The Communicative Approach
Definition
an approach to foreign or second
language teaching which emphasizes
that the goal of language learning is
communicative competence
Communicative Language Teaching
developed particularly by British
applied linguists
a reaction away from grammar-
based approaches such as the
Audiolingual Method
Definition
Teaching materials needed to express and understand
different kinds of functions, such as requesting,
describing, expressing likes and dislikes
follows a Notional Syllabus or some other
communicatively organized syllabus and emphasizes the
processes of communication, such as using language
appropriately in different kinds of tasks, e.g.
to solve puzzles, to get information, and using language
for social interaction with other people
Background
Developed in the 1970s in Europe
Reaction to the structural approach to language teaching
The need for change in language teaching method
Stress on the socio-cultural aspects of language in use
Wilkins and his “Notional Syllabus”
Theoretical Basis
Theory of language
Language is for communication.
Language is used in context.
The relationship between form and
meaning is not a one-to - one
correspondence.
Discourse analysis studies language
above sentence level.
Theory of language
Pragmatics studies how language is used in
communication.
Hymes and his notion of communicative
competence
Hillday and his functional account of language
use
Richards and Rodger’s summary of the
communicative view of language
Theory of learning
CLT should follow the natural acquisition process.
Language is best learned through use in social context.
Effective language learning will take place if the emphasis
is on communication.
Language learning is a process of meaning negotiation.
Basic Principles
Main features
Emphasis on learning to communicate in the TL
The introduction of authentic texts into learning
situations
Focus on the learning process
Making use of learner’s own personal experiences
Creating real communication situations in the
classroom
Main features
The role of the teacher:
facilitator of students’ learning
manager of classroom activities
advisor
co-communicator
The role of the learner:
negotiator
communicator
contributor
independent learner
Main features
Features of communicative activities:
information gap
choice of form and content
feedback
Classroom environment:
cooperation and empathy
student-centered
tolerance of errors
working in small groups
Objectives
acquire knowledge of the TL system; acquire
knowledge of rules of speaking in the TL; use and
respond to different types of speech acts; use
language appropriately
Techniques
Ways of integrating language skills:
listening and note-taking using
audio-video materials
giving oral presentation
project work
role-play/simulation etc.
Techniques
Ways of developing separated skills:
speaking: problem solving activities
simulation/role-play
personal responses etc.
listening: putting pictures in correct sequence
following directions on a map
checking off items in a photograph
completing a grid, time table, or chart etc.
Techniques
reading: skimming
scanning
text unscrambling
information transfer etc
writing (mainly done in three steps):
gathering ideas
working an drafts
preparing the final version
Procedures
1) Presentation and comprehension
(Students listen, then answer questions.)
2) Demonstration of functional patterns (The
teacher exemplifies each functional pattern.)
3) Practising functional patterns (Students
practise the dialogue in pairs.)
Procedures
4) Free production (Students make mini-
dialogues of their own.)
5) Checking students’ work
6) Reading new materials (integrating
reading and writing)
7) Writing based on reading
Summary and Comments
Advantages
1) Wider considerations of what is appropriate and what
is accurate
2) Wider range of language
3) Realistic and motivating language practice
4) Drawing on learners’ knowledge and experience
Disadvantages
1) Unclear about how rules of use can be taught
2) Difficult to tailor syllabus to students’ needs
3) Fossilization of learners’ errors
