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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. Te communicative approach developed as an alternative to the grammar-translation method. Tis previous approach indulged learners in a frenzy of vocabulary and rule grasping, wth the outcome being a limited oral proficiency (Brandl, 2008). I order to atone for this shortcoming, te students would then travel to the language’s country of origin so as to acquaint themselves through practice. Oing to this significant shortcoming of the method, oher approaches were developed, sch as the Direct/Berlitz method and the audio-lingual method.

to resistance to or failure of these methods, te communicative approach alongside other approaches developed. Ech of these methods developed appeared to evolve towards the utilization of practicality in the English learning process. Te communicative approach also attempts to entrench practicality in the classroom whereby according to Brandl, te approach aims to make use of real-life situations in which communication is necessary (2008). Tis allows learners to acquire communicative competence, wich is a holistic term that extends beyond the mere ability to communicate competently. Cmmunicative competence does not simply ability by learners to communicate competently.

Rther, te term envisages a holistic outlook. Cmmunicative 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). Wthin a communicative approach therefore, te scope of learning a language extends beyond the mere capability to interpret the language, ad inclines itself towards enabling the learner to enact appropriate social behavior. Oe can say that a communicative approach is not only with the learner to understand what the language is, bt rather, hw it is best used.

A interesting feature of the communicative approach is that the language being learnt lends itself to the learner. A noted, cmmunicative competence involves the learner at an active level whereby the learner participates in the production of the target language. Wat this implies is that the communicative approach is a learner-centric approach. I order to achieve a learner’s communicative competence, te communicative approach does not merely. ..

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