The communicative approach was developed by Robert Langs, a revolutionary psychoanalyst who is the author of 47 hands-on books on emotional life, the human condition, dreams, and the evolved design and operations of the emotion-processing mind.
His books are written for both the general public and mental health professionals. They are distinguished by his highly original approach to the human mind and by the recognition of its extremely influential unconscious activities. Where present-day analysts stress the role of the satisfaction of inner needs and wishes in emotional life, Langs provides strong evidence that trauma and the threat of harm and death are the unconscious driving forces behind our most critical decisions and choices. In a clear and convincing manner his books show how death anxiety, which exists in three major forms, unconsciously motivates our most creative and most devastating actions and decisions.
The methods that existed at the time, were methods that came and went, influenced or gave birth to new methods - in a cycle that could only be described as competition between rival methods or even passing fads in the methodological theory underlying foreign language teaching. Finally, by the mid-eighties or so, the industry was maturing in its growth and moving towards the concept of a broad "approach" to language teaching that encompassed various methods, motivations for learning English, types of teachers and the needs of individual classrooms and students themselves.
The communicative approach was developed in the late 70’s and it makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and