CONTENTS

1. Unit information / Theme of the week 3

2. Subtheme information 4

2.1 Definition and characteristics 4

2.2 Strategies 6

3. Bibliography 8

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 Methods and approaches in language teaching

1. Unit information
Theme of the week:

» Objective:
To analyze the communicative approach, its characteristics, techniques, and
strategies according to the needs of the population with the purpose of making
the process of learning a second language more effective.

» Theme:
Communicative Approach

» Subthemes

1. Definition and characteristics

2. Strategies

» Unit:
Methods and approaches in language teaching

»
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Duration of weekly hours

10 H

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 Methods and approaches in language teaching

2. Subtheme information
2.1 Defenition and characteristics
The communicative approach was born as a way to cover the faults in current approaches to
language teaching in the 60s and 70s, especially in relation to the functional and communicative
potential of the language. The need to focus on communicative proficiency rather than the
mastery of a set of rules was seen as a priority to British applied linguists (Richards & Rodgers,
Approaches and Methods in Language Teaching, 1986). The British linguist Wilkins (1972 as
cited in Richards & Rodgers, 1986) contributed with a functional and communicative definition
of language, which consisted of “an analysis of the communicative meanings that a language
learner needs to understand and express” (Richards & Rodgers, Approaches and Methods in
Language Teaching, 1986), describing two types of meanings:

» Notional: time, sequence, quantity, location, frequency, etc.

» Communicative function: requests, denials, offers, complaints, invitations, etc.

This proposal has contributed to the development of communicative language teaching (CLT)
programs and textbooks around Europe (1986), and later on, worldwide.

Howatt (1984 as cited in Richards & Rodgers, 1986) makes a distinction between a strong and a
weak version of CLT. The weak version emphasizes the importance of creating opportunities for
learners to apply the language for communicative purposes within a language teaching program,
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that is ‘learning to use English’. On the other hand, the strong version claims that language is
acquired through communication, not by applying rules to communicate but by stimulating the
language system, hence ‘using English to learn’ (Richards & Rodgers, 1986). Considering this last
one, CLT gives emphasis to the development of communicative competence, meaning the ability
of the person to know how to use the language for different purposes, how to change the speech
and register according to the setting, how to identify and produce different types of texts, and
how to cope with gaps one may have in their language knowledge to be able to communicate.
This is different from merely developing Grammatical Competence, which refers to the

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 Methods and approaches in language teaching

knowledge of rules and sentence formation. It goes beyond than just knowing the rules, but
understanding how to use them in different contexts (Richards, 2006).

Kashen’s Input Hypothesis is well associated with CLT. Krashen states that ‘comprehensible
input’ is the main ingredient necessary for language acquisition, that a person acquires language
when they understand messages. For the Input to be successful, the learner has to be open to
receive it by having a low Affective Filter, and it needs to be ‘i+1,’ meaning an aspect of the
language that learner has not still acquired, but he/she is ready to do so (Krashen, 1991).

For more information, watch the following videos:

» Stephen Krashen on Language Acquisition

https://www.youtube.com/watch?v=NiTsduRreug
» Stephen Krashen's 5 Hypotheses of Second Language Acquisition
https://www.youtube.com/watch?v=jobpF4c-1NI
» Jack C. Richards on Communicative Competence - Part 1 of 2
https://www.youtube.com/watch?v=SwMii_YtEOw
» Jack C. Richards on Communicative Competence - Part 2 of 2
https://www.youtube.com/watch?v=RpGvWYPL7cU
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 Methods and approaches in language teaching

2.2 Techniques
Richards (2006) points out that language learning has changed its perspective of the way how
people learn a language, moving from drilling, repetition, memorization, controlled practices,
error avoidance, to more natural and flexible interaction with the language, resulting in:

» Interaction between the learner and users of the language

» Collaborative creation of meaning
» Creating meaningful and purposeful interaction through language
» Negotiation of meaning as the learner and his or her interlocutor arrive at an
understanding
» Learning through attending to the feedback learners get when they use the
language
» Paying attention to the language one hears (the input) and trying to incorporate
new forms into one’s developing communicative competence
» Trying out and experimenting with different ways of saying things

(Richards, 2006)

There is no single or specific way to implement communicative language teaching

(Richards, 2006). On the opposite, it is adaptable to different contexts and situations
depending on the learner’s background, age, level, etc.

The implementation of CLT supposes a change in the role of the teacher and the learner.
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Since it is a student-centered approach, the learner has to become active in the class,
participating in cooperative activities, and in collaboration with others. The learners are
“expected to take on a greater degree of responsibility for their own learning” (Richards,
2006). On the other hand, the teachers have to become facilitators and monitor what
goes on in the class.

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 Methods and approaches in language teaching

Core assumptions in current practices in CLT:

1. Second language learning is facilitated when learners are engaged in interaction and
meaningful communication.
2. Effective classroom learning tasks and exercises provide opportunities for students to
negotiate meaning, expand their language resources, notice how language is used, and
take part in a meaningful interpersonal exchange.
3. Meaningful communication results from students processing content that is relevant,
purposeful, interesting, and engaging.
4. Communication is a holistic process that often calls upon the use of several language
skills or modalities.
5. Language learning is facilitated both by activities that involve inductive or discovery
learning of underlying rules of language use and organization, as well as by those
involving language analysis and reflection.
6. Language learning is a gradual process that involves creative use of language, and trial
and error. Although errors are a normal product of learning, the ultimate goal of learning
is to be able to use the new language both accurately and fluently.
7. Learners develop their own routes to language learning, progress at different rates,
and have different needs and motivations for language learning.
8. Successful language learning involves the use of effective learning and communication
strategies.
9. The role of the teacher in the language classroom is that of a facilitator, who creates
a classroom climate conducive to language learning and provides opportunities for
students to use and practice the language and to reflect on language use and language
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learning.
10. The classroom is a community where learners learn through collaboration and
sharing.

(Richards, 2006)

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 Methods and approaches in language teaching

3. Bibliography

» Krashen, S. (1991). The Input Hypothesis: An Update. Georgetown University

Round Table on Languages and Linguistics 1991. (J. E. Alatis, Ed.) Washington,
D.C.: Georgetown University Press.

» Richards, J. (2006). Communicative Language Teaching Today. Cambridge

University Press.

» Richards, J., & Rodgers, T. (1986). Approaches and Methods in Language

Teaching. Cambridge, United Kingdom: Cambridge University Press.
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