COMMUNICATIVE LANGUAGE TEACHING (CLT) or COMMUNICATIVE APPROACH
Introduction
In the field
of language teaching too, as in other fields, new movements often take place as
reaction against the existing ones. The Direct Method came into existence as a
reaction against the Translation Method and the New Method as a reaction
against the Direct Method. Similarly Communicative Language Teaching, known as
Communicative Approach in short came into being as a result of the discontent
felt against the then existing popular approach namely the Structural Approach.
Language is a means of
communication. It is a vehicle of communication. Hence, the primary purpose of
teaching English in our schools should be to enable the pupils convey their
ideas and feelings and thoughts in an intelligible manner. The Structural
Approach has been criticized as being teacher-centered and functionless. Drill
is the watchword of the Structural Approach. But the fact is that language is
not learnt through drills and substitution tables. Instead it is learnt by constantly
using it. As such contrary to the Structural Approach which is believed to be
teacher-centered, the Communicative Approach is learner-centered. It enables
the learners attain not only grammatical competence but also the social skill
of knowing what to say, when to say, how to say and where to say. The approach
aims at developing accuracy as well as fluency from the very beginning of
language learning. The errors committed on the part of the learner are not
looked upon very seriously as is the case with other methods and approaches.
Rather they are treated as stepping stones for better successes.
What is Communicative Approach?
The assumption of
Communicative Approach is that language is learnt at its best when the
learner’s attention is on meaning rather than on its form. If the learner can
communicate in a meaningful way, mastery over the form or structure of the
language will be automatically developed later on. Communicative Approach aims
at teaching a language, especially that of a second language, through a series
of activities like language games, role plays, dialogue etc. which bring about
mind engagement on the part of the learners.
Emergence of Communicative Approach
In the words
of Keith Johnson, “The structural
Approach makes the learner structurally competent but communicatively
incompetent”. The Structural Approach lays emphasis on the structure or form of
the language rather than on meaning. It aims at making the learners attain a
mastery of the grammar and rules of the language. Yet they would not be able to
perform day-to-day communication properly. This fact made educationists give
serious thought to the problem which, in turn, gave rise to the recent trends
to the teaching of English as a second language. A shift has taken place from
language patterns or structures to communicative acts. It has been felt that
the ultimate objective of language teaching-learning is to enable the learners
to communicate in that language. While using the Structural Approach the basic
structures or patterns of the language are taught to the learners with a view
to make them use those structures in their day-to-day communication. But this did
not take place in reality. As a result it was felt that teaching-learning
should be centered round communicative activities. And this ultimately resulted
in the emergence of Communicative Approach or Communicative Language Teaching
(CLT).
It was
Noam Chomsky (1957), an American linguist, who first found fault with the
Structural Approach. He differed with the Skinnerian Theories of language
learning which gave rise to the Structural Approach. He suggested the Communicative
Approach as an alternative to the Structural Approach to the teaching of
English as a second language. Later in 1977 the Communicative Language Teaching Society was established in Japan to
fulfill the objectives of communicative language teaching of English. The
society defined communicative competence as “Linguistic competence plus an
arbitrary use of the language appropriately”.
Features of Communicative Approach
1. No
systematic pattern is attempted in structural terms. In the Structural Approach
the teacher sets out to teach the language items such as structural words and
content words. But in the Communicative Approach no lesson is directed towards
the mastery of any language item, or planned with an item in mind.
2. The
communicative lesson is woven round a set of activities which involves tasks of
different kinds.
3. In
communicative teaching, the teacher’s language is controlled in the same way an
adult’s language is controlled while speaking to a hld. He uses only that type
of language which is within the comprehensive range of the learners. To this
end he constantly rephrases his language and simplifies it. In short he uses
only that much language which the learner can receive and digest.
Principles and Practices, Beliefs and Fallacies
1. The primary
principle and belief of the Communicative Approach is that language should be
learnt through use and not through form. Using the language is nothing but
communication. For using the language realistically and effectively
contextualization is needed. Language learning without a suitable context or
situation is not realistic and effective. Contexts are provided by the tasks
set by the teacher and the language used in the context is purposeful and as
such meaningful. However, to call a task communicative the following conditions
have to be satisfied.
a. The context
or situation provided and the role played must be real. Altering a few words or
phrases or sentences cannot be called communication. Communicative competence
involves on the part of the learner the ability to react both mentally and
verbally in a given context. Without the mental reaction verbal reaction will
not be meaningful. It is like keeping a fish out of water and hoping that it
would survive.
b. A need
should be felt and a purpose should be served if communication has to take
place. Eliciting answers to such questions as,
What is your name?
What class
are you studying?
What is your
father?
Where do you
live?
How do you
come to school?
Etc. is not communication. A real need compels the learner to use
the language.
c. Communication
involves freedom and unpredictability. In the exercises which are meant for
conversation practice learners say pre-written dialogue. As such there is no
freedom for the learners; there is no choice, no unpredictability. The teachers
would never give the learners a chance to say what they wish to say. Instead
they would give the expected response themselves, thus depriving the learners
the freedom to communicate. All the new ideas and concepts are explained by the
teachers in advance. As such there is predictability and the learners do not
have a chance or choice to manage themselves.
2.
The age old methods and approaches are of the view that there are
two different aspects of a language namely,
a. Learning the
language and
b. Using the
language
And that language
should be learnt first and put to use later. It is neither possible nor
desirable to separate learning from using. Both should take place
simultaneously. Use of a language has to be attained by using itself i.e. by
communication.
3.
The basic principle of language learning namely grading from easy
to complex is observed here also. However, as in the case of other methods and
approaches, level of difficulty or ease is not decided on the basis of
vocabulary or grammar. It depends on how challenging the task is for the
learners.
4.
The objective of Communicative Approach is to enable the learner
attain communicative competency which includes the four-fold skills of language
learning namely listening, speaking, reading and writing (LSRW). However, they
are not attained by the learner separately independent of one another. In the
tasks provided, they are constantly combined and integrated. Hence, the
learners attain these skills not as separate skills but as composite skills
involving two or more skills at a time.
5.
The use of the mother tongue is not restricted here in the
Communicative Approach as is in the case of the Direct Method. It is believed
that a careful and judicious use of the mother tongue makes the task
meaningful.
6.
The Direct Method and Structural Approach mainly make use of the
Oral Approach. In these after a spell of oral work and pattern practice reading
and writing are commenced. But in the Communicative Approach reading and
writing are commenced simultaneously along with the oral work. The tasks
provide the basis for reading and writing.
7.
Fluency and facility in using the language and using appropriate
and acceptable language are the goals of Communicative Approach.
8.
Pair work and group work are encouraged in Communicative Approach.
Pupils will interact with one or more of their classmates while tackling the
tasks.
9.
Communicative Approach is learner-oriented and learner-centered.
That is, learning takes place based on the needs of the learner. The teacher’s
role is indirect. The pupils do what they are expected to do to carry out the
given communication task. The teacher neither directs the pupils nor corrects
their mistakes. His job is only providing the tasks. His role is that of a
facilitator.
10. In the traditional
methods and approaches the role of the learners is that of passive listeners.
But in the Communicative Approach they are relieved of their passive role. They
participate in a task having full of activity, interest, creativity and life.
The Approach
In the Communicative
Approach attention is focused on meaning of language rather than on its form.
The entire learning is task-centered. By task we mean a period of self-reliant
activity on the part of the learner, may be five, ten or even twenty minutes.
The teacher doesn’t interfere and try to give directions. The learner has to
speak a lot. No doubt he makes a number of mistakes. In the very process of
committing mistakes language is acquired and learning takes place. This corroborates
with the wise saying, “Failures are but
stepping stones for better success”.
The Ideal Task
As mentioned above
Communicative Approach is task-centered. Here learning revolves round a task.
How should be the task then? The right kind of task is one which gives the
learner a reasonable challenge. A reasonable challenge is one which is neither
too high nor too low in difficulty level. It is too low if success in it does
not give the learner a feeling of achievement. On the other hand, it is too
high if the learner sees no possibility of success in it from the very
beginning. The ideal task is one where the learner feels that he can succeed
and gets the motivation to learn further.
The Pre-task
A task is preceded by
a period of preparation called the pre-task. The pre-task should be in terms of
one or two rehearsals of the task. The task should never be the same as the
pre-task. It should never be a simple reproduction of what has been rehearsed. In
such a case the task will be too low. The relationship between the pre-task and
the task is an instrument by which the teacher can make small adjustments to
the challenge. The nearer the task is to the pre-task, the lower the challenge;
the farther away, the higher. The pre-task and the task should never be so near
that the difference between them is negligible. They should be as far away as
possible giving scope for an extension of the strategies rehearsed.
The first part of the
lesson is the pre-task, the task is second. The task should be followed by
checking upon the success, giving the learners information about their success
or failure. Checking up also provides valuable diagnostic evidence. That is, it
tells us who has succeeded in the task and who hasn’t. Further it also tells
why some learners could not succeed on the task so that the teachers may think
of remedial measures.
Merits of the Approach
1. The approach
encourages pair-work and group-work. As such by interacting in pairs and in
small groups, learners gain confidence and do better each time they are given a
task.
2. As it is a
peer-group activity the learners do not feel inhibited. They are also not
inhibited by grammatical rules and principles. They can use the language as they
like. As such they get more and better practice in using the language.
3. It enables
the learners, in course of time, acquire, fluency, accuracy and appropriateness
of language usage.
4. While doing
the task the learners learn to cooperate with each other/one another. Each
individual learner sheds his/her shyness and exhibits his/her individuality in
using the language.
5. As the
approach is task-centered the learners are made to shed their lethargy and
encouraged to participate actively in the task.
Demerits
1. The one who
has to practice the approach needs a lot of professional training. He is
required to have organizational abilities. He has to play different roles like
organizer, supervisor, controller and even that of a participant. Our teachers
at large do not possess such professional training nor are they interested in
professional growth.
2. To make the
Communicative Approach successful in the class room the teacher must possess a
lot of proficiency in the target language. Such teachers are rarely found in
our country.
3. This
approach doesn’t offer the teacher the security of the textbook. While
practicing the traditional methods and approaches, it is enough if the teacher
follows the prescribed textbook. But while practicing the Communicative
Approach the teacher must be inventive and creative. He has to design new
learning situations suitable to the standards of the learners.
4. Evaluating
students performance in a communicative class is rather difficult.
5. The mother
tongue is not totally banned from the communicative class. When the pupils are
allowed to use their mother tongue while communicating there will be no genuine
desire to talk in English. As such the learners rely more on their mother
tongue. In such a case the approach will be a failure.
6. The
over-crowded classrooms in our schools make it very difficult to organize
pair-work and group-work. They can be organized successfully only if the
strength of the classrooms is limited and the teacher-pupil ratio is ideal.
7. Very rarely
we come across a teacher who is really interested and competent in organizing a
communicative class. Average teachers with limited language skills cannot make
this approach a success.
