Graded Objective approach

Another angle on the communicative approach is represented by the Graded Objective Movement in the field of modern languages. It is an attempt to define a series of short-term goals, gradually drawing the learner forward in knowledge and skill and obviously altering, many think for the better, the whole face of language testing. What is particularly interesting for this discussion is that while they are about it the movement more or less incorporates the entire communicative approach. Here, for instance, are the points made under the title 'What the Graded Objective Approach is' (from Tongues: Education Department of South Australia, 1982):

An approach which features a shift in emphasis, defining language in behavioural terms rather than structural terms (getting what you want rather than the conditional tense).

An approach which stresses communication, the ability to convey and receive information in the target language. This, rather than the formal study of structures, forms the focus of learning

An approach which recognises the unpredictability of communicative situations and therefore calls for the ability to generate original sentences and not simply the ability to repeat rehearsed phrases. This will necessitate the understanding of an underlying language system and a study of grammar [emphasis mine, the point important to this book].

An approach which sets clearly defined objectives. The goals are achievable and make realistic demands on the students, but there is a corresponding insistence on high standards of performance.

An approach which calls for testing to be 'criterion' referenced rather than 'norm' referenced, which means that students are judged on their ability to perform the outline tasks, and not on their position in relation to others in the class.

An approach which gives the learner recognition for his efforts in the form of some sort of certification at short and regular intervals.

An approach which is motivating, because the students can see what the language is for, and how they can use it.

An approach which stresses fluency, appropriacy and intelligibility rather than formal accuracy. While accuracy is not considered unimportant, and strategies for achieving it must be constantly sought, it is not the main criterion for judging performance.

An approach which stresses learner responsibility, teaching students how to learn, as well as helping them to do so.

An approach which calls for language to be constantly placed in a context. While there is a place for language practice in classroom methodology, it must be constantly related to language for real communication, which is language that fills an 'information gap' in a situation meaningful to the student.

I have quoted this in full, not only because it acts as a useful summary of things mentioned already, but because it does bring in the language testing element which otherwise is not focused upon in this book; and in addition it points the way to an understanding of the communicative approach which suggests an eclecticism and not an opposition to grammar, which is the line to be followed in the present book. It seemed a good way to conclude this discussion. And now, as we hear on the broadcasting media, for the rest of the news!