Certificate In English Language

COMMUNICATIVE APPROACH
Not a highly structured method of teaching. Rather a broad assembly of ideas from a range of sources which have come to be accepted as 'good practice' by many contemporary teachers.
Origins of Approach
In 1960's and 70's foreign language learning was widely extended with the establishment of comprehensive schools. Led to the teaching of a foreign language to virtuallyall children. Created pressure for a change in teaching methods and curriculi to suit the needs of non-traditional groups of learners. Recognition of inadequacy of traditional grammar/translation methods and also of 'structural' methods with emphasis on meaningless pattern drills and repetition.
New syllabuses took into account needs of different pupils. Traditional academic syllabuses had assumedlearner's goal was in-depth mastery of target language. But for less academic pupil a more immediate 'pay-off' was necessary, in terms of usefulness for practical purposes.
Communicative Method
1     Focuses on language as a medium of communication. Recognises that all communication has a social purpose - learner has something to say or find out.
2     Communication embraces a whole spectrum offunctions (e.g. seeking information/ apologizing/ expressing likes and dislikes, etc) and notions (e.g. apologizing for being late / asking where the nearest post office is).
3     New syllabuses based on communicative method offered some communicative ability from early stage.
Graded Objectives in Modern Languages - movement which flourished in 1970's and 80's - raised pupils' motivationthrough short-term objectives and through teaching language appropriate to a range of relevant topics and situations (e.g. shopping/ hobbies/ exchanges).
4     Hitherto languages were taught in a vacuum - language for the sake of language / passing exams - rather than language for true communication.
Professor Dodson distinguishes between language as a 'medium' level communication and as a 'message'level communication, ex.
1) Young lady teacher is teaching Yr 7 pupils to say how old they are ( 'tu as quel age?'. ). They are merely practicing the pattern in the foreign language, for the sole purpose of mastering the construction - teacher actually knows the age of the class - pupils also know that the teacher knows their age. According to Professor Carl J Dodson, they are all performing at'medium' level, ie. practicing how to say it in the language but with no added purpose.
2) Suddenly, a curious member of the class raises his hand and asks the young lady teacher 'tu as quel age?'. This is language being used at a totally different and higher level, ie 'message' level ( pupil doesn't know the teacher's age, but actually uses the construction practiced at the 'medium' level fora specific purpose, namely that of finding out the teacher's age!
One has to practice language at 'medium' level first in order to be able to exercise it at 'message' level. The problem is that a great number of teachers never used to go beyond 'medium' level and use the language for true purposes of sending and receiving 'messages'. They were teaching pupils 'about' the language, about its patternsand rules, rather than using it actively for real purposes! 
 
Prior to National Curriculum, teaching was left almost totally at 'medium' level. Very little scope to test true communicative ability or to use the language spontaneously.
5     Classroom activities maximize opportunities for learners to use target language in a communicative way for meaningful activities. Emphasis on meaning(messages they are creating or task they are completing) rather than form (correctness of language and language structure) - as in first language acquisition.
6     Use of target language as normal medium for classroom management and instruction - reflects naturalistic language acquisition.
7     Communicative approach is much more pupil-orientated, because dictated by pupils' needs and interests....