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The Communicative Approach
The Communicative Approach

What is the communicative
What is the communicative
approach?
approach?
The communicative approach is the theory that
The communicative approach is the theory that
language is communication.
language is communication.


Therefore the final aim of CLT (Communicative Language
Therefore the final aim of CLT (Communicative Language
Teaching) is communicative competence.
Teaching) is communicative competence.

The Principles of the
The Principles of the
Communicative Approach:
Communicative Approach:

Learners learn through using it to communicate
Learners learn through using it to communicate

Authentic and meaningful communication should

Authentic and meaningful communication should
be the goal of classroom activities
be the goal of classroom activities

Fluency is an important dimension of
Fluency is an important dimension of
communication
communication

Communication involves the integration of
Communication involves the integration of
different language skills
different language skills

Learning is a process of creative construction
Learning is a process of creative construction
and involves trial and error
and involves trial and error

So what is the teacher’s role in
So what is the teacher’s role in
this?
this?
The teacher has two main roles:
The teacher has two main roles:
•
To facilitate the communication process in the classroom
To facilitate the communication process in the classroom
•
To act as an independent participant within the learning-

To act as an independent participant within the learning-
teaching group
teaching group
The teacher is also expected to act as a resource, an
The teacher is also expected to act as a resource, an
organiser of resources, a motivator, a counsellor, a
organiser of resources, a motivator, a counsellor, a
guide, an analyst and a researcher.
guide, an analyst and a researcher.
There are many other minor roles of a teacher, some of
There are many other minor roles of a teacher, some of
these would include being an actor and an entertainer.
these would include being an actor and an entertainer.
After all, a good lesson must be interesting or the
After all, a good lesson must be interesting or the
students will ‘switch off’ and learn nothing.
students will ‘switch off’ and learn nothing.

In practical terms, what does that
In practical terms, what does that
mean?
mean?
It means that we need to concentrate on the following:
It means that we need to concentrate on the following:

Teacher – Student activities
Teacher – Student activities

Activities
Activities


Materials
Materials

Teacher-Student Interaction
Teacher-Student Interaction
Since communicative competence is our aim, it is essential that
Since communicative competence is our aim, it is essential that
students be given every opportunity to practise communicating. In
students be given every opportunity to practise communicating. In
the communicative classroom teacher talking time (TTT) must be
the communicative classroom teacher talking time (TTT) must be
kept to a minimum. This is not to say that the teacher shouldn’t
kept to a minimum. This is not to say that the teacher shouldn’t
speak at all, but TTT should be controlled and appropriate.
speak at all, but TTT should be controlled and appropriate.
The classroom should be learner centred.
The classroom should be learner centred.
The teacher’s role is to facilitate student communication which is
The teacher’s role is to facilitate student communication which is
done through careful selection of materials and activities relevant to
done through careful selection of materials and activities relevant to
the aims of the lesson in which they are used.
the aims of the lesson in which they are used.

Communication can be
Communication can be
divided into two
divided into two
categories

categories
•
Input
Input
•
Output
Output
The four communicative
The four communicative
skills can be put into
skills can be put into
these categories
these categories
OUTPUT
Speaking
Writing
Input
Reading
Listening

Whichever of these skills is being taught the main focus
Whichever of these skills is being taught the main focus
must be on the student and not on the teacher. The
must be on the student and not on the teacher. The
interaction should usually be the student to student and
interaction should usually be the student to student and
should include the teacher only where necessary. During
should include the teacher only where necessary. During
most classroom activities the teacher will monitor and
most classroom activities the teacher will monitor and

intervene only where necessary.
intervene only where necessary.

A model for part of a
A model for part of a
communicative lesson
communicative lesson
Stage 1
Stage 1
Teacher (T) gives a short presentation of a grammar or vocabulary point. T then gives
Teacher (T) gives a short presentation of a grammar or vocabulary point. T then gives
students (Ss) opportunity to practise the point in a controlled exercise. (Interaction: T
students (Ss) opportunity to practise the point in a controlled exercise. (Interaction: T
›Ss)
›Ss)
Stage 2
Stage 2
Ss carry out the controlled exercise while T monitors and intervenes where appropriate.
Ss carry out the controlled exercise while T monitors and intervenes where appropriate.
(Interaction: S‹›S)
(Interaction: S‹›S)
Stage 3
Stage 3
The Ss are asked to take part in an activity designed to get them to produce the
The Ss are asked to take part in an activity designed to get them to produce the
vocabulary and grammar they have been taught. T monitors and notes errors and interesting
vocabulary and grammar they have been taught. T monitors and notes errors and interesting
points. T intervenes only when asked or when absolutely necessary. (Interaction: S‹›S)
points. T intervenes only when asked or when absolutely necessary. (Interaction: S‹›S)
Stage 4

Stage 4
Feedback session, in which T feeds back in a non-threatening way the errors s/he noted
Feedback session, in which T feeds back in a non-threatening way the errors s/he noted
during the activity. Ss also have the opportunity to clear up puzzling points. (Interaction: T‹›Ss)
during the activity. Ss also have the opportunity to clear up puzzling points. (Interaction: T‹›Ss)

The lesson extract follows a method called Presentation-
The lesson extract follows a method called Presentation-
Practice-Production or PPP for short.
Practice-Production or PPP for short.
This was the standard method until a few years ago.
This was the standard method until a few years ago.
Now there are a number of possibilities open to the
Now there are a number of possibilities open to the
teacher.
teacher.
You will be introduced to these at a later stage.
You will be introduced to these at a later stage.

Activities
Activities
Classroom activities should, as far as is
Classroom activities should, as far as is
possible, be carried out in the target language
possible, be carried out in the target language
(English).
(English).


Having said this, there may sometimes be

Having said this, there may sometimes be
occasions where allowing the students to
occasions where allowing the students to
briefly
briefly
discuss a point in their native tongue
discuss a point in their native tongue
can promote greater understanding and
can promote greater understanding and
assimilation of new information. This is
assimilation of new information. This is
controversial issue and should not usually be
controversial issue and should not usually be
permitted.
permitted.

There are many different types of activities.
There are many different types of activities.
They provide speaking, listening, writing and
They provide speaking, listening, writing and
reading practice as well as aiding production.
reading practice as well as aiding production.
A few
ideas for activity types
Games
Role-plays Simulations
Information Gaps

Where do I find activities?
Where do I find activities?

They can be found in books containing supplementary material such
They can be found in books containing supplementary material such
as the Reward Resource Packs.
as the Reward Resource Packs.
Many teachers enjoy creating their own activities, which can be
Many teachers enjoy creating their own activities, which can be
tailored specifically to their classes needs.
tailored specifically to their classes needs.
Activities used in the classroom must be selected carefully as if they
Activities used in the classroom must be selected carefully as if they
are above the level of the students they can destroy self-confidence
are above the level of the students they can destroy self-confidence
and if below they can bore the students.
and if below they can bore the students.
Activities usually involve the students working together either in
Activities usually involve the students working together either in
pairs or in small groups.
pairs or in small groups.

Activities are often used to practise real-life situations
Activities are often used to practise real-life situations
involving social interaction and so a high level of social
involving social interaction and so a high level of social
and functional language should be expected.
and functional language should be expected.

Materials
Materials
Materials fall into three broad categories:
Materials fall into three broad categories:


text-based,
text-based,

task-based
task-based

realia.
realia.
They can be used as the basis for classroom
They can be used as the basis for classroom
activities. Once again not only must the activity
activities. Once again not only must the activity
be appropriate to the level of the students but
be appropriate to the level of the students but
the materials used must be appropriate too.
the materials used must be appropriate too.

Text-based materials
Text-based materials


For example practice exercises, reading passages, gap
For example practice exercises, reading passages, gap
fills, recordings, etc. can be found in almost any course
fills, recordings, etc. can be found in almost any course
book as well as in books containing supplementary
book as well as in books containing supplementary
materials. They form an essential part of most lessons.
materials. They form an essential part of most lessons.

Task-based materials
Task-based materials


These include game boards, roleplay cards, materials for
These include game boards, roleplay cards, materials for
drilling, pairwork tasks, etc.
drilling, pairwork tasks, etc.
They might be used to support 'real life' tasks such as
They might be used to support 'real life' tasks such as
role playing booking into a hotel, or a job interview.
role playing booking into a hotel, or a job interview.

Realia
Realia


This includes such things as magazines, newspapers,
This includes such things as magazines, newspapers,
fruit and vegetables, axes, maps - things from the real
fruit and vegetables, axes, maps - things from the real
world outside the classroom.
world outside the classroom.
They can be used in many activities.
They can be used in many activities.
For example, fruit and vegetables could be used in a
For example, fruit and vegetables could be used in a

shopping activity, an axe could be used to show the
shopping activity, an axe could be used to show the
effect of using the present perfect continuous on a short
effect of using the present perfect continuous on a short
action verb.
action verb.

So what does the
So what does the
communicative approach mean
communicative approach mean
in practical terms
in practical terms
?
?
We should now understand that the teacher's job is to
We should now understand that the teacher's job is to
get their students to communicate using real language
get their students to communicate using real language
by providing them with instruction, practice, and above
by providing them with instruction, practice, and above
all opportunities to produce English in activities which
all opportunities to produce English in activities which
encourage acquisition and fluency.
encourage acquisition and fluency.

In conclusion
In conclusion

CLT should be fun for both teacher and students.
CLT should be fun for both teacher and students.
Enabling students to communicate successfully is also
Enabling students to communicate successfully is also
very rewarding.
very rewarding.