Differences between traditional approaches and Communicative approach

Sr.	topic	Traditional approaches	Communicative approach
1	meaning	Attends to structure and form more than meaning	Meaning is paramount
2	memorization	Demands memorization of structure-based dialogues.	Dialogues, if used, center on communicative functions and are not normally memorized.
3	context	Language items are not necessarily contextualized	Contextualization is a basic premise
4	Language learning	Language learning is learning structures, sounds, or words	Language learning is learning to communicate.
5	communication	Mastery or "over-learning" is sought.  It depends on the teacher's how-to, it's not always	Effective communication is sought.
6	drilling	Drilling is a central technique.	Drilling may occur, but peripherally.
7	pronunciation	Native-speaker-like pronunciation is sought.	Comprehensible pronunciation is sought
8	grammar	Grammatical explanation is avoided.	Any device which helps the learners is accepted - varying according to their age, interest, etc
9	activities	Communicative activities only come after a long process of rigid drills and exercises.	Attempts to communicate may be encouraged from the very beginning.
10	Native language use	The use of the student's native language is forbidden.	Judicious use of native language is accepted where feasible.
11	Translation	Translation is forbidden at early levels.	Translation may be used where students need or benefit from it.
12	Reading and writing	Reading and Writing are deferred till speech is mastered.	Reading and Writing can start from the first day, if desired
13	Target linguistic system	The target linguistic system will be learned through the overt teaching of the patterns of the system	The target linguistic system will be learned best through the process of struggling to communicate.
14	competence	Linguistic competence is the desired goal	Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately).
15	Varieties of language	Varieties of language are recognized but not emphasized.	Linguistic variation is a central concept in materials and methodology.
16	Sequence of units	The sequence of units is determined solely by principles of linguistic complexity	Sequencing is determined by any consideration of content, function, or meaning which maintains interest
17	Teacher control	The teacher controls the learners and prevents them from doing anything that conflict with the theory.	Teachers help learners in any way that Motivates them to work with the language.
18	errors	"Language is habit” so errors must be prevented at all costs.	Language is created by the individual often through trial and error.
19	Accuracy and fluency	Accuracy, in terms of formal correctness, is a primary goal	Fluency and acceptable language is the primary goal; accuracy is judged not in the abstract but in context
20	Students' interaction	Students are expected to interact with the language system, embodied in machines or Controlled materials.	Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
21	Language specification	The teacher is expected to specify the language that students are to use.	The teacher cannot know exactly what language the students will use.
22	Intrinsic motivation	Intrinsic motivation will spring from an interest in the structure of the language.	Intrinsic motivation will spring from an interest in what is being communicated by the language.
23	Teachers' role	the teacher’s role is central and active; it is a teacher-dominated method.	The teacher acts as an advisor during communicative activity, a facilitator of Students’ learning, a manager of classroom activity, or a co-communicator.