Integrative vs communicative approach - Coggle Diagram
Integrative vs communicative approach
Learners bring together prior knowledge and experiences to support new knowledge and experiences
Include reflective thinking and provide evidence of students’ examination of their learning
The syllabus focuses on factual information, expressing and finding out intellectual, emotional and moral attitudes, getting things done and socialising.
Classroom activities: facilate interactions among learners. Example: role-play, discussion and simulation.
Task and materials: Give learners opportunity to express and use the target language. Real-life situation, authentic and task-based and text-based materials.
Integrative approach is a teaching approach that allows learners to explore, gather, process, refine and present information about topics they want to investigate by doing it in a learner-centred environment
Communicative approach is a teaching approach that highlights the importance of real communication for learning to take place.
Designed to assess learner’s ability to use two or more skills together
Involves the testing of language in context
Involves functional language but not the use of functional languagee
Lerning to communicate using target language.
Language used to communicate is appropriate to the situations, roles and settings.
Constant interactions among learners.
Trial and error as learning process.
Evaluation focuses on accuracy and fluency.
Trains students to think and reason at a higher level (critical thinking)
Allows students to engage in purposeful and relevant learning
Encourages students to see the interconnectedness and interrelationships between the curriculum areas
Students are able to use their prior experiences to construct learning
Gives students confidence to clearly communicate in real-world situations with native speakers.
Improve relationships in classroom (students-teacher, -student-student)
Creative language learning activities.
Increases students' engagement and enjoyment in lessons.
Enables teachers to be creative.
Involves authentic materials. (brochures, flyers, timetables etc.)
Teacher acts as the facilitator in both approach
Focus to assess the learners' ability to use two or more skills simultaneously.
Both approaches emphasise the importance of meaning of utterances rather than their form and structure.
The skills might not be measured based on the students needs
Take more time in planning and collaborating
It pays unsufficient attention to the context in teaching and learning.
Focuses on teacher's understanding when students communicate, but not necessarily natives' understanding.
Focuses more on fluency than accuracy.
Essay writing f