Interaction vs Instruction: A Review of Communicative and Structural Approaches in English Language Teaching

https://doi.org/10.5281/zenodo.19386418

Abstract

This paper examines the distinction between interaction-based and instruction-based paradigms in English Language Teaching (ELT) through a critical review of communicative and structural approaches. The structural approach conceptualizes language as a system of rules and patterns, emphasizing the mastery of grammar, vocabulary, and sentence structures through controlled practice, repetition, and teacher-centered instruction, where accuracy is prioritized over fluency. In contrast, the communicative approach views language as a tool for meaningful communication and social interaction, focusing on the development of communicative competence through learner-centered activities such as discussions, role plays, and problem-solving tasks that simulate real-life contexts. The review highlights fundamental differences between the two approaches in terms of pedagogical focus, classroom dynamics, the role of teachers and learners, and assessment strategies, showing that while structural methods promote linguistic accuracy and systematic knowledge, communicative methods enhance fluency, confidence, and functional language use. Despite their differences, recent pedagogical perspectives suggest that an integrative approach that combines explicit instruction with interactive practices provides a more balanced and effective framework for language acquisition, addressing both form and meaning in diverse learning contexts.