The

Notion of Communication
Communicative Approach
 Communicative
Approach

• The communicative approach or Communicative

Language Teaching is an approach to language
teaching and learning that emphasizes the
importance of communication as the ultimate goal
of language acquisition.
• It focuses on developing learners' ability to use the
language in real-life situations and meaningful
contexts, rather than simply memorizing rules and
vocabulary.
 History Context
• The shift to the Communicative Language Teaching (CLT) approach in the 1970s
and 1980s marked a departure from traditional methods. This change line up with
progressive educational thinking, emphasizing creating optimal learning
conditions. The success of CLT was facilitated by its harmony with contemporary
educational ideologies.

Key milestones and influences in the history of the communicative approach include:

• Chomsky's Linguistic Theory: Noam Chomsky's work in the 1950s and 1960s on
the theory of Universal Grammar challenged behaviorist views of language
learning. Chomsky argued that humans are biologically predisposed to acquire
language and that the focus should be on understanding and analyzing the
underlying principles of language.

• Notional-Functional Syllabus: The notional-functional syllabus introduced in the

1970s, emphasized the teaching of notions (concepts) and functions
(communicative purposes) rather than traditional grammar rules. It laid the
foundation for CLT.

• The Council of Europe's Threshold Level : T-Level Project published in 1975,

introduced the concept of communicative competence, emphasizing not only
grammatical accuracy but also sociolinguistic and strategic competence.

• Wilkins' Notional Syllabus (1976): The notional syllabus proposed by David

Wilkins in 1976 further contributed to the development of the communicative
approach.It tended to emphasize that notions and functions should be seen as an
enrichment of the old methods rather than as an alternative to them Wilkins
advocated for organizing language teaching around notions and functions,
fostering a more practical and communicative orientation.
 Principles of The
Communicative Approach

• Communication as the Goal: The primary aim of language learning is to enable

learners to communicate effectively in real-life situations.
• Contextualized Learning: Language is taught in context, and activities are designed
to reflect real communication.
• Interaction: This can take the form of pair and group work, discussions, debates,
and other activities that require learners to use the language to convey their ideas
and opinions.
• Authentic Materials: The use of authentic materials, such as newspapers,
magazines, videos, and real-life texts, is encouraged to expose learners to the
language as it is naturally used by native speakers.
Principles of The
Communicative
Approach
• Focus on Fluency: Learners are encouraged to express thems
elves even if they make errors.
• Task-
Based Learning: Learning is organized around tasks that requ
ire the use of language for a specific purpose.
It includes problem-
solving, information gap activities, and projects.
• Student-
Centered Approach: The teacher's role is often that of a facili
tator rather than a center
of knowledge. Learners are actively involved in
the learning process, and the teacher provides guidance and
support.
• Cultural Awareness: Cultural aspects are integrated into lang
uage learning, helping learners understand the cultural conte
xt in which the language is used.
 • Real-life Communication Skills: Emphasis on practical language use
enhances learners' ability to communicate effectively in real-life
situations.
• Increased Motivation: Learners are more motivated as they see the
immediate relevance and applicability of language in authentic
contexts.

Advantages of
• Cultural Awareness: Integrating cultural aspects promotes
understanding of cultural context in language use.
• Enhanced Interpersonal Skills: Interactive activities improve
CLT collaboration, negotiation, and conflict resolution skills.
• Focus on Fluency: Prioritizing fluency encourages learners to use the
language actively, fostering natural and spontaneous communication.
• Preparation for Real-life Language Challenges: Learners are better
prepared for authentic language challenges, including understanding
different accents and adapting to various communication styles.
 Shortcomings of CLT
Insufficient Attention to Form: Insufficient focus on grammar and vocabul
ary, potentially impacting accuracy.

Limited Focus on Specific Skills: The approach may not provide adequate
focus on specific language skills, such as reading and writing.

Challenges for Beginners: Beginners might find it challenging to engage in

meaningful communication without initial grounding in basic language elements.

Time Consuming: Designing and implementing communicative activities can b

e time-consuming, especially for the teacher.

Overemphasis on Fluency: Overemphasizing fluency may lead to

the reinforcement of incorrect language use.
Conclusion
• The communicative approach initially promised a more authentic
language learning experience, and on the surface, it appears to have
succeeded. Language courses are more moderated to learners' rneeds,
using techniques to bring real-world elements into classrooms.
• The specific-purpose dimension of Communicative Language Teaching
(CLT) has enhanced efficiency, particularly for professional or
educational language learning.
• However, despite these advancements, unresolved issues persist, with
the most significant being the absence of a coherent learning theory.
The lack of a standardized theory has led to a wide variety of
pedagogical models within the communicative approach.
• While progress has been made, it still remains the ongoing challenge
of establishing a unified learning theory within the communicative
approach .
 References

• Denkci-Akkas, F., & Coker, B. (2016). The use of communicative approach in 9th grade efl classes. Eurasian
Journal of Educational Research, Retrived from : https://files.eric.ed.gov/fulltext/EJ1121908.pdf
• Dormer, E.J (2011), Teaching English in missions: Effectivenes and integrity, Pasadena
• Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching.
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