l philosophy and linguistics have challenged many former assumptions about teacher roles and classroom practices with respect to teacher attitudes, knowledge, and skills. He states that through the lens of the communicative approach the teacher is no longer seen as a dispenser of knowledge and distributor of sanctions and judgments, but, rather, is viewed as a facilitator of learning, a resource, an adviser and co-participant in the learning process, who must necessarily re-examine the nature of his or her contribution to the learning process.
Other requirements which the communicative approach requires of the teacher include understanding the nature of communication, understanding the nature of learning in general and of language learning in particular. The teacher must also understand the nature of the learner's own contribution to his or her development as a learner and as a communicator in the classroom where learning is both individually acquired and socially shared. Finally, the teacher is said to need a variety of specific skills in order to apply this
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