English Teaching in Spain: The Reality of the Communicative Approach.

Abstract

The aim of this paper is to analyze the reality of the communicative approach in English teaching as a foreign language in Spain. This study is made up of a theoretical framework from which several hypotheses have been elaborated and developed throughout the assignment. The methodology used for doing this involve the fulfillment of a survey by a representative part of the population, between 18 and 33 years old, with the purpose of knowing how the English classes are given in the three different kinds of Spanish educative institutions. The results obtained, are shown through graphics, and demonstrate that, in most cases, foreign languages classes in secondary education, were in the past and are nowadays, given in Spanish. They used to be and are unidirectional classes from teacher to student. These classes were focused on grammar and the course book, and they lacked audiovisual resources and new technologies. One of the most significant results exposed is the fact that students believe that they have reached a good level of English. However, they admit that they are not able to either communicate fluently with a native speaker or understand films in original version. Therefore, as a conclusion, it can be drawn out that the communicative approach has to be promoted in the classroom and cultural linguistic immersion must be facilitated. For this reason, it is essential that historical and literary contents are introduced and developed in the English classroom.