Current Communicative

Approaches
Dian Novitasari
157835057

Current Communicative
Approaches
1.Communicative
Language
Teaching
2.The Natural Approach
3.Cooperative Language Learning
4.Content-Based Instruction
5.Task-Based Language Teaching
6.The Post-Methods Era

COMMUNICATIVE LANGUAGE
TEACHING(CLT)

The origins of Communicative Language Teaching

(CLT) are found in the changes in the British
language teaching tradition in the late 1960s.
Communicative Language Teaching is an approach to
foreign or second language teaching which
emphasizes that the goal of language learning is on
communicative competence/ proficiency rather than
on mere mastery of structures as a central to
teaching and develop procedures for the teaching of
the four language skills (listening, speaking, reading
and writing) that acknowledge the interdependence
of language and communication.. (Richards and
Rodgers, 2001:153).
CLT developed by British applied linguists, as
reaction away from grammar-based approaches such
as the Audiolingual method.

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COMMUNICATIVE LANGUAGE TEACHING(CLT)

There are two version of the CLT (Howatt,

1984:279):
The weak version stresses the importance of
providing learners with opportunities to use
their English for communicative purposes
(learning to use English).
The strong version advances the claim that
language is acquired through communication.
That is not merely a question of activating an
existing but inert knowledge of language, but of
stimulating the development of the language
system itself (using English to learn it).
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APPROACH - Theory Of Language

The Communicative Approach in language

teaching starts from a theory of language as
communication.
The goal of language teaching is what Hymes
(1972) referred to as communicative
competence.
In Hymes view, a person who acquires
communicative competence acquires both
knowledge and ability for language use.

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APPROACH - Theory Of Language

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APPROACH - Theory Of Language

Another linguistic theory of CLT is Hallidays functional

account of language use. Halliday elaborated a powerful
theory of the functions of language. He described seven
basic function
that language
1. Instrumental
function performs for children learning
their L1:

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APPROACH - Theory Of Language

Another influential analysis of communicative competence

was found in Canale & Swain (1980), in which four
dimensions of communicative competence are identified:

Grammatical Competence : it is the domain of grammatical and lexic

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APPROACH - Theory Of Language

At the level of language theory, CLT has a

rich theoretical base. Some of the
characteristics of this communicative view
of language follow:
1. Language is a system for the expression
of meaning.
2. The primary goal of language is to
allow interaction and communication,
3. The structure of language reflects its
functional and communicative uses,
4. The primary units of language are
categories of functional and
communicative meanings.
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APPROACH - Theory Of Learning

Little has been written about learning theory in contrast to

the amount of that has been written about CLT literature.
Elements of an underlying learning theory can be discerned
in some CLT practices as follows:
1. One element is the communication principle: activities
that involve real communication promote learning.
2. Another element is the task principle: activities in which
language is used for carrying out meaningful tasks
promote learning.
3. A third element is the meaningfulness principle:
language that is meaningful to the learner supports the
learning process.
As a consequence, learning activities are selected based on
how well they engage the learner in meaningful and
authentic language use (rather than just mechanical
practice of language patterns).
Other accounts of CLT have attempted to describe theories
of language learning processes that are compatible with
CLT. Savignon (1983) surveys L2 acquisition research as a
source for learning theories and considers the role of
linguistic, social, cognitive, and individual variables in
language acquisition.

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DESIGN - Objectives
The following are levels of objectives in a communicative
approach (Piepho, 1981):
An integrative and content level (language as a means of
expression)
A linguistic and instrumental level (language as a semiotic
system and an object of learning)
An affective level of interpersonal relationships and conduct
(language as a means of expressing values and judgments
about oneself and others)
A level of individual learning needs (remedial learning based
on error analysis)
A general educational level of extra-linguistic goals
(language learning within school curriculum)

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DESIGN The Syllabus

One of the first syllabus models to be proposed was

described as a notional syllabus (Wilkins, 1976), which
specified the semantic-grammatical categories and the
categories of communicative function that learners need to
express.
The Council of Europe expanded and developed this into a
syllabus that included the following: description of the
objectives of FL courses, situations in which they
might typically use an L2 (travel, business), topic they
might need to talk about (education, shopping),
functions they needed language for (requesting
information, expressing agreement & disagreement), the
notions made use of in communication (time,
frequency, duration), as well as vocabulary and grammar
needed.

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DESIGN Types of Learning and

Teaching Activities

The range of exercise types and activities compatible with a

communicative approach is unlimited, provided that such exercises
enable learners to attain the communicative objectives of the
curriculum, engage learners in communication, and require the
use of such communicative processes as information sharing,
negotiation of meaning, and interaction.
Littlewood (1981) distinguishes between functional communication
activities and social interaction activities as a major activity types
in CLT:
1. Functional communication activities include such tasks as
learners comparing sets of pictures and noting similarities and
differences; working out a likely sequence of events in a set
of pictures; discovering missing features in a map or
picture; one learner communicating behind a screen to
another learner and giving instructions on how to draw a
picture or shape, or how to complete a map; following
directions; and solving problems from shared clues.
2. Social interaction activities include conversation and
discussion sessions, dialogues and role plays, simulations, skits,
improvisations, and debates.
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DESIGN Learner Roles

The learner is a
negotiator (between
himself, the learning
process, and the object
of learning). The
implication is that the
learner should
contribute as much as
he gains, and learn in an
interdependent way.
Ss are expected to
interact primarily with
each other rather than
with the teacher.
Ss give and receive
information.

DESIGN Teacher Roles

Needs analyst

DESIGN The Role of Instructional

Materials

A wide variety of materials have been used to support communicative

approaches to language teaching.
CLT view materials as a way of influencing the quality of classroom
interaction and language use.
The primary role of materials is to promote communicative language use.
There are three kinds of material currently used in CLT: text-based, taskbased, and realia.
1. Text-based: There are numerous textbooks designed to direct and
support CLT. Their tables of contents sometimes suggest a kind of
grading and sequencing of language practice not unlike those
found in structurally organized texts.
2. Task-based : A variety of games, role plays, simulations, and taskbased communication activities have been prepared to support CLT
classes. They are in the form of exercise handbooks, cue cards, activity
cards, and interaction booklets.
3. Realia : Many proponents of CLT have advocated the use of authentic,
from life materials in class. These include: signs, magazines,
advertisements, newspapers, pictures, symbols.

PROCEDURE

The methodological procedures reflect a sequence of activities

represented as follows
(Littlewood, 1981 : 86):

Pre-communicative Activities

THE NATURAL APPROACH

Krashen and Terrell identified the Natural Approach with what they call
traditional approaches to language teaching. Traditional approaches are
defined as based on the use of language in communicative situations
without recourse to the native language - and, perhaps, needless to say,
without reference to grammatical analysis, grammatical drilling, or a
particular theory of grammar.
The Natural Approach, is regarded as a comprehension-based approach
because of its emphasis on initial delay(silent period) in the production of
language. What is novel is that the NA focuses on exposure to input
instead of grammar practice, and on emotional preparedness for
acquisition to take place.
Acquisition requires meaningful interaction in the target language natural
communication - in which speakers are concerned not with the form of
their utterances but with the messages they are conveying and
understanding.
The best methods are therefore those that supply 'comprehensible input' in
low anxiety situations, containing messages that students really want to
hear. These methods do not force early production in the second language,
but allow students to produce when they are 'ready', recognizing that
improvement comes from supplying communicative and comprehensible
input, and not from forcing and correcting production."
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APPROACHES - Theory of
Language

regards
'communication' as the
main function of
language

The focus is on
teaching
communicative
abilities.

The superiority of
'meaning' is
emphasized

Emphasize on exposure,or
input.

Natural
Approach

believe that a language is essentially its lexicon.

(stress the importance of vocabulary and view
language as a vehicle for 'communicating
meanings' and 'messages'.)

Use of language in
communicative situations
without recourse to the
native language.

'acquisition' can take place only when

people comprehend messages in the
TL(Central role of COMPREHENSION)

APPROACHES - Theory of Learning

The Acquisition/ Learning Hypothesis
There are 2 ways of L2 development:

Acquisition
is the product of a subconscious process very similar to the
process children undergo when they acquire their first language.
It requires meaningful interaction in the target language natural communication - in which speakers are concentrated not
in the form of their utterances, but in the communicative act.

Learning
is the product of formal instruction and it comprises a conscious
process which results in conscious knowledge 'about' the
language, for example knowledge of grammar rules. According
to Krashen 'learning' is less important than 'acquisition'.

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APPROACHES - Theory of Learning

The Monitor Hypothesis

The learning system performs the role of the

monitor or the editor. Conscious learning can
function only as monitor or editor that checks and
repairs the output of the acquired system
Three conditions limit the
successful use of the monitor
Knowledg
e of rules

Time
Focus on
form

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APPROACHES - Theory of Learning

The Natural Order Hypothesis

According to the hypothesis, the acquisition of

grammatical structures proceeds in a predicted
progression. Certain grammatical structures or
morphemes are acquired before others in first
language acquisition and there is a similar natural
order in SLA.

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APPROACHES - Theory of Learning

The Input Hypothesis
It claims to explain the relationship between what the learner
is exposed to a language (the input) and language
acquisition. It involves four main issues.

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APPROACHES - Theory of Learning

The Affective Filter Hypothesis
The hypothesis is built on research in SLA. Three kinds of
affective or attitudinal were identified:
1.

Motivation: learners with high motivation generally do

better.

2.

Self-confident: learners with self-confidence and a good

self-image tend to be more successful.

3.

Anxiety: Low personal anxiety and low classroom anxiety

are more conducive to second language acquisition.

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DESIGN - Objectives
The Natural Approach is designed for beginners to help them
become intermediates.
Since the Natural Approach is offered as a general set of
principles applicable to a wide variety of situations, as in
Communicative Language Teaching, specific objectives
depend on learner needs and the skills (reading, writing,
speaking or listening) and level being taught.

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DESIGN The Syllabus

First point of view:

1. Basic personal communication skills :oral(e.g., listening to
announcements in public places)
2. Basic personal communication skills :written(e.g., reading
and writing personal letters)
3. Academic learning skills :oral(e.g.. listening to a lecture)
4. Academic learning skills :written(e.g., taking notes in class)

Second point of view:

The purpose of a language course will vary according to the
needs of the students and their interests
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DESIGN Type of Learning and

Teaching Activities

Comprehensible input is presented in the target language,

using techniques such as:
Commands-based activities from Total Physical Response,
Direct Method activities in which mime, gestures, and
context are used to elicit questions and answers. Group
work activities similar to those used in CTL, where sharing
information in order to complete a task is emphasized.

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DESIGN Learner Roles

Pre-production stage: students participate in the language

activity without having to respond in the target language.

Early-production stage: students repond questions, use

single words and short phrases, fill in charts, and use fixed
conversation patterns.

Speech-emergent phase: students involve themselves in

role plays, games. Contribute personal information and
opinions, and participate in group problem solving.

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DESIGN Teacher Roles

The primary source of comprehensible input in the target

language.

The creator who creates a classroom atmosphere that is

interesting, friendlyandinwhich thereisalow affective
filter
for learning.

The organizer who choose and orchestrate a richmix

ofclassroomactivities,involvingavarietyofgroupsize,
content,
and contexts.

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DESIGN The Role of

Instructional Materials
Make classroom activities as meaningful as possible,
1. By supplying the extralinguistic context that helps
the acquirer to understand and thereby to acquire.
2. By relating classroom activities to the real world,
and by fostering real communication among the
learners.
Material come from the world realia rather than
textbooks, to promote comprehension and
communication, e.g., pictures, schedule,
advertisements, maps, etc.

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Procedure
1.StartwithTPR

commands.
8.Usingseveralpictures,

askstudentstopointthe
picturebeingdescribed.

7.Combineobservation
aboutthepictureswith

commandsand
conditionals.

2.UseTPRtoteachnames

ofbodyparts

Procedure

6.Combineuseofpictures

withTPR.
5.Usevisualtointroduce

newvocabulary.

3.Introduceclassroom
termsandpropsinto

commands.

4.Usenamesof
physicalcharacteristics
andclothingtoidentify

membersoftheclassby
name.

COOPERATIVE LANGUAGE
LEARNING

CLL is part of a more general instructional approach also known as

Collaborative Learning (CL)
It is an approach that makes maximum use of cooperative activities
involving pairs and small groups of learners in the classroom.
Cooperative learning is group learning activity organized so that
learning is dependent on the socially structured exchange of
information between learners in groups and in which each learner
is held accountable for his or her own learning and is motivated to
increase the learning of others. (Olsen and Kagan 1992:8)
CL sought to do the following:
1. Raise the achievement of all students, including those who are
gifted or academically handicapped
2. Help the teacher build positive relationships among students
3. Give students the experiences they need for healthy social,
psychological and cognitive development
4. Replace the competitive organizational structure of most
classrooms and schools with a team-based, high performance
organizational structure.
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COOPERATIVE LANGUAGE
LEARNING

In second language teaching, CLL has been embraced as a way of

promoting communicative interaction in the classroom and is seen
as an extension of the principles of Communicative Language
Teaching.
It is viewed as a learner-centered approach to teaching held to
offer advantages over teacher-fronted classroom methods.
In language teaching, its goals are:
1. To
provide opportunities for naturalistic second language
acquisition through the use of interactive pair and group
activities
2. To provide teachers with a methodology to enable them to
achieve this goal and one that can be applied in a variety of
curriculum settings (e.g., content-based, foreign language
classrooms)
3. To enable focused attention to particular lexical items, language
structures, and communicative functions through the use of
interactive tasks
4. To provide opportunities for learners to develop successful
learning and communication strategies
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APPROACHES Theory of
Language

Cooperative Language Learning is founded on some basic premises

about the interactive/cooperative nature of language and
language learning.
Premise 1 (from a child language book entitled Born to Talk)
all normal children growing up in a normal environment learn to
talk. We ere born to talk . . . We may think of ourselves as having
been programmed to talk . . . Communication is generally
considered to be the primary purpose of language. (Weeks
1979:1)
Premise 2 is that most talk/speech is organized as
conversation.
Human beings spend a large part of their lives engaging in
conversation and for most of them, conversation is among their
most significant and engrossing activities. (Richards and
Schmidt 1983:117)
Premise 3 is that conversation operates according to a
certain agreed-upon set of cooperative rules or maxims

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APPROACHES Theory of
Language
Premise 4 is that one learns how these cooperative
maxims are realized in ones native language
through casual, everyday conversational interaction.
Premise 5 is that one learns how the maxims are
realized in a second language through participation
in cooperatively structured interactional activities.

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APPROACHES Theory of
Learning
Cooperative learning advocates on the theoretical work of
developmental psychologists Jean Piaget and Lev
Vygotsky. A central premise of CLL is that learners
develop communicative competence in a language by
conversing in socially or pedagogically structured
situations. CLL also seeks to develop learners critical
thinking skills.
The word cooperative in CLL emphasizes another
importance of CLL : CLL seeks to develop classrooms that
foster cooperation rather than competition in learning.
Cooperation is working together to accomplish shared
goals.

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APPROACHES Theory of
Learning
Six Learning Advantages for ESL students in CLL
Classrooms (McGroarty):

Increased frequency and variety of second language practice

through different types of interaction
Possibility for development or use of language in ways that
support cognitive development and increased language skills
Opportunities to integrate language with content-based
instruction
Opportunities to include a greater variety of curricular
materials to stimulate language as well as concept learning
Freedom for teachers to master new professional skills,
particularly those emphasizing communication
Opportunities for students to act as resources for each other,
thus assuming a more active role in their learning
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DESIGN Objectives

Objectives
. To develop critical thinking skills
. To
develop
communicative
through
socially
structured
activities

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competence
interaction

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DESIGN The Syllabus

The syllabus
. CLL does not assume any particular form of
language syllabus, since activities from a wide
variety of curriculum orientations can be taught
via cooperative learning. Thus we find CLL used
in teaching content classes, ESP, the four skills,
grammar, pronunciation, and vocabulary. CLL is
the systematic and carefully planned use of
group-based procedures in teaching as an
alternative to teacher-fronted teaching.
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DESIGN Types of Learning and

Teaching Activities
The types of learning ad teaching activities
Johnson et al., describe three types of cooperative
learning groups.
1.
Formal cooperative learning groups- established for a
specific task and involve students working together to
achieve shared learning groups
2. Informal cooperative learning groups- used to focus
students attention or to facilitate learning during direct
learning
3. Cooperative base groups- allows members to give each
other the support, help, encouragement, and assistance
they need to succeed academically

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DESIGN Types of Learning and

Teaching Activities
Key Elements of Successful Group-Based Learning in CL
(Olsen and Kagan)

Positive Interdependence
Group Formation
Individual Accountability
Social Skills
Structuring and structures

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DESIGN Types of Learning and

Teaching Activities
Three Major Kinds of Cooperative Learning Tasks

Team practice from common input skills

development and mastery of facts
Jigsaw: differentiated but predetermined input
evaluation and synthesis of facts and opinions
Cooperative projects: topics/resources selected by
students discovery learning

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DESIGN Types of Learning and

Teaching Activities
Examples of CLL Activities (Olsen and Kagan)

Three-step Interview
Roundtable
Think-Pair-Share
Solve-Pair-Share
Numbered Heads

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DESIGN Learners Roles

The learner is as a member of a group who must work

collaboratively on tasks with other group members. They

have to learn teamwork skills.
Learners are also directors of their own learning. They are
taught to plan, monitor, and evaluate their own learning.

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DESIGN Teachers Roles

The teacher has to create a highly structured and well-

organized learning environment in the classroom, setting

goals, planning and structuring tasks, establishing the
physical arrangement of the classroom, assigning
students to groups and roles, and selecting materials and
time.
The teacher is the facilitator of learning.
Teachers speak less than in teacher-fronted class.
They provide broad questions to challenge thinking.
They prepare students for the tasks they will carry out.
They assist students with the learning tasks and they
give few commands, imposing less disciplinary control.
They restructure lessons so that students can work on
them cooperatively.
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DESIGN The Role of Instructional

Materials
Materials play an important part in creating opportunities

for students to work cooperatively.

Materials might be specially designed for CLL learning
(such as commercially sold jigsaw and information-gap
activities), modified from existing materials, or borrowed
from other disciplines.

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9.Thestudentsreread
theircompositionsand
signtheirnamesto

indicatethateachof
compositionsareerror
free.

PROCEDURE

1.Theteacherassign
studentstopairwithat

leastonegoodreaderin
eachpair

2.StudentAdescribeswhat
he/sheisplanningtowriteto

studentB,wholistens,probes,
andoutlines.StudentsBgivethe
writtenoutlinetostudentB

8.Thestudentsrevisetheir

compositions

Procedure
7.Afterfinishingtheir
compositions,thestudents

proofreadeachothers
compositions,making
correctionsorsuggestions.

6.Thestudentswritetheir

compositionsindividually.

5.Thestudentsworks
togethertowritethefirst
paragraphofeach

compositiontoensurethat
theyhaveaclearstarton
theircompositions

3.Theprocedureis

reversed.

4.Thestudents
individuallyresearchfor

materialstheyneedfor
thecompositions.