Wesleyan University-Philippines

College of Education
Graduate School

Communicative Language
Approach and Conventional
Approach in Teaching Oral
Communication
LOUISE RUTH A. CABANLONG

EdD – Educational Leadership and Management

Advanced Research
THEORETICAL FRAMEWORK

Communicative competence is a jargon formulated by Dell

Hymes in 1966. This attribute of a speaker refers to the inherent
utility of knowhow regulation in the principles of language
usage. This can be construed that a language speaker must speak
the language not just in a correct manner considering linguistic
competence. Equally important is observing communicative
competence. This technique does not set aside the significance of
following the grammar. In fact, it is one of the four components
of communicative competence: linguistic, sociolinguistic,
discourse, and strategic competence.
Independent Variables

Communicative Language Teaching (CLT)/ Communicative Approach

1.1Linguistic Competence
1.2 Sociolinguistic Competence
1.3 Discourse Competence
1.4 Strategic Competence
Conventional Teaching
1.1 Discussion ( Teacher Centered)
1.2Textbook Centered
1.3 Exam Oriented
Dependent Variables

Oral Communication Proficiency Level of the Students

Conceptual Framework

This study aim to venture on the enhancement of oral communication

skill of the Senior High School learners. This means that in dealing with
the improvement of oral communication of the English learners as second
language speakers of the English language, the focus will be along their
speaking proficiency. With this, the researcher used Communicative
Language Approach in order to create opportunities for the target learners
to orally use the English language in various situations.. The researcher
will resort to technologies in order to create opportunities for the learners to
orally use the English Language in different situations. The
Communicative Language Approach will be compared to the Conventional
Learning Thus, this study is a quasi- experiment.
Paradigm of the Study
Independent Variables Dependent Variables

Experimental Group

1. Communicative Language
Teaching (CLT)/
Communicative Approach
Oral Communication
1.1 Linguistic Competence Proficiency Level of
1.2 Sociolinguistic the Students
Competence

1.3 Discourse Competence

1.4 Strategic Competence

Paradigm of the Study
Independent Variables Dependent Variables

Control Group

1. Conventional Learning
Approach Oral Communication
Proficiency Level of the
1.1 Teacher Centered
Students
( Discussion)

1.2 Textbook Centered

1.3 Exam Oriented

Hypotheses

Below are the null hypotheses of this study:

1. There is no significant difference between the oral communication proficiency level of

the respondents from the Control and Experimental Group before the conduct of the

experiment.

2. There is no significant difference between the oral communication proficiency level of

the respondents from the Control and Experimental Group after the conduct of the

experiment.