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Others have used the phrase to refer to the integration of the cognitive and social properties of systems, processes, functions, models, as well as can indicate the branch of science, engineering or technology, such as socio-cognitive research, socio-cognitive interactions. This term is especially used when complex cognitive and social properties are reciprocally connected and essential for a given problem.

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As an example, Communicative Language Teaching puts much of the emphasis on the need for real life objects or texts to give authenticity to the communicative situation: ‘Non native speakers (both inside the classroom and outside the classroom) make use of the here and now objects in the immediate environments’ (Brinton, 2001, p.459).
https://www.ucm.es/data/cont/docs/119-2015-03-17-11.MariaRamirezGarcia2013.pdf

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Esses dois vídeos foram feitos no SENAC Mossoró, Rio Grande Do Norte. Ambos são exemplos do uso da abordagem comunicativa. Os alunos participam de atividades dentro da sala de aula (primeiro vídeo) e no SESC (segundo vídeo). Essas atividades dão oportunidades aos alunos de praticarem a Língua Inglesa livremente.

A meta desta abordagem é tornar os alunos comunicativamente competentes . Assim, a aprendizagem lingüística é vista como um processo de comunicação no qual o simples conhecimento das formas da língua alvo, seu significado e funções, são insuficientes. É preciso ser capaz de usar a língua apropriadamente dentro de um contexto social . Isso envolve o domínio não só de competência gramatical ou lingüística, mas também de habilidades sociolingüísticas , discursivas e estratégicas. Com o intuito de desenvolver essas habilidades, a mais marcante característica desse método é a prática de realizar atividades que envolvam comunicação real . Tal comunicação ocorre quando os sujeitos são livres para trocarem conhecimentos. Exploram-se muitas atividades de conversação em pequenos grupos, dessa forma, maximiza-se o tempo de uso da língua pelos alunos.

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MÉTODOS DE ENSINO DE LÍNGUA INGLESA: Abordagens Comunicativas

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Esses dois vídeos foram feitos no SENAC Mossoró, Rio Grande Do Norte. Ambos são exemplos do uso da abordagem comunicativa. Os alunos participam de atividades dentro da sala de aula (primeiro vídeo) e no SESC (segundo vídeo). Essas atividades dão oportunidades aos alunos de praticarem a Língua Inglesa livremente.

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The Natural Approach developed by Krashen was based on his Monitor theory. Students were not expected to produce output immediately; they should go through a period of understanding first. Magazine pictures and other visual and kinesthetic aids were used as an elicitation device in the listening comprehension and early production stages.
Video tapes were considered the most appropriate visual aid when the teachers were not native, as the Comprehension-based Approach claimed. This method was also based on the idea the 2L learning was similar to 1L acquisition, so students received a lot of audiovisual input in the first stages of the learning.
Against the trends that gave prominence to the stage of receiving input, in the recent years, language teaching has been enhanced by a number of different communicative approaches. They have had as their main objective to enable students’ communication in the real world. These approaches have pointed the importance of bringing the real world into the classroom to make the learning more meaningful for students.

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The Silent Way Method avoided the use of the mother tongue in the classroom. The teacher made use of several visual aids: colored wooden rods, set of wall charts containing useful vocabulary, color coded phonetic charts, tapes or discs, film drawings and pictures, worksheets and transparencies.

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The silent way is a methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible. There are three basic principles:

- The learner needs to discover or create
- Learning is made easier by the use of physical objects such as Cuisenaire rods
- Learning is made easier by problem-solving using the target language

Example
The teacher shows the learners a small red Cuisenaire rod and a bigger blue one and says 'The blue one is bigger than the red one'. The learners repeat this. The teacher then substitutes the rods to produce other models, and finally encourages the learners to produce their own comparisons.

In the classroom
Areas of target language where Cuisenaire rods can be useful include word boundaries, contracted forms, prepositions, word order and word stress. Learners can use the rods to first represent and then to manipulate language.

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The silent way is a methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible.

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The direct method or direct approach arose from the need to prepare students to use orally the foreign Language. In this approach a monolinguistic environment is created, and the teaching-learning process is based only on the target language, the student's mother tongue is never used in the classroom. On the direct method, Leffa (1988) explains:

"The fundamental principle of AD is that L2 is learned through L2, the mother tongue is never to be used in the classroom." The transmission of meaning is done through gestures and engravings, without ever resorting to translation. must learn to "think the language" ". [1]

The student's role is to interact with the teacher step-by-step during the lesson. The process of teaching learning is based on the learner's ability to make associations, deductions and inferences from situations presented to him. Transmission of meaning occurs through initial oral exercises and repetitively, and gestures, pictures, figures and mimics are also used to assist the student's comprehension process. Although the emphasis of activities is on oral language, written language can also be explored. Learning is done first by listening, speaking, reading, and writing, through dialogues on everyday matters. The grammatical rules are improved with time and experience, so the student does not need to systematize the foreign language. The fundamental principle of this method is that the target language is learned through the target language.

Direct method (from 1890) - reaction to the grammar translation method and its failures to produce students who could use the foreign language they were studying. The basic principles of this method are: the non-use of the mother tongue in the classroom; culture and grammar are learned in an inductive way; the lessons begin with the conversation on the subject, using mimics and figures for the understanding of the subject; the teacher must be native in the language or proficient.

https://www.portaleducacao.com.br/conteudo/artigos/direito/metodos-e-abordagens-do-ensino-de-linguas/17926
Probably, the Direct Approach was the first one to give importance to the use of visuals in the language classroom. This teaching method, which became popular at the 20s -30s of the last century, enhanced the use of the target language. Teachers used direct reference to objects or concepts in order to avoid the mother tongue.

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The Natural Approach developed by Krashen was based on his Monitor theory. Students were not expected to produce output immediately; they should go through a period of understanding first. Magazine pictures and other visual and kinesthetic aids were used as an elicitation device in the listening comprehension and early production stages.

Video tapes were considered the most appropriate visual aid when the teachers were not native, as the Comprehension-based Approach claimed. This method was also based on the idea the 2L learning was similar to 1L acquisition, so students received a lot of audiovisual input in the first stages of the learning.

Against the trends that gave prominence to the stage of receiving input, in the recent years, language teaching has been enhanced by a number of different communicative approaches. They have had as their main objective to enable students’ communication in the real world. These approaches have pointed the importance of bringing the real world into the classroom to make the learning more meaningful for students.  https://i.ytimg.com/vi/ebYBYoUdZRs/hqdefault.jpg

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The Audiolingual Approach is a re-edition of the Direct Method, emerged during World War II when the American army needed speakers
fluent in several foreign languages ​​and did not find them. It was necessary to train speakers quickly, for that were contracted native speakers and linguists. Even after the war, this method continued to be used in teaching foreign language, undergoing some changes and making it increasingly popular.
The method is based on behavioral or behavioral (stimulus-response) theory. the Audiolingual Method privileges the development of oral skills; Language is seen as a set of habits acquired through a mechanical stimulus-response process; Learning happens through habit forming. The teacher is the center of the process: it guides, guides and controls the student's linguistic behavior. The correctness of activities should occur immediately and the right answers should be valued as a stimulus. Learning happens through the formation of habits such as repetition and memorization.

The use of tape recordings and picture slides gained special importance in the 1950s -1960s with the rise of the Audio-lingual method in the USA. Based on Skinner´s behaviorist theory, it claimed to provide students´ with best models to imitate native speakers.

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The Total Physical Response, involved a lot of physical manipulation and action in order to imitate the way 1L is acquired. Teacher’s words followed by actions served as visual aid, as well as large picturest

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Total Physical Response (TPR) - Teacher Training film no. 8

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Situational method (England - 1940) - also a reaction against the Reading Approach and features features of the Direct Method, adding points of general linguistics and pedagogy. The target is always listening and speaking, all the material is presented first in the oral form, to then move to the written form; grammatical structures are presented in the simplest to the complex; subjects are introduced and practiced situationally (in the bank, in the supermarket, in the restaurant, etc).