A Typological Comparison Of Communicative And Interpretative Methodologies In Language And Literature Teaching

Abstract

This article examines the typological differences between communicative and interpretative methodologies in language and literature teaching. While communicative methodology primarily focuses on developing learners’ functional language competence and interactional skills, interpretative methodology emphasizes meaning-making, critical thinking, and aesthetic engagement with texts. The study aims to identify and compare the key methodological features, pedagogical goals, teacher and learner roles, and educational outcomes associated with these two approaches. Using a comparative and typological framework, the article analyzes how communicative methodology dominates language teaching practices, whereas interpretative methodology remains central to literature instruction. The findings suggest that although these methodologies originate from different pedagogical traditions, they share complementary educational values and can be effectively integrated within modern language and literature education. The study contributes to methodological theory by offering a structured typology that clarifies the distinct and overlapping characteristics of communicative and interpretative approaches, with practical implications for curriculum design and classroom practice.