INSTITUTO PEDAGGICO NACIONAL DE MONTERRICO

TEACHING PRACTICE
COMMUNICATIVE APPROACH
Students
Caceda Gonzales, Corayma
Chavarria Quiroz, Leslie
Cruz Rojas, Brigitte
Gutirrez Castilln, Carolina
Gomez Blanco, Karolayn
Ortiz ilca, !arleni
Teacher
"atricia C#ceres
Lima$ "er%
20!
DEDICATION
&o my 'arents and my (rothers )ho are motivation
Coraima C#ceda
&o my 'arents )ho never let me do)n
Brigitte Cruz
&o my 'arents and my ne'he)s
Leslie Chavarria
&o god )ho is my ins'iration and my 'arents
*ho su''ort me in everything
Karolayn Gomez
&o my +amily, my (rother and grandmother
Carolina Gutierrez
&o my 'arents )ho hel' me and al)ays there +or me
!arleni Ortiz
INTRODUCTION
&he Communicative a''roach )as develo'ed to integrate more use o+ the
target language instruction, -t )as a''lied (y Linguistic British in the ./012s,
)ho )as dissatis+ied )ith the audio$lingual and grammar methods o+ +oreign
language,
&his a''roach esta(lishes that the language itsel+ is the means o+
communication y com'etitive +orms, Communication must (e real and
natural, &he learner develo's com'etency in using the language a''ro'riately
in given social conte3ts,
&he 'ur'ose o+ it &eachers 'rovide o''ortunities in the classroom +or their
students to engage in real$li+e communication in the target language and they
are a(le to develo' correctly the +our s4ills5
In"ut# 6Reading, Listening7
Out"ut 68'ea4ing, *riting

INDE$
H%& has 't started(
iii
HO) HAS IT STARTED(
&his method arose in the ./01s and early./91s as the reaction against o+ the
vie) o+ languages as a set o+ structures, &his ne) method has arisen (oth in
Linguistics and in Language teaching (ecause these as'ects )ere connected to
each other,
&he communicative a''roach )as created 'ressure +or a change in teaching
method and curricula to suit the needs o+ non$traditional grou's o+ learners,
-n contem'orary times there )as a controversy (et)een linguistics li4e
Choms4y a(out the audio$lingual method )hich consisted on teaching (y
ma4ing students re'eating )ords, dialogues, so on, -n contrast linguistics +rom
those days )ere against to that method, (ecause they thought that it )as not
enough +or students in their 'rocess o+ ac:uiring a second language, so they
'ro'ose the communicate a''roach (ecause Communication is not im'ly just
com'osing correct sentences or re'eating )ords, (ut using then 6to ma4e
statements o+ di++erent 4inds, to descri(e, to record, to classi+y, to as4
:uestions, ma4e re:uest, give orders; and so on, <*iddo)son in Brum+it and
=ohnson ..9>,-t is )here this a''roach 'lays an im'ortant central 'art in
language,
-t also )as 'artly in res'onse to Choms4y2 criticisms o+ structural theories o+
language and 'artly (ased on the theories o+ British +unctional linguistic
)here he sustains that this methods is learner$centred and em'hasizes
communication and real$li+e situations, Besides, the structure o+ the language
re+lects their +unctional and communicative uses,
*
)HAT IS COMMUNICATIVE APPROACH(
According to British Council &he communicative a''roach is (ased on the
idea that learning language success+ully comes through having to
communicate real meaning, *hen learners are involved in real
communication, their natural strategies +or language ac:uisition )ill (e used,
and this )ill allo) them to learn to use the language, <British Council, ?1..>
O3+ord Learner2s @ictionaries a method o+ teaching a +oreign language )hich
stresses the im'ortance o+ learning to communicate in+ormation and ideas in
the language
A+ter Choms4y :uestion the 'revious methods the communicative languages
teaching (ecame a trend )hich consisted teaching the second languages an
em'hasizes the learning,
*e can say that this method a''eared to contrast the audio$lingual method,
Bor us the communicative a''roach is an interaction o+ learning languages
using strategies in real li+e situation,
&he communicative a''roach to language teaching is (ased on several
theoretical 'remises5
A+ The c%,,un'cat'%n "r'nc'"-e# Activities that involve communication
'romote the ac:uisition o+ language,
.+ The tas/0'rinci'le5 Activities that engage students in the com'letion o+
real$)orld tas4 'romote language ac:uisition,
C+ The ,ean'n12u-ness "r'nc'"-e# Learners are engaged in activities to
'romote authentic and meaning+ul use o+ language
Howatt distinguishes between a "strong" and a "weak" version of Communicative
Language Teaching:
There is, in a sense, a 'strong' version of the communicative approach and a 'weak' version.
The weak version which has become more or less standard practice in the last ten years,
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 of communicative teaching, on
the other hand, 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.'
!"#$% &'"(
Finocchiaro and Brumfit (19!" contrast the ma#or distinctive features of the $udio%ingua%
&ethod and the Communicative $''roach( according to their inter'retation:
Aud'%0-'n1ua-e Meth%d
COMMUNICATIVE
LANGUAGE TEACHING
1) $ttends to structure and form
more than meaning)
&eaning is 'aramount)
*) +emands memori,ation of
structure-based dia%ogs)
+ia%ogs( if used( center around
communicative functions and are not
norma%%. memori,ed)
!) Language items are not
necessari%. conte/tua%i,ed)
Conte/tua%i,ation is a basic 'remise)
0) Language %earning is %earning
structures( sounds( or words)
Language %earning is %earning to
communicate)
1) &aster.( or "over-%earning" is
sought)
2ffective communication is sought)
3) +ri%%ing is a centra% techni4ue) +ri%%ing ma. occur( but 'eri'hera%%.)
5) 6ative-s'eaker-%ike 'ronunciation
is sought)
Com'rehensib%e 'ronunciation is
sought)
) 7rammatica% e/'%anation is
avoided)
$n. device which he%'s the %earners
is acce'ted 8 var.ing according to
their age( interest( etc)
9) Communicative activities on%.
come after a %ong 'rocess of rigid
dri%%s and e/ercises
$ttem'ts to communicate ma. be
encouraged from the ver.
beginning)
19) The use of the student:s native
%anguage is forbidden)
;udicious use of native %anguage is
acce'ted where feasib%e)
11) Trans%ation is forbidden at ear%.
%eve%s
Trans%ation ma. be used where
students need or benefit from it)
1*) <eading and writing are
deferred ti%% s'eech is mastered)
<eading and writing can start from
the first da.( if desired)
1!) The target %inguistic s.stem wi%%
be %earned through the overt
teaching of the 'atterns of the
s.stem)
The target %inguistic s.stem wi%% be
%earned best through the 'rocess
of strugg%ing to communicate)
10) Linguistic com'etence is the
desired goa%)
Communicative com'etence is the
desired goa% (i)e) the abi%it. to use the
%inguistic s.stem effective%. and
a''ro'riate%.")
11) =arieties of %anguage are
recogni,ed but not em'hasi,ed)
Linguistic variation is a centra%
conce't in materia%s and
methodo%og.)
13) The se4uence of units is
determined so%e%. b. 'rinci'%es of
%inguistic com'%e/it.)
>e4uencing is determined b. an.
consideration of content( function( or
meaning which maintains interest)
15) The teacher contro%s the %earners
and 'revents them from doing
an.thing that conf%icts with the
theor.)
Teachers he%' %earners in an. wa.
that motivates them to work with the
%anguage)
1) "Language is habit" so errors
must be 'revented at a%% costs)
Language is created b. the individua%
often through tria% and error)
19) $ccurac.( in terms of forma%
correctness( is a 'rimar. goa%)
F%uenc. and acce'tab%e %anguage is
the 'rimar. goa%: accurac. is #udged
not in the abstract but in conte/t)
*9) >tudents are e/'ected to interact
with the %anguage s.stem( embodied
in machines or contro%%ed materia%s
>tudents are e/'ected to interact
with other 'eo'%e( either in the f%esh(
through 'air and grou' work( or in
their writings)
*1) The teacher is e/'ected to
s'ecif. the %anguage that students
The teacher cannot know e/act%.
what %anguage the students wi%% use)
are to use)
**) ?ntrinsic motivation wi%% s'ring
from an interest in the structure of
the %anguage)
?ntrinsic motivation wi%% s'ring from an
interest in what is being
communicated b. the %anguage)
(19!: 91-!"
WHAT ARE THE STRATEGIES
Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an
approach to language teaching and learning in which the computer is used as an aid to the
presentation, reinforcement and assessment of material to be learned, usually including a
substantial interactive element. Levy ( 199!1 ) defines CALL more succinctly and more
broadly as "the search for and study of applications of the computer in language teaching and
learning"
Com'uter Assisted Language Learning se 'erci(e a menudo, un 'oco estrecho,
como un acercamiento a, enseCanza y el a'rendizaje en el :ue el ordenador se utiliza
como una ayuda 'ara la 'resentacin, el re+uerzo y la evaluacin del material :ue
hay :ue a'render, 'or lo general incluye un elemento interactivo sustancial
@roductive ski%%s of s'eaking and writing are deve%o'ed in simulations) $
simu%ation means that an e'isode of the rea% wor%d is re'roduced in the c%assroom
environment in the form of the ro%e-'%a.( discussion ('rob%em so%ving"( 'iece of
writing or a 'ro#ect work
HO) HAS IT CHANGED(
*e 4no) that one method o+ teaching usually in+luences the ne3t one, *e can say that the
communicative a''roach is the 'roduct o+ educators and linguists )ho didn2t li4e the
audio$lingual method and the grammar$ translation one, &he +irst one consisted on
re'eating )ords to learn the ne) language that is )hy Dducators +elt that students )ere not
learning in a real )ay (ecause students didn2t 4no) ho) to communicate using social
language such as gestures or e3'ressions,
-n other )ords, they didn2t have contact )ith the language studied, &he communicative
a''roach (ecame :uite 'o'ular during the ./012s and here the most im'ortant thing )as
the use o+ language and classroom e3changes )here students )ere involved in real
communication )ith others,
&he communicative a''roach has (een ada'ted to all the levels and it has s'a)ned di++erent
teaching methods li4e notional$+unctional and teaching +or 'ro+iciency,
WHAT IS COMMUNICATIVE FUNCTION
Intr%duct'%n
One o+ the +undamental o(jectives o+ a language teacher is to give students the
tools to (e communicators :uality, *hen students have 'rojects and )or4s,
lac4 o+ tools +or 'roducing language is visi(le in these cases , students should
consider teaching the communicative a''roach to language, this +ocuses on
the +unctions o+ language ,
)hat are the 2unct'%ns %2 the c%,,un'cat'3e a""r%ach(
&his is (ased on a s'eci+ic 'ur'ose such as 5
$ A'ologize ,
$ D3'ressing a )ish or 'ermission,etc,

-n this )ay )e use language to +ul+ill a 'ur'ose,
Dach o(ject can (e 4no)n as a +unction o+ language,
Dach o(ject can (e 4no)n as a +unction o+ language , 8avignon descri(es a
+unction o+ language as E the use made o+ the language, +or the 'ur'ose o+ an
e3'ression rather than the 'articular grammatical +orm , an e3'ression jac4E
< 8avignon , ./9F>
&hrough this idea o+ education, the +ocus is more im'ortant in the statement ,
-n this )ay students use language in order to achieve a 'ur'ose ,
Gou can e3'ress this di++erent occasions )hen you +eel the need to e3'ress
s'eci+ic, Dvery need and statement is considered a +unction o+ language ,
H%& can &e teach the 2unct'%ns %2 the c%,,un'cat'3e a""r%ach (
According to Krashen and &errell <./9F > corres'onds to the master 'lan
situations so students )ill (e a(le to use their language +or a 'ur'ose in the
classroom,
CONCLUSION
#odemos concluir $ue el m%todo comunicativo (communicative approach),
descansa en un procedimiento de comunicaci&n basado en la vida cotidiana y en
un programa, es la manera de llevar acabo nuestros pasos para lograr un
prop&sito especifico y $ue esta forma debe ser de tipo comunicativa. 'n este
aspecto reconocemos $ue el m%todo concibe la comunicaci&n como la esencia de
la ense(an)a y aprendi)a*e de una lengua e+tran*era y $ue implica el uso de la
semi&tica y pragm,tica, t%cnicas y estrategias enfocadas en una perspectiva
pedag&gica, $ue los docentes podr,n emplear cuando utilicen el -Communicative
Approach.
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