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Language learning where the learner has great exposure to the language in spoken forms and the learners have many opportunities to practise and produce the language. Therefore, learners learn English by speaking it, they learn to read by reading, and they learn to writing by doing much writing.

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Four Competences of The Communicative Approach 

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Four Competences of The Communicative Approach 

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Sociolinguistic Competence entails knowledge of the style and type of language that is appropriate for certain situations. It also includes knowledge of how language is used in a particular culture or society.

Grammatical Competence involves knowledge of using language correctly and accurately, the accuracy of the language. Knowledge of grammar structures and rules that govern language use.

Discourse competence focuses on knowledge of how to formulate arguments that are coherent and texts that are cohesive; also knowledge of how to communicate one's message clearly.

Strategic competence involves knowledge and skills of how to employ strategies when miscommunication occurs, this includes the ability to draw on various skills and strategies to ensure that a message is communicated.

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Teacher-Learner Interaction in The Communicative classroom 

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Teacher-Learner Interaction in The Communicative classroom 

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Since The Communicative Approach emphasises that learners should practise the target language by trying to produce meaningful and real communication at all times; the teacher talking time in the communicative classroom should be kept at a minimum. This is not to say that the teacher does not speak, but teacher talking time must be controlled and appropriate.

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Principles of the Communicative Approach

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Principles of the Communicative Approach

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Authentic and meaningful communication should be the objective of classroom activities.
Fluency is an essential feature of communication. Communication requires the integration of many language abilities.
Learning is a process of creative creation that involves trial and error.

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The teacher in a communicative classroom acts as a facilitator to make it easier for students to communicate in the classroom and to participate in the learning-teaching group as an individual participant. In addition, the teacher is required to serve as a resource, a resource organizer, a motivator, a counselor, a guide, an analyst, and a researcher.

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The learners' role is that they must participate in cooperative learning activities in the classroom, grow comfortable with listening to their peers in group or pair work projects rather than depending on the instructor as an example, and be encouraged to take greater responsibility for their own learning.

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How would I use The Communicative approach in the classroom?

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How would I use The Communicative approach in the classroom?

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In an activity, learners are going to learn about how to use persuasive language. Firstly, the teacher will give a short presentation about the different types of persuasive techniques (humour, repetition, rhetorical questions, bandwagon, etc). The teacher then shows learners an example of an advertisement and learners have to identify what type of persuasive language was used; the teacher monitors and intervenes where appropriate. The second part of the lesson is for learners to take part in a collaborative group task, where they will have to create an advertisement about their favourite subject using persuasive techniques and language; in this task, the teacher intervenes only when asked or when it necessary. Lastly, each group of learners has to provide feedback to the teacher and to the rest of the class; learners have to perform or explain their advertisement.