Current Communicative

Approaches
 Learning Objectives
1. Discuss the different approaches
2. Explain how linguistic method is used
3. Explicate the multi sensory approach
4. Discuss the language experience approach
Communicative Language Teaching (CLT)
Theoretical Foundations:
• CLT emerged in the 1970s and 1980s as a reaction against the audio-lingual and
grammar-translation methods that emphasized repetition and accuracy over
communication.
• Based on Hymes’ (1972) concept of communicative competence, which argues that
language learners should not only know grammar but also how to use language
appropriately in different social contexts.
• Influenced by Krashen’s Input Hypothesis, which emphasizes the importance of
comprehensible input in language acquisition.
Communicative Language Teaching (CLT)
Practical Applications:
• Focuses on real-world communication rather than isolated grammar exercises.
• Language instruction revolves around functions (e.g., requesting, apologizing,
agreeing) rather than just grammatical structures.
• Teachers encourage interaction, role-playing, and meaningful conversations in the
classroom.
Communicative Language Teaching (CLT)
Classroom Activities:
• Role-plays (e.g., ordering food in a restaurant, making a complaint).
• Information gap tasks (e.g., one student has a map, and the other must ask questions to
complete their version of it).
• Debates and discussions on current events.
• Pair and group work for problem-solving tasks.
Communicative Language Teaching (CLT)
Advantages:
• Encourages fluency and real-life communication.
• Engaging and interactive, reducing student anxiety.
• Allows errors as part of learning rather than focusing solely on accuracy.
Challenges:
• Can be hard to assess progress, as there is no strict focus on grammar or measurable
skills.
• Not ideal for large classrooms, as interaction-based activities require smaller groups.
• Some students may struggle with open-ended tasks if they prefer structured learning.
The Natural Approach
Theoretical Foundations:
• Developed by Krashen & Terrell (1983), the Natural Approach is based on Krashen’s
Five Hypotheses, especially:
The Input Hypothesis: Language is acquired when learners understand slightly beyond
their current level (i+1).
The Affective Filter Hypothesis: Learners acquire language better in a low-stress,
motivating environment.
Inspired by how children acquire their first language—they first listen and comprehend
before speaking.
The Natural Approach
Practical Applications:
• Learners are not forced to speak immediately; they are encouraged to listen and
develop comprehension first.
• Errors are not corrected explicitly, as this might raise the affective filter (anxiety).
• Focus is on meaning, not grammatical form.
The Natural Approach
Classroom Activities:
• Listening to teacher storytelling with visual aids.
• Total Physical Response (TPR)—students respond to commands with physical
movement before speaking.
• Silent period: Beginners are encouraged to observe and listen without pressure to
speak.
• Using visual and contextual clues to guess meanings of words.
The Natural Approach
Advantages:
• Reduces stress and anxiety, creating a comfortable learning environment.
• Encourages natural acquisition, similar to first language learning.
• Works well with young learners and beginners.
Challenges:
• Lack of focus on grammar may result in errors persisting in speech.
• Slower progress in speaking ability.
• Hard to implement in structured educational systems with exams and grading.
Cooperative Language Learning (CLL)
Theoretical Foundations:
• Inspired by Vygotsky’s Sociocultural Theory, which states that learning occurs through
social interaction.
• Based on Piaget’s Constructivist Theory, which emphasizes active participation in
learning.
• Advocates for peer learning—students help each other rather than relying solely on the
teacher.
Cooperative Language Learning (CLL)
Practical Applications:
• Language learning happens through collaborative group work.
• Teachers facilitate interaction, but students take more responsibility.
• Peer-to-peer correction and group problem-solving are encouraged.
Cooperative Language Learning (CLL)
Classroom Activities:
• Jigsaw activities: Each student learns a different part of a text, then teaches their part to
the group.
• Think-Pair-Share: Students think individually, discuss in pairs, and then share with the
class.
• Group research projects on language-related topics.
Cooperative Language Learning (CLL)
Advantages:
• Encourages teamwork and communication skills.
• Provides peer support, reducing fear of making mistakes.
• Increases learner autonomy.
Challenges:
• Group dynamics can be challenging—stronger students might dominate.
• Hard to evaluate individual progress.
• Some students may not participate actively.
Content-Based Instruction (CBI)
Theoretical Foundations:
• Developed from Cognitive Academic Language Learning Approach (CALLA).
• Emphasizes learning language through subject content (e.g., science, history).
Practical Applications:
• Often used in bilingual education, ESP (English for Specific Purposes), and CLIL
(Content and Language Integrated Learning).
• Textbooks and materials are subject-based rather than purely linguistic.
Content-Based Instruction (CBI)
Classroom Activities:
• Analyzing case studies in business English courses.
• Reading scientific articles and discussing them in a foreign language.
• Project-based learning (e.g., creating a research report in English).
Content-Based Instruction (CBI)
Advantages:
• Makes learning more engaging and contextualized.
• Useful for students preparing for academic or professional settings.
• Develops critical thinking alongside language skills.
Challenges:
• Can be too challenging for lower-level learners.
• Requires subject-specialist teachers who also understand language learning.
• Hard to balance content knowledge vs. language learning.
Task-Based Language Teaching (TBLT)
Classroom Activities:
• Planning a trip and presenting the itinerary.
• Conducting surveys and reporting findings.
• Creating advertisements and marketing campaigns in the target language.
Task-Based Language Teaching (TBLT)
Advantages:
• Provides real-life application of language skills.
• Encourages problem-solving and critical thinking.
• Highly engaging for students.
Challenges:
• Some students struggle without explicit grammar instruction.
• Time-consuming to plan meaningful tasks.
• Difficult to assess progress compared to traditional methods.
The Post-Methods Era
• Recognizes that no single method is perfect.
• Encourages flexibility and teacher autonomy.
• Teachers combine approaches based on context.

Practical Applications:
• Hybrid approaches—using CLT with elements of TBLT or CBI.
• Teachers adapt strategies to fit learner needs.
• Focus on learner-centered instruction.
 Comparison with Traditional Methods
Communicative
Feature Grammar-Translation Audio-Lingual
Approaches
Grammar rules, Habit formation, Communication,
Focus
translation pattern drills meaning

Literary texts, bilingual

Contextualized, implicit
Grammar Explicit, deductive Inductive
or integrated
Role of Learners Passive Responders Active participants
Skills Emphasized Reading, writing Listening, speaking All four, integrated
 Reference

Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in