Traditional and Communicative Language Teaching Methods
Traditional vs Communicative Methods
Traditional approaches focus mainly on grammar rules, accuracy, and written forms. The teacher is the center of the lesson and usually explains rules first; then students apply them through exercises or translations. The aim is to produce correct sentences, so errors are not readily accepted. Classes tend to be more static and controlled, and students often have a rather passive role.
Communicative approaches are almost the opposite. They prioritize fluency, interaction, and meaning. Instead of explaining rules first, students are encouraged to use the language in real or meaningful situations, and grammar becomes something they discover or refine after using it. Here, the teacher acts more as a facilitator or guide, and students participate actively, working in pairs, groups, or through tasks. Language is seen as dynamic and used for communication, not only for accuracy.
The Four Main Learning Theories
Behaviorism (Skinner)
Behaviorism sees language learning as habit formation. Students learn through repetition, imitation, and reinforcement. If something is repeated enough times and corrected when necessary, it becomes a habit. This theory is behind methods such as the Audio-Lingual Method.
Cognitivism (Chomsky)
Cognitivism argues that learners create their own understanding of the language by forming internal rules. The mind organizes language and looks for patterns, so learning is a mental process, not just repetition. It supports more inductive learning, where students discover rules through examples.
Connectionism
Connectionism suggests that we learn language through exposure to patterns and chunks. Meaningful repetition helps the brain connect forms and meanings. With enough exposure, learners develop automaticity. This idea appears in communicative methods and approaches that use chunks or formulaic expressions.
Constructivism (Vygotsky, Bruner, Piaget)
Constructivism highlights that learning happens through interaction, scaffolding, and social support. Learners build knowledge step by step, with guidance at first and more independence later. The Zone of Proximal Development is key here. Many modern and communicative approaches are based on this idea.
Motivation
Motivation is essential in language learning because it influences how much students engage, persist, and enjoy the process. Gardner differentiates between intrinsic motivation (learning because you enjoy it or find it meaningful) and extrinsic motivation (learning for grades, exams, or practical needs). The classroom environment, the teacher’s attitude, and the activities used all have a strong impact on motivation.
Motivation depends on three levels:
- Language level: linked to how useful or interesting the language seems.
- Learner level: including self-confidence and personal goals.
- Learning situation: which depends on the course, the teacher, and group dynamics.
Teachers can support motivation by creating a positive atmosphere, choosing relevant tasks, encouraging autonomy, and giving constructive feedback. In general, when students feel safe, supported, and challenged at the right level, their motivation increases.
Errors and Corrective Feedback
Errors are a natural part of learning and should not be seen as something purely negative. They help the teacher understand how students think and what difficulties they face. Corrective feedback is important because it guides students toward the correct form without discouraging them. Good correction balances accuracy with confidence, helping students learn while keeping communication flowing.
There are different types of corrective feedback:
- Explicit correction: the teacher directly says what is wrong and gives the correct form.
- Recast: the teacher reformulates the student’s sentence correctly without directly saying it was wrong.
- Clarification request: the teacher asks the student to repeat or clarify because something was unclear.
- Metalinguistic clues: the teacher gives hints or comments about grammar without giving the answer.
- Elicitation: the teacher encourages the student to self-correct by asking questions.
- Repetition: the teacher repeats the student’s error with special emphasis so the student notices it.
Reflective Question (Pregunta Reflexiva)
Combining different methods can be a very effective strategy because it allows us to adapt to the variety of learning styles we find in the classroom. No single method is perfect or sufficient on its own; some promote communication, others focus on structure, motivation, or learning through movement. Integrating techniques from different approaches makes teaching more flexible and realistic, especially in today’s classrooms where students are diverse and need a range of activities.
As a future teacher, I would like to use a mainly communicative approach combined with elements of Task-Based Learning and Total Physical Response. The communicative approach helps students use the language in an authentic way, while TBL encourages meaningful tasks and TPR adds dynamism and reduces anxiety. This combination feels balanced and suitable for promoting motivation, participation, and real learning.