Current Communicative Approaches

Approaches/Methods
Communicative Language Teaching (CLT)
The Natural Approach

Communicative Language Teaching (CLT)
CLT was created as a response to Situational Language Teaching in Britain and Audiolingualism in the USA.
Applied Linguists saw a need to focus on communicative proficiency rather than on a mastery of structures
The Council of Europe promoted further research into communicative methods

Communicative Language Teaching (CLT)
Howatt (1984: 279) distinguishes between a "strong" and a "weak" version of Communicative Language Teaching:
The 'weak' version
...stresses the importance of providing learners with opportunities to use their English for communicative purposes and, characteristically, attempts to integrate such activities into a wider program of language teaching....
The 'strong' version
...advances the claim that language is acquired through communication, so that it is not merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself. If the former could be described as 'learning to use' English, the latter entails 'using English to learn it.'

Theory of Language
(CLT)
Interactive – Communicative
Functional: 7 basic functions
Instrumental: using language to get things
Regulatory: using language to control the behavior of others
Interactional: using language to create interaction with others

Theory of Language
(CLT)
Personal: using language to express personal meanings and feelings
Heuristic: using language to learn and discover
Imaginative: using language to create a world of imagination
Representational: using language to communicate information

Theory of Learning
(CLT)
Not a great deal has been written about the learning theory behind the communicative approaches, but here are some principles that may be inferred:
activities that involve real communication promote learning
activities in which language is used for carrying out meaningful tasks promote learning
language that is meaningful to the learner promotes learning

Design
(CLT)
Objective: use language as a means of expression, as a means of expressing values and judgments, and to express the functions that best meet their own communication needs
Curriculum: Functional Syllabus
Activities: unlimited – need to engage learners in communication
Learner Roles: Negotiator
Teacher Roles: Facilitator, Needs Analyst, Counselor, Group Process Manager, Organizer of Resources, Resource, Researcher, Learner
Materials: Text-based, Task-based, Realia

Procedure
(CLT)
Communicative Language Teaching is best considered an approach rather than a method.
As communicative principles can be applied to the teaching of any skill, at any level, and because of the wide variety of classroom activities and exercise types, description of typical classroom procedures used in a lesson based on CLT principles is impossible.

Communicative Methodology
5 Core Characteristics of Communicative Methodology:
Appropriateness: Language used reflects the situations of its use and must be appropriate to that situation depending on the setting, the roles of participants, and purpose of the communication.
Message focus: Learners need to be able to create and understand messages, that is, real meanings. Hence the focus on information sharing and information transfer in CLT activities.

Communicative Methodology
Psycholinguistic processing: CLT activities seek to engage learners in the use of cognitive and other processes that are important factors in second language acquisition.
Risk taking: Learners are encouraged to make guesses and learn from their errors. By going beyond what they have been taught, they are encouraged to employ a variety of communication strategies.
Free practice: CLT encourages the use of “holistic practice” involving the simultaneous use of a variety of sub-skills, rather than practicing individual skills one piece at a time.

The Natural Approach
Terrell and Krashen (1983)
Traditional Approach - “based on the use of language in communicative situations without recourse to the L1”
No reference to grammatical analysis, grammar drilling or a particular theory of grammar

The Natural Approach
Different than the Natural Method (Direct Method)
Less emphasis on teaching monologues, repetition and accuracy
More emphasis on exposure or input, rather than practice
Optimizing emotional preparedness for learning
Willingness to use written and other materials as a source of comprehensible input.

Theory of Language
(NA)
Interactive - Communicative
Vocabulary is stressed – grammar is inconsequential
Believes in a linguistic hierarchy of structure

Theory of Language Learning
(NA)
Krashen's Language Acquisition Theory
Acquisition/Learning Hypothesis
Acquisition is unconscious
Learning is the conscious development of rules about language
Learning cannot lead to acquisition
Natural Order Hypothesis
Acquisition of grammatical structures proceeds in a predictable manner.

Language Acquisition Theory
(NA)
Monitor Hypothesis
We call upon learned knowledge to correct ourselves
Three conditions limit this process
Time – There must be sufficient time for a learner to choose and apply a learned rule.
Focus on form – The learner must be focused on correctness or on the form of utterance.
Knowledge of rules – The learner must know the rules.

Language Acquisition Theory
(NA)
The Input Hypothesis
Explains the relationship between comprehensible input and acquisition Relates to acquisition – not learning
People acquire language best by understanding input that is slightly beyond their level
The ability to speak fluently cannot be taught; it emerges over time
If there is sufficient quantity of comprehensible input, I+1 will be provided automatically (Foreigner Talk)

Language Acquisition Theory
(NA)
Affective Filter Hypothesis
Emotional state is an adjustable filter that freely passes, impedes or blocks language acquisition
There are 3 affective variables
Motivation – Learners with high motivation do better
Self-confidence – Learners with high self-confidence are more successful
Anxiety – Low anxiety is more conducive to learning

Design (NA)
Objective: “...for beginners and is designed to help them become intermediates” - Stresses realistic goals and expectations
Curriculum: A priori – Basic communication and academic skills. A posteriori – individual student need assessment
Activities: Command-Based (TPR), Mime/gesture to elicit questions and answers (Direct Method), Group work (CLT)
Learner Roles: Processor of Comprehensible Input
Teacher Roles: Generator of I+1, Atmosphere creator, Conductor of a rich mix of activities
Materials: Realia, games