Communicative Methods in English Language Teaching: A Comprehensive Guide

Posted on Jun 28, 2024 in Teaching & Education

TOPIC 14: Methods and Techniques for Acquiring Communicative Competence in English Teaching

1. Introduction

Numerous methods and approaches have been developed in the pursuit of the most effective way to teach a foreign language. The wide array of available methods may seem overwhelming rather than helpful to some teachers. It’s best to adopt a flexible and practical approach, recognizing the strengths of each method—in other words, to be eclectic.

Therefore, it’s advisable for English teachers to be familiar with all available methods and select different aspects from each. However, the most suitable method for the teaching and learning process today is the Communicative Approach, as reflected in LOMLOE 3/2020 (December 29th), further developed in Royal Decree 157/2022 (March 1st) and Decree 61/2022 (July 13th) for the Madrid Autonomous Community. Both decrees emphasize communication.

Throughout this topic, I will focus on Communicative Methods. Firstly, I’ll explain the crucial concept of Communicative Competence, as it’s our ultimate goal in language teaching. Then, I’ll differentiate between three fundamental concepts: approach, method, and technique. Secondly, I’ll briefly explain the most relevant communicative methods, the principles and techniques governing their application in the teaching/learning process, and the elements always present in these methods.

2. Methods and Techniques for Acquiring Communicative Competence

2.a. Theory of Language

The theory of language aims to answer questions like “What is language?” “Why do languages have the properties they do?” and “What is the origin of language?”

Communicative methods are grounded in a functional view of language. In other words, language is seen as a tool for communication, as previously explained in Hymes’s perspective. These methods examine the functional value of linguistic structures, with communication considered the primary function of language, signifying ‘task’ or ‘purpose.’ Therefore, the main goal is acquiring communicative competence.

2.b. Communicative Competence

COMMUNICATIVE COMPETENCE means:

Looking back, we recall Hymes’s opposition to Chomsky’s concept of competence. Hymes believed that speakers possess an intuitive mastery of the foreign language they are learning. He proposed four sub-competences:

  • Systematic Potential: The speaker can produce sentences in the target language by following learned rules.
  • Appropriacy: The speaker considers the context and purpose to choose language appropriate for the situation.
  • Occurrence: The speaker understands how frequently a structure is used in the target language. For example, “I had my hair cut” is less common than “I got my hair cut.”
  • Feasibility: The speaker knows whether something is possible or impossible in the language.

We should also consider Canale and Swain’s (1980) concept of communicative competence. They identified four sub-competences for any foreign language speaker:

  • Grammatical Competence: Mastery of the language code.
  • Discourse Competence: The ability to produce coherent and cohesive written and spoken texts.
  • Sociolinguistic Competence: Knowledge of socio-cultural rules of language use.
  • Strategic Competence: The ability to employ verbal and non-verbal strategies to overcome communication breakdowns and enhance communication effectiveness.

In this context, communication is intertwined with the cultural aspects of the language. LOMLOE and Royal Decree 157/2022 introduce a specific competence for Foreign Languages that addresses interculturality. The fourth content block, “Interculturality,” focuses on culture and familiarizes students with the social and cultural context of the foreign language.

2.d. Theory of Language Learning

The theory of language learning establishes the following key principles upon which communicative methods are based:

  • Communication Principle: Activities involving communication promote learning.
  • Task Principle: Activities using language for meaningful tasks enhance learning.
  • Meaningfulness Principle: Language that is relevant and meaningful to students supports the learning process.

2.e. Communicative Methods

The most significant communicative methods include:

  • Direct Method: Aims for natural language acquisition. It emphasizes communicative practices, teaching vocabulary and concepts through gestures, real objects, and visual aids. The use of the first language is avoided, and spoken language is prioritized. Meaning is established through direct association, and grammar rules are learned inductively.
  • Oral Approach: Closely related to the Direct Method, using only the foreign language. Oral skills are paramount, structures are taught explicitly, and students are expected to use language with accurate pronunciation and grammar. This method is less widely known than others discussed here.
  • Audio-lingual Method: Originating in the early 20th century, it emphasizes mechanical language learning. Spoken and listening habits are developed through drills, repetition, and pattern practice. Language is learned naturally, incorporating aspects of the target culture.
  • Audio-visual Method: Developed in France, this method utilizes dialogues based on real-life situations. Images and sounds facilitate acquisition, and materials are presented through authentic contexts and sentences.
  • Natural Approach: Proposed by Krashen, this approach compares first and second language acquisition. Students receive extensive input, and silent periods are respected to ensure comprehension.
  • Communicative Approach: This method views communication as the primary means of social interaction. It prioritizes students’ real-life linguistic needs and creating authentic classroom situations over exhaustive language analysis. The central objective is COMMUNICATION.

Having outlined the major communicative methods, let’s examine the elements they emphasize.

2.f. Elements and Techniques in Communicative Methods

We’ve summarized the main communicative methods, but what are their defining elements? These include objectives and syllabus, roles of learners and teachers, and materials. Let’s analyze them:

Objectives and Syllabus

As mentioned, the primary objective of communicative methods is to develop communicative competence. Another goal is to enhance all four language skills: listening, speaking, reading, and writing. Regarding language content, the following syllabuses are commonly used:

  • Notional-Functional Syllabus: Organizes materials around language functions, prioritizing practical use over grammatical forms. It emphasizes functions like asking questions, expressing opinions, and making suggestions. However, it has been criticized for resembling a list of grammar points categorized by function.
  • Brumfit’s Model: In 1980, Brumfit critiqued the notional-functional approach for neglecting formal language, which he considered essential for students’ communicative needs. He proposed a model with a grammatical core, around which notions, functions, and communicative activities are structured.
Roles of the Learner and Teacher

Communicative methods are learner-centered. Students take an active role and are encouraged to be responsible for their learning. Teachers assume various roles depending on the lesson stage: monitor, assessor, participant, etc.

Materials

Communicative methods utilize a wide range of materials, both authentic (videos, recordings, newspapers, magazines, TV, radio) and non-authentic. Authentic materials are motivating, engaging, and bring the outside world into the classroom.

Having explored communicative approaches and their elements, let’s move to the second part of the topic: methodological principles governing English teaching, including techniques, groupings, and learning activities.

3. Methodological Principles in English Teaching

Methodological Techniques

English teachers should base their teaching on the following methodological principles, among others:

  1. Prioritize communication over explicit language instruction.
  2. Emphasize receptive skills (listening and reading) over productive skills (speaking and writing) in the early stages.
  3. Present language items in context to facilitate understanding and relate them to communicative functions and situations.
  4. Integrate socio-cultural aspects of the target culture into language instruction.

Groupings

Pair and group work are effective ways to overcome classroom barriers to language learning. They provide opportunities for participation and language use, multiplying communicative situations.

Learning and Teaching Activities

Communicative activities should engage students in meaningful communication. Many are based on the information gap principle, where students have different pieces of information and must communicate to complete a task. Others involve problem-solving, requiring students to collaborate on finding solutions. Activity selection depends on the lesson stage (Robert Langs):

  • Presentation and Practice Stage: Use pre-communicative activities (drills, question-answer, short dialogues) to facilitate the assimilation of new language.
  • Production Stage: Engage students in real communication through role-plays, debates, etc.

4. Conclusion

In conclusion, our role as teachers is to understand the interplay between curriculum elements: teacher, students, activities, methodology, and materials. This understanding allows us to promote and foster effective communicative competence.

Einstein said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Similarly, classrooms are filled with students with diverse talents and learning styles. Let’s heed the words of educator Ignacio Estrada: “If a child can’t learn the way we teach, maybe we should teach the way they learn.”

5. Bibliography

  • Crystal, D. (2018). The Cambridge Encyclopedia of the English Language (3rd ed.). Cambridge University Press.
  • Hymes, D. (1972). On Communicative Competence (in Sociolinguistics). Penguin.
  • Jakobson, R., & Halle, M. (2017). Fundamentals of Language. Andesite Press.