The communicative approach, developed by Jessa Ramboyong, emphasizes achieving communicative competence through learner interaction rather than solely focusing on linguistic skill. It encourages teachers to facilitate real communication and students to engage collaboratively, prioritizing meaningful use of language in authentic situations. While the approach is learner-centered and efficient, it has disadvantages such as a lack of contextual consideration, potential misinterpretations, and insufficient focus on language accuracy.

1. COMMUNICATIVE
APPROACH
Presented by: Jessa
Ramboyong
BEED 2-3

2. COMMUNICATIVE
APPROACH
Communicative
Language Teaching
(CLT)
approach that aims to achieve communicative rather than
linguistic competence through learner interaction
this strategy to language teaching is based on the philosophy
that, in order to learn a language, one must practice using that
language to communicate meaning to others.

3. Example
● Practicing question forms by asking learners to find out personal
information about their colleagues
Classroom activities guided by the communicative
approach are characterized by trying to produce
meaningful and real communication, at all levels. As a
result there may be more emphasis on skills than
systems, lessons are more learner-centered, and there
may be use of authentic materials.

4. ACTIVITY TIME

5. When learners are involved in
real communication, their
natural strategies for language
acquisition will be used, and
this will allow them to learn to
use the language.

6. Role of Teachers
● Teachers acts as facilitator in this approach
● The teacher is charged with the responsibility of establishing situations likely
to promote communication. The students are communicators. They learn to
communicate by communicating.
Role of Students
● The students must have to cooperate and support each other in the group
to complete their tasks assigned by their teacher.

7. Brief history
● The origins of Communicative Language Teaching (CLT) are to be found
in the changes in the British language teaching tradition dating from the
late 1960s. Until then, Situational Language Teaching represented the
major British approach to teaching English as a foreign language. In
Situational Language Teaching, language was taught by practicing basic
structures in meaningful situation-based activities. But just as the
linguistic theory underlying Audiolingualism was rejected in the United
States in the mid-1960s, British applied linguists began to call into
question the theoretical assumptions underlying Situational Language
Teaching:

8. This was partly a response to the sorts of criticisms the prominent American
linguist Noam Chomsky had leveled at structural linguistic theory in his now-
classic book Syntactic Structures (1957). Chomsky had demonstrated that the
current standard structural theories of language were incapable of
accounting for the fundamental characteristic of language – the creativity
and uniqueness of individual sentences. British applied linguists emphasized
another fundamental dimension of language that was inadequately
addressed in approaches to language teaching at that time – the functional
and communicative potential of language. They saw the need to focus in
language teaching on communicative proficiency rather than on mere
mastery of structures.

9. Communicative language
teaching emerged in the 1980s
as a response to the growing
demand for a language
curriculum that would enable
learners to use the second
language in real-life situations.

10. Advantages
Learner-Oriented
This approach is learner-oriented as it takes the interests and needs of the learners into
account.
Personalized Language
This approach aims to personalize the language so that learners can adapt to its use
more effectively.
Localized Language
This approach also aims to localize language learning so that learners can learn to use it
naturally. It emphasizes meaningful language learning.
Efficient
It is an efficient and proficient approach that encourages children to learn grammar to
speak well.

11. DISADVANTAGE
Lack Of Context
The context of the learning and teaching atmosphere is not taken into account.
False Interpretation
The approach is often interpreted as “if the teacher understands the student we have good
communication” but native speakers may not understand them.
Lack of Accuracy
The main focus of the approach is on fluency rather than language accuracy.
Lack of Errors Reduction
The approach does not focus much on removing the errors of the learners.
Incoherence
Since their errors aren’t corrected, learners are likely to produce incorrect grammatical
sentences.

12. Thank
you!