Communicative Approach

The Communicative Approach grew out of the work of anthropological linguists who view language first and foremost as a system for communication.

• It is assumed that the goal of language teaching is learner ability to communicate in the target language.
• It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures.
• Students regularly work in groups or pairs to transfer (and, if necessary, negotiate) meaning in situations where one person has information that the other(s) lack.
• Students often engage in role-play or dramatization to adjust their use of the target language to different social contexts.
• Classroom materials and activities are often authentic to reflect real-life situations and demands.
• Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and perhaps also writing.
• The teacher's role is primarily to facilitate communication and only secondarily to correct errors.
• The teacher should be able to use the target language fluently and appropriately.

The Communicative approach does a lot to expand on the goal of creating communicative competence compared to earlier methods that professed the same objective.