The purposes of this study were 1) to examine the effects of the Communicative Approach on motivation to learn; 2) to clarify the relationship between learners' affective factors, motivation and performance in a Communicative Approach; and 3) to investigate the relationship between learners' affective factors and teaching methods: i.e. ATI effects. In order to investigate the affective side of Communicative Approach, the Grammatical Approach was adopted as a control condtion. Eighty-nine fifth graders (10-11 year-old) were assigned to one of the two approaches and were taught elementary English in a 10-day course. The results indicated that Communicative Approach tended to increase learners' motivation. Also, the results showed that learners' motivation correlated positively with performance in a Communicative Approach. Furthermore, ATI effects were observed between the attitudes towards foreigners and the two approaches when oral performance was used as a dependent variable.
