approach, suggestopedia, communicative language teaching and many more. In an overall analysis of the unit “Academic Connections 4”, it is identified that one or more of the language teaching methodologies have been used here. Communicative language teaching, immersion and task based language learning are the methodologies that has been used here. Communicative language teaching is a method where the learner would be guided to communicate effectively in different situations that they could find themselves in the real world. Some of the more common course functions when it comes to communicative language teaching is to invite the learner to work on suggesting, complaining and expressing themselves in different situations etc.
The advantages of using the communicative approach in teaching English is that it is very student centric and is mostly activity based which invited students to take part in tasks and activities where they mimic real life situations. It usually considers the evolving needs of students and presents with a safe setting to focus on speaking, reading and learning by practice. The teacher in interacting with the students would also be able to develop a trust relationship here. Critics of this form of learning argue that the learning approach is more focused on fluency building activities, and is less focused on the actual grammar, pronunciations etc (Li et al., 2012). Places the argument that the communicative form of teaching must be balanced in order to ensure that communication fluency takes part in a larger paradigm where form and function of communication is also given importance.