Antalya International University

1st ELT Seminar

THE COMMUNICATIVE APPROACH

REVISITED

Penny Ur
1. The communicative contrasted
with ‘traditional’
Some preliminary definitions

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 An approach

A theoretical construct, which will underly any

practical methodology

In the case of English language teaching:

Based on assumptions as to the nature of
language and the second-language acquisition
process

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 A language-teaching method

A coherent set of teaching procedures and

behaviors based on a given approach

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 ‘Traditional’ approach(es)

Based on the assumptions that:

Language is composed of a set of sounds,
(visual symbols), lexical items and grammatical
constructs that need to be mastered.
If you are informed about these and practice
them, you will master the language.

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 So:
Methodologies will include:
• Explicit information about grammar,
vocabulary, pronunciation and spelling
• Exercises that require learners to construct
acceptable sentences based on these.
• Intensive study of texts ‘milked’ for
language to be learnt
• Practice in reading, writing, listening,
speaking (emphasis on accuracy)

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 The communicative approach

Language is a means of communication.

If you master how to communicate using the
target language components, you will master
the language.
Naturalistic language learning processes are
the basis of second language learning, as they
are the basis of the first.

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 So:

Communicative methodologies will include:

• authentic communication tasks;
• group discussions;
• purposeful writing;
• listening comprehension;
• extensive reading.

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 And will eliminate or de-emphasize

• Grammar explanations
• Deliberate vocabulary teaching
• Exercises and drills
• Error correction

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 Communicative Approach buzz-words

activity reading / listening

real, authentic strategies
tasks information gap
negotiation collaboration
facilitation natural
 2. The communicative and
traditional approaches today:
What’s going on?
An unresolved dissonance

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 A swing towards communicative

Until the late 1970s the traditional approach

predominated, both in practice and in the
literature.
From then on, the communicative approach
has been promoted in the literature as a
better basis for an effective methodology.
To the present day.
 Today

The literature, and most speakers in

conferences, promote the communicative
approach and an associated task-based
methodology.

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 BUT

The traditional approach, and associated

methodology, predominates in most
classrooms worldwide...
... And in most published course materials.

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The result: An unresolved dissonance

Teachers are doing one thing...

... while being urged to do something else.

Why?

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 The academics say...

Teachers are uninformed, not up to date,

using old-fashioned methods because that is
the way they were taught.
(Skehan, 1997: 94)

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 The teachers say

Academics are not in touch with classroom

realities. Task-based (communicative)
methods don’t work in the school classroom.
(personal communications)

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 Who is right?

And how can we find out?

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Communicative versus traditional
Evidence from the research

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 WHAT DOES THE RESEARCH SAY?

There is no empirical evidence that indicates

that either the communicative or the
traditional approach produces more effective
learning overall.
 There is, however...

...specific evidence about the effectiveness of

selected teaching/learning procedures.

For example...

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 1. Explicit grammar teaching

Explicit teaching of grammar on the whole

gets better results than implicit.
Norris & Ortega (2001)
 2. Explicit vocabulary teaching

Some focused vocabulary teaching is necessary

in order to achieve target-like levels of
proficiency
Zahar et al. (2001); Schmitt & Sonbul (2010)
 3. Error-correction

Explicit error-correction contributes to both

accuracy and fluency.
Ellis et al. (2006)
 4. ‘Immersion’ programs

‘Immersion’ programs do not seem to produce

target-like proficiency. They need to be
supplemented by explicit instruction.
Swain (2000)
 5. Communicative tasks

The introduction of a communicative approach

in some Asian cultures does not seem to work.
Hu (2002)
 6. Meaningful practice

Accuracy-focused practice exercises are more

effective if they are also meaningful.
Kanda & Beglar (2004).
 So to summarize so far:
Today, most ELT theorists support the
communicative approach in principle...
... and recommend implementing this in task-
based instruction (e.g. Ogilvie & Dunn, 2010).
But it is now generally accepted that there is
also a place for explicit instruction with regard
to grammar, vocabulary etc.
 The communicative approach
revisited: Proposal 1
An essentially communicative approach, with
added ‘traditional’ components

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 1. Consciousness-raising

A basically communicative (task-based)

methodology, but…
Occasional focus on grammatical rules to raise
awareness
Exercises to clarify understanding of the rule
Ellis (2001)
 2. Focus on form

A basically communicative (task-based)

methodology.
Occasional ‘time out’ for focus on form.
Long & Robinson (1998)
Integrated and isolated focus on form

It is suggested that this can also include

‘isolated’ focus on form, as well as focus on
form integrated into a communicative task
Spada & Lightbown (2008)
... and grammar exercises
Shak & Gardner (2008)

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 These are all based on the
communicative approach, and there is
a general consensus in the literature
that the communicative task
should be the basis of lessons

I’m not so sure

 The communicative approach
revisited: Proposal 2
A post-communicative approach?
Effective language pedagogy as the primary
goal.
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 1. Mistaken assumptions

There are three mistaken assumptions

underlying the conventional communicative
approach:

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 First:

‘Teaching language FOR communication

means that you should teach language AS
communication.’
 First:

‘Teaching language FOR communication

means that you should teach language AS
communication.’
Widdowson (1990)
Classroom learning should be investment, not
rehearsal (Widdowson, 1986)
 Second:

‘One size fits all’

The communicative approach should be
appropriate in any teaching situation

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 Second:

‘One size fits all’

The communicative approach should be
appropriate in any teaching situation
Different situations may need different
approaches and methodologies in order to
achieve optimal learning outcomes.

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 Third

The foundation of a successful language-

teaching methodology is an understanding of
language and how languages are learned.

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 Third

The foundation of a successful teaching

methodology is an understanding of language
and how languages are learned.
An understanding of language and language
acquisition is only one factor in a successful
methodology.
Others have to do with pedagogical factors:
motivation, classroom management, lesson
planning, coping with upcoming exams...
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 Increasing criticism of
communication-based methodologies
Dekeyser (2007): Skill-based language learning

Swan (2005): The limitations of task-based

instruction

Waters (2015): Communicating to learn, or

learning to communicate?

Ur (2013): The concept of ‘method’

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 What is the alternative?
An approach that states frankly as its
goal:
Effective language learning
... and that includes both non-
communicative and communicative
procedures that lead to good learning.

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 So:

A language pedagogy that is principled

and localized, determined by the
teacher(s), informed by reflection on
experience and other professional
knowledge sources

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 A language pedagogy that is principled and
localized, determined by the teacher(s), informed
by reflection on experience and other professional
knowledge sources
A pedagogy, not a method or approach because:
1. It may involve an unlimited variety of possible
classroom procedures
2. It takes into account pedagogical aspects, such as
student motivation, the local culture, student
expectations, classroom management, large and/or
heterogeneous classes, classroom climate, available
resources...

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 A language pedagogy that is principled and
localized, determined by the teacher(s), informed
by reflection on experience and other professional
knowledge sources

The main principle is good learning. The teacher

will choose those procedures that in his/her view
lead to the best learning by students.
Other principles: educational values; the creation
of a positive classroom climate and student
motivation ...

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 A language pedagogy that is principled and
localized, determined by the teacher(s), informed
by reflection on experience and other professional
knowledge sources
Many decisions on principles and procedures will be based
on local considerations:
• the local student population: expectations, norms,
culture of learning;
• the teacher’s own personality, strengths, weaknesses,
preferences;
• the goals of the course;
• the local culture;
• upcoming exams …

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 A language pedagogy that is principled and
localized, determined by the teacher(s), informed
by reflection on experience and other professional
knowledge sources

The teacher, or group of teachers in a school,

decide on their pedagogy and choose material.
Based on the teacher’s sense of plausibility
(Prabhu, 1990)

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 A language pedagogy that is principled and
localized, determined by the teacher(s), informed
by reflection on experience and other professional
knowledge sources
The primary source of the teacher’s professional
expertise is reflection on experience.
Other sources include:
• Training courses
• Sharing with colleagues
• Feedback from students
• The professional literature (research, theory, teachers’
websites, books on language pedagogy, practical
handbooks)
• Courses, conferences
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 Anything goes?

Potentially any teaching procedure may be part

of an individual teacher’s pedagogy…
…Provided he/she can justify it, based on the
principles and considerations listed previously.

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 The functions of the teacher trainer
Not to tell the teacher to use the communicative
approach...
... But to provide:
1. Evidence-based information about how
languages are learnt and taught
2. A range of practical teaching ideas
3. Opportunities to experience, reflect and
discuss
4. Localized or personal recommendations
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Examples from my own
pedagogy

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 My own teaching includes

1. Communicative discussion tasks

2. Grammar exercises
3. Use of L1 to teach new vocabulary
4. Game-like activities

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 Communicative discussion tasks
1. How many (non-obvious) things can you
find in common with your partner, that you
didn’t know before?
2. In your groups, make a list of at least ten
characteristics of a good teacher. Decide
together how you would classify these
characteristics into three categories:
essential, desirable, optional.
3. Tell a story; each student in turn adds a
sentence.

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 Because…

They help students learn to be fluent speakers

Give them opportunities to practise language
they know
Are interesting and fun
Help to strengthen group relationships

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 Grammar exercises
Modals and semi-modals: insert the appropriate
forms.
1. I’m sorry, but I must leave early (have to).
2. When I was young, I played with dolls (used
to).
3. We should try to stay calm (ought to).
4. Teachers must prepare lessons. (have to).
5. Teenagers should be in bed by 11 o’clock (be
supposed to).
6. After he left, we could speak more easily (be
able to).

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 Grammar exercises
Modals and semi-modals: insert the appropriate
forms.
1. I’m sorry, but I must … (have to).
2. When I was young, I … (used to).
3. We should … (ought to).
4. Teachers must … (have to).
5. Teenagers should … (be supposed to).
6. After he left, we could … (be able to).

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 Because…

They improve grammatical accuracy

They give students opportunities to use the
grammar in different mini-contexts
(the more meaningful and interesting the
better)

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 L1 for presenting new items to a class

a man only
go think
a thing very
an apple young
a computer big

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 Because…

• It is the easiest, quickest and often most

accurate way of clarifying vocabulary
meanings.
• It reflects students’ intuitive strategies
• It saves time for use of the item in English
contexts
• It acknowledges and respects the students’ L1
• There is research support for the use of L1 in
vocabulary teaching (Laufer, 2008)
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 Game-like procedures

Procedures that are similar to games, but lead

to learning
(What is a ‘game’ anyway?)
• Guessing games (question forms)
• Brainstorming games
• Story-based games

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 Because …

Game-like activities are fun and motivating

Increase attention and participation
They contribute to a positive classroom
climate
They prevent discipline problems
They encourage playful use of language (Bell,
2012)

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 To summarize

The communicative approach was a useful

antidote to overly grammar-focused and
boring traditional approaches.
But the time has come to rethink whether or
not it is in fact the most effective basis for
successful language teaching in different
contexts.

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The methods a teacher uses should not be
based on the question
‘Is this communicative?’
But rather on the question:
‘Is this how my students will learn the
language best?’

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 Isn’t this what is happening anyway?

To some extent.
But there is an underlying uneasiness due to:
Dissonance between the ‘officially approved’
method and the reality of the classroom.

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 This dissonance should be faced and
resolved by
• releasing teachers from the pressure to
teach ‘communicatively’;
• increasing their awareness of current issues
and research evidence through pre- and in-
service teacher development courses;
• and sanctioning their right to teach the way
they believe is best for their students’
learning.

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 References
Bell, N. (2012). Comparing playful and nonplayful incidental attention to form. Language
Learning, 62(1), 236-265.
Dekeyser, R. M. (2007). Introduction: Situating the concept of practice. In R. M. Dekeyser
(Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive
psychology (pp.1-18). Cambridge: Cambridge University Press .
Ellis, R. (2001). Grammar teaching - Practice or consciousness-raising? In Richards, J. C. &
Renandya, W. A. (Eds.), Methodology in Language Teaching (pp.167-174). Cambridge:
Cambridge University Press.
Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of
communicative language teaching in China. Language Culture and Curriculum, 15(2), 93-
105.
Laufer, B., & Girsai, N.. (2008). Form-focused instruction in second language vocabulary
learning: A case for contrastive analysis and translation. Applied Linguistics, 27(4), 694-716.
Long, M. H. & Robinson, P. (1998). Focus on form: Theory, research and practice. In Doughty,
C. & Williams, J. (Eds.), Focus on form in Classroom Second Language Acquisition (pp.15-41).
Cambridge: Cambridge University Press.
Ogilvie, G., & Dunn, W. (2010). Taking teacher education to task: Exploring the role of
teacher education in promoting the utilization of task-based language teaching. Language
Teaching Research, 14(2), 161-181.

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 References (cont.)

Prabhu N. S. (1990). There is no best method - why? TESOL Quarterly, 24(2), 161-
76.
Shak, J., & Gardner, S. (2008). Young learner perspectives on four focus-on-form
tasks. Language Teaching Research, 12(3), 387-408.
Skehan, P. (1997). A Cognitive Approach to Language Learning. Oxford: Oxford
University Press.
Spada, N., & Lightbown, P. M. (2008). Form-focused instruction: Isolated or
integrated? TESOL Quarterly, , 181-207.
Swain, M. (2000). French immersion research in Canada: recent contributions to
SLA and applied linguistics. Annual Review of Applied Linguistics, 20, 199-211.
Swan, M. (2005). Legislation by hypothesis: the case of task-based instruction.
Applied Linguistics, 26(3), 376-401.
Valeo, A., & Spada, N. (forthcoming). Is there a better time to focus on form?
Teacher and learner views. TESOL Quarterly.
Ur, P. (forthcoming) Presentation, practice, production. In TESOL Encyclopedia of
English Language Teaching. Wiley-Blackwell.
Waters, A. (2015). Cognitive architecture and the learning of language
knowledge. System, 53, 141-147.
Widdowson, H. G. (1986). Forty years on. ELT Journal, 40(4), 265-269..
Widdowson, H.G. (1990). The problems and principles of syllabus design. In
Aspects of language teaching (pp.127-156). Oxford: Oxford University Press.

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Thank you for your attention!
pennyur@gmail.com