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The communicative approach initiated the post-method era of language teaching, which subsequently included other learner-centered approaches, such as multiple intelligences, the natural approach, competency-based language teaching, and cooperative language learning.

Approaches have in common a set of theories and beliefs about language and language learning from which principles for teaching a language are derived. None leads to a specific set of prescriptions for teaching a language, and teachers have latitude in how to apply these principles in classroom practice.

In contrast, methods are specific instructional designs or systems based on a specific theory of language and language learning. Examples include the audio-lingual and grammar-translation methods, Total Physical Response, Suggestopedia, Counseling-Learning, and the Silent Way. Each contains detailed specifications of content, teaching procedures, and learner and teacher roles, and they allow for little individual variation in applying these specifications. Teachers must learn the method and apply it according to the rules.

Approaches have long shelf lives because their flexibility allows for continuous revision, and methods have short shelf lives because their specificity does not permit revision. When considered in conjunction with its methodological predecessors, the communicative approach complements methods such as the audio-lingual and grammar-translation methods by offering an environment that extends the reach of mastering structure as an end in itself to a means to the greater end of fluent communication.

                                                    Source: SAGE REFERENCE ONLINE