Page 45 - Teaching English at Primary Level: From Theory into the Classroom

The Communicative Approach

Table 2.2 Aspects of Different FLT Approaches
Aspects Grammar – Translation Audiolingual Communicative
Approach Approach Approach
Teaching focus Accuracy, translation Model language and Ability to communicate
pronunciation in an FL
Communication Not important Limited Central
Pronunciation Not considered Central, native-like Comprehensible
pronunciation pronunciation
Grammar Central, focus on Not analysed or Explained when
grammar rules explained necessary
Language skills Reading and writing Listening and speaking Integrated skills
Error correction Focus on accuracy Focus on accuracy Focus on fluency, errors
are part of the learning
process
Teacher-student Teacher-centred Teacher-centred Learner-centred,
role instruction instruction teacher as facilitator

the learners are given a task to work on and the teacher acts as a helper or
facilitator for them.
Harmer (2007) also points out that the teachers’ roles in the classroom vary
with respect to the type of activity. For instance, the teacher can act as an or-
ganiser, organising the learners to carry out various activities. This is reflected
in the expression ‘classroom management’ which includes activities such as
giving children instructions to do a task, putting them in pairs or groups,
timing the activity, etc. When working on longer projects, teachers can act
as tutors, working individually with learners and giving them directions and
suggestions. Sometimes the teacher may act just as a resource, providing
students with information they need, such as when they are making a poster
in groups and they need the teacher to help them with some sentences or
expressions.
From a traditional perspective, teachers were often seen as authorities
whose job was to control the language learning process. While the teacher
is today expected to play a more learner-centred role, Harmer (2007) argues
that a teacher acting as a controller also makes sense in certain situations,
such as in classroom-level discussions, drilling activities or when giving ex-
planations. Moreover, in the YL’s classroom, the teacher may be said to play
several roles which differ from those performed by teachers in higher levels.
Compared to older children, YLs are much more dependent on the teacher as
they still lack efficient strategies and a language range necessary to carry out

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