INTRODUCTION
  Previous language teaching methods are thought to be 
   inadequate to teach learners using the target 
   language to communicate in real situations outside 
   the classroom. 
  It is important the foreign language learners are 
   enabled to use their linguistic competence               
   ( knowledge about language ) and the 
   communicative competence ( knowing what and 
   how to say what to whom ) in communication in real 
   life situations.
         PRINCIPLES
  1. Teacher’s Objectives : To enable students to 
   communicate in the target language through 
   knowing language ( forms, meanings and 
   functions ) and knowing how to make use the 
   appropriate language forms in different social 
   functions. 
  2. Teacher’s / Students’ Roles :
  Teacher’s Role : At the beginning of the class, the 
   teacher is a facilitator ( sets up the situation 
   through which the students would 
   communicate )
  During the activities, the teacher is :
  • Advisor ( answering students’ questions )
  • Monitor of the students’ performance
  • Noting students’ errors in order to work on them 
   later on through certain activities he/she designs
  • Co – communicator : the teacher may 
   participate in the communicative activity with 
   the students
  Students’ Roles :
  • The main role is communicators ( actively 
   participating in the communicative activities 
   to make themselves understood despite heir 
   incomplete knowledge )
  • Responsible for their own learning as the class 
   is not teacher-centered
  3. Characteristics of the teaching / learning 
   process :
  Morrow ( 1981 ) states that communicative 
   activities have three features :
  1. Information gap : It exists when one person 
   in an exchange knows something the other 
   person does not know. It is different from  
   display questions in which the teacher ask 
   the students to display their knowledge, but 
   not to give information