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Communicative Approach

The communicative approach was developed in the 1970s as a new theory of language teaching that focuses on developing students' communicative competence. It emphasizes using language for meaningful purposes rather than just studying its structure. Under this approach, the goal is for students to use language appropriately in different social contexts. Teachers act as facilitators, while students take responsibility for their own learning as active communicators. Lessons incorporate authentic materials and focus on having students complete communicative tasks through group activities like information-gap exercises, role-plays, and problem-solving games to promote real communication practice in the target language.

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Nay Yani
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306 views

Communicative Approach

The communicative approach was developed in the 1970s as a new theory of language teaching that focuses on developing students' communicative competence. It emphasizes using language for meaningful purposes rather than just studying its structure. Under this approach, the goal is for students to use language appropriately in different social contexts. Teachers act as facilitators, while students take responsibility for their own learning as active communicators. Lessons incorporate authentic materials and focus on having students complete communicative tasks through group activities like information-gap exercises, role-plays, and problem-solving games to promote real communication practice in the target language.

Uploaded by

Nay Yani
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COMMUNICATIVE APPROACH

CHAPTER I
INTRODUCTION

I.1. Communicative Approach


The communicative approach was developed by Robert Langs MD, in the early 1970s it is a
new theory or paradigm of emotional life and psychoanalysis that is centered on human
adaptations to emotionally-charged events-with full appreciation that such adaptations take
place both within awareness and out side of awareness. the approach gives full credence to
the unconscious side of emotional life and has rendered it highly sensible and
incontrovertible by discovering a new, validated, and deeply meaningful way of decoding
unconscious messages.
The main purpose of foreign language teaching is to communicate with language.
Meanwhile, communicative approach is the effective way to achieve this goal. Through out
more that twenty years, this method has been confirmed and spread widely. Communicate
approach is the innovation of the foreign language teaching not only does it improve
students communicative competence effectively, but also carries out the quality education in
languages. The communicative approach emphasizes that the ability to use language
appropriately is another essential aspect of communicative competence the principle applied
here is that grammatical competence and lexical know ledge are not enough to enable
students to operate efficiently in target language.
in the intervening years, the communicative approach has been adapted to the elementary,
middle, secondary, and post secondary levels. known under a variety of names, including
national-functional, teaching for proficiency based instruction and communicative language
teaching

CHAPTER II
THEORY OF COMMUNICATIVE APPROACH
II.1. Theory of Learning
Communicative Approach
Learning is a process of creating construction and involves trial and error.
Activities that involve real communication promote learning
Language that is meaning-full to the leaner supports the learning process
II.2. Theory of Language
Communicative Approach
Language is for communication
The goal of language teaching of develop communicative competence
Using the language appropriately in social contexts is important and should be
acquired
Language according to the communicative approach
language is a system for expression of meaning
the primary function of language is for instruction and communication
the structure of language reflects its functional and communicative uses
the primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse

II.3. Objective or Goal


Communicative Approach
To make students communicatively competent, able to use language appropriate
for a given social context; to the teaching matters in the dialogues.
II.4. Activity Types
Communicative Approach
Authentic materials
The teacher give the a copy of a genuine news paper article and tell the
student to underline the reporters predictions
The student try to state the reporters predictions in different word
Scrambled sentences
The teacher gives a text in which the sentences are in a scrambled order. This
is type of exercise about the cohesion and coherences properties of
language
The student unscramble the sentences so that the sentence are restored to
their original order
Language game
The teacher divides the students in small group and gives them an
opportunity to express their ideas and opinions
The students find them enjoyable, and if they are properly designed, they
give students valuable communicative practice

Picture strip story


The teacher gives each group of students a strip story and a task to perform
The students work with a partner to predict what the next picture in the strip
story will look like
Role-play
The teacher tells the students who they are, what the situation is. And what
they are talking about
The students are to do a role-play. They imagine as what the teacher tell.
II.5. Learner and Teacher Role
Communicative Approach
Learner Role
Learners are communicators
Learners are engaged in negotiating meaning actively
Learners are responsible managers of their own learning (larsen
Freeman,1986)
Teacher Role
The teacher is a facilitator of his/ her student learning.
The teacher is a manager of classroom activities.
The teacher acts as an advisor and monitors student performance.
The teachers role is primarily to facilitate communication and only
secondarily to correct errors.

II.6. The Role of Instructional Materials


Communicative Approach
Authentic material: articles from magazines or newspapers, short story which are
used by native speakers in real life are used as class materials.
Communicative activities (information gap, opinion gap activities) are used
promote students communication in classes.
Picture, and other visual aids and realia are very important to support meaning.
Task based activities are also used to promote student involvement in class.
II.7. Native and Target Language
Communicative Approach
Student native language has no particular role in this method
Target language should be used not only during activities but also when the
teacher is giving explanation, instruction and homework
Target language is as tool for communication, not a subject to study
In evaluation accomplished of each method using oral or communicative test.
In students native language of each method is not used in the classroom activities.

CHAPTER III
CONCLUSION

The learning process is an activity that involves students as a whole, they are the
main character is an important strategy in Communicative Learning. A good first step is to
choose a strategy for students make comfort, low risk, short duration, structured and planned,
focusing on a subject that is not too abstract and not too controversial, and familiar
atmosphere between faculty and students as well as inter-related students
The problem with feelings of shame express ideas on student motivation can be fix
with before learning begins, the explanation benefits of learning . With motivation, students
who felt more constrained have more capabilities than with him as well . The difficulty in
finding the words (vocabularies) can be solve discussion in each group through the sharing
capabilities. Difficulty in correct sentence according to the grammar (grammar and structure)
can be solved by simple expression patterns. So that disclosure into English easier

BIBLIOGRAPHY
Brown, H. Douglas. 2007. Teaching by Principles-Third Edition. New York. Pearson Indeks
Richards, Jack C. 2002. Meethodology In Language Teaching-An Anthology of
CurrentPractice. New York. Cambridge University Press.
W. Oller, John. 1979. Language Tests at School. New York. Longman

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