appreciation that such adaptations take place both within awareness consciously and outside of awareness unconsciously. The approach gives full credence to the
unconscious side of emotional life and has rendered it highly sensible and incontrovertible by discovering a new, validated, and deeply meaningful way of
decoding unconscious messages. This procedure-called trigger decoding--has brought forth new and highly illuminating revisions of our understanding of both emotional
life and psychotherapy, and it calls for significant changes in presently accepted psychoanalytic thinking and practice
17
.
1. Principles
The communicative approach is quite popular in the teaching of English “ it is partially a reaction against the artificiality of pattern practice and also against the
belief that consciously learning the grammar of a language will necessarily result in an ability to use the language “
18
The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar translation
methods of foreign language instruction. They felt that students were not learning enough realistic. They did not know how to communicate using appropriate social
language, gestures, or expressions so they were at a loss to communicate in the culture of the language studied.
The Communicative approach-or Communicative Language Teaching CLT- is the name which was given to a set of beliefs which included not only a re-
examination of what aspects of language to teach, but also a shift in emphasis in how to teach.
19
The term ‘what to teach’ is an aspect of the Communicative approach stressed the significance of language functions rather than focusing solely on
grammar and vocabulary. A guiding principle was to train students to use these
17
http:www.escp.orgapproach.html
18
George Yule, The Study of Language, Cambridge ; Cambridge University Press, 1996 p. 194
19
Jeremy Harmer, ”The Practice of English”…, p. 84-85
language forms appropriately in a variety of contexts and for a variety of purpose. And the term ‘how to teach’ of the Communicative approach is closely related to the
idea that ‘language learning will take care of itself’, and that plentiful exposure to language in use and plenty of opportunities to use it are vitally important for a
student’s development of knowledge and skill. In recent years ‘Communicative Language Teaching’ has become a
fashionable term to cover a variety of developments in syllabus design and, to a lesser extent, in the methodology of teaching foreign language.
20
Communicative Approach to language teaching derives from the fact that at every stage such as the setting of learning targets, the definition of syllabus, the
development of learning materials, the elaboration and implementation of classroom activities, and the assessment of learners’ progress as a medium of communication.
21
According to Jack C. Richard 2001, ”communicative language teaching is a broad approach to teaching that resulted from a focus on communication as the
organizing principle for teaching rather than a focus on mastery of the grammatical system of language”. In 1970s, linguistics moved away from a focus on grammar as
the core component of language abilities to a consideration of how language is used by speakers in different contexts of communication.
22
Meanwhile Diane Larsen-Freeman said “…in the communicative approach the notion of what it takes to be communicatively competent is much expanded”.
23
Thus Jack Richard and Theodore S. Rodgers asserted, “The communicative approach in language teaching starts from a theory of language as communication. The goal of
20
C. J. Brumfit and K. Johnson, The Communicative Approach to Language Teaching, Oxford: Oxford University Press, 1979, p.ix
21
Ann Swarbrick, Teaching Modern Language, London: The Open University, 1994, p. 43
22
Jack C. Richards, Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001, p. 36
23
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, New York: Oxford University Press, 1986, p. 131
language teaching is to develop what Hymes 1972 referred to as “communicative competence”.
24
As said Widdowson 1978 in “The Learner-Centered Curriculum” written by David Nunan, “…a basic principle underlying all communicative approaches is that
learners must learn not only to make grammatically correct, prepositional statements about the experiential world, but also to develop the ability to use language to get
things done”. Also Ian Tudor in “Learner-Centeredness as language Education” noted that
“CLT may be seen as being learner centered by having accorded centre-stage in programme design to the messages learners wish to convey and communicative goals
they need to pursue in real-world situations of use. Furthermore CLT claimed that the teaching objective is the development of communicative competence, that is the
ability to use English for communication in real-life situations as opposed to classroom situations.
25
The term communicative approach has the same meaning as the term notional and functional.” The distinction between them is clearly set out by Johnson: “notions
are rather abstract concepts-frequency, location, quality, and so on. And functions refer to the practical uses to which we put language, most usually interaction with
other people”.
26
From quotations above, the writer can conclude that communicative approach only emphasizes communicative competence in language learning by using
interaction and communication in natural situation and also The Communicative Approach can be applied in teaching grammar.
24
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching
, Cambridge: Cambridge University Press, p. 69
25
Nuril Huda, Language Learning and Teaching Issues and Trends, Malang: IKIP MALANG publisher, 1999, p. 93
26
Jo. Mc. Donough and Cristopher Shaw, Material and Methods in ELT, Oxford: BlackWell, 2003, p. 27
2. Communicative Competence