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Critical Review of Communicative Learning in teaching methodology

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The end result is learner’s achieving communicative competence.The communicative approach developed as an alternative to the grammar-translation method. This previous approach indulged learners in a frenzy of vocabulary and rule grasping, with the outcome being a limited oral proficiency (Brandl, 2008). In order to atone for this shortcoming, the students would then travel to the language’s country of origin so as to acquaint themselves through practice. Owing to this significant shortcoming of the method, other approaches were developed, such as the Direct/Berlitz method and the audio-lingual method. However, owing to resistance to or failure of these methods, the communicative approach alongside other approaches developed. Each of these methods developed appeared to evolve towards the utilization of practicality in the English learning process. The communicative approach also attempts to entrench practicality in the classroom whereby according to Brandl, the approach aims to make use of real-life situations in which communication is necessary (2008). This allows learners to acquire communicative competence, which is a holistic term that extends beyond the mere ability to communicate competently.Communicative competence does not simply imply an ability by learners to communicate competently. Rather, the term envisages a holistic outlook. Communicative competence refers to the ability of learners “to interpret and enact appropriate social behaviors and it requires the active involvement of the learner in the production of the target language” (Brandl, 2008). Within a communicative approach therefore, the scope of learning a language extends beyond the mere capability to interpret the language, and inclines itself towards enabling the learner to enact appropriate social behavior. One can say that a communicative approach is not only concerned with allowing the learner to understand what the language is, but rather, how it is best used. An interesting feature of the communicative approach is that the language being learnt lends itself to the learner. As noted, communicative competence involves the learner at an active level whereby the learner participates in the production of the target language. What this implies is that the communicative approach is a learner-centric approach. In order to achieve a learner’s communicative competence, the communicative approach does not merely
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