Professional Documents
Culture Documents
Introduction
The communicative approach could be said to be the product of educators and linguists
who had grown dissatisfied with the audio-lingual and grammar-translation methods of
foreign language instruction. They felt that students were not learning enough realistic,
whole language. They did not know how to communicate using appropriate social
language, gestures, or expressions. In brief, they were at a loss to communicate in the
culture of the language studied. Interest in and development of communicative-style
teaching mushroomed in the 1970s; authentic language use and classroom exchanges
where students engaged in real communication with one another became quite popular.
In the intervening years, the communicative approach has been adapted to the
elementary, middle, secondary, and post-secondary levels, and the underlying
philosophy has spawned different teaching methods known under a variety of names,
including notional-functional, teaching for proficiency, proficiency-based instruction,
and communicative language teaching. Therefore people create some varieties approach
that used to teach English as a second or foreign language. There are many approaches
to language learning. Language Link, like many other schools, has adopted The
Communicative Approach. This is the approach that will be expected to use when
teaching your students. That being the case, as a new Language Link teacher, a teacher
must have a good understanding of Communicative Language Teaching (CLT)
The Communicative Approach grew out of sociolinguistics in the 1970s and the view
that there is more to communication than just grammar and vocabulary.
Communication involves communicative competence the ability to make ourselves
understood in socially appropriate ways. The claim is that L2 is learned best when the
students try to communicate, i.e., to say something that they really want or need to say.
Nowadays most teachers and students take the need for real communication in class for
granted, but English as a Foreign Language (EFL) history clearly shows that this has not
always been the case! Within the Communicative Approach itself the precise role of
communication is debated. The so-called weak form of the approach sees
communicative activities as opportunities for students to practice new language and
develop fluency. A weak version of language teaching using this approach might simply
mean adding more opportunities to communicate to a traditional grammar based
curriculum.
The strong Communicative Approach on the other hand states that language is
acquired through communication. It is not just a question of using communicative
activities to activate passive knowledge of the language that has been pre-taught at an
earlier stage. The belief is that communicative confidence only develops if students are
thrown in at the deep end and required to carry out tasks that demand real-life
communication. Rather than a communicative activity being a chance for students to
show what they can do or to use what they have learned, it is through working on a task
that the students learn what they need. It is impossible to make sense of current EFL
teaching, especially in the west, without reference to the Communicative Approach. The
weak Communicative Approach has had the most far-reaching impact on the EFL world,
probably because its acceptance meant adapting rather than rejecting existing materials
and methodology. The strong Communicative Approach has been very influential in the
development of Task Based Learning.
The Concept
The exercise puts students in a real-world listening situation where they must report
information overheard. Most likely they have an opinion of the topic, and a class
discussion could follow, in the target language, about their experiences and viewpoints.
Communicative exercises such as this motivate the students by treating topics of their
choice, at an appropriately challenging level.
Materials in this approach fall into three broad categories:
Text-based material , for example practice exercises, reading passages, gap fills,
recordings, etc. can be found in almost any course book as well as in books containing
supplementary materials. They form an essential part of most lessons.
Task-based material includes game boards, role play cards, materials for drilling, pairwork tasks, etc. They might be used to support real life tasks such as role-playing
booking into a hotel, or a job interview.
Realia includes such things as magazines, newspapers, fruit and vegetables, axes,
maps things from the real world outside the classroom. They can be used in many
activities. For example, fruit and vegetables could be used in a shopping activity, an axe
could be used to show the effect of using the present perfect continuous on a short
action verb.
They can be used as the basis for classroom activities. Once again not only must the
activity be appropriate to the level of the students but the materials used must be
appropriate too.
Merits
Drawbacks
In Communicative Approach, the teacher has some important roles. The teacher can be
the facilitator of the communication process in the classroom. The teacher also can act
as an independent participant within the learning-teaching group. The teacher is
expected to act as a resource, an organizer of resources, a motivator, a counsellor, a
guide, an analyst and a researcher. The teacher also can include being an actor and an
entertainer. After all, a good lesson must be interesting or the students will switch off
and learn nothing. Besides, teachers job in communicative classroom is to get their
students to communicate using real language by providing them with instruction,
practice, and above all opportunities to produce English in activities which encourage
acquisition and fluency. In this approach, the teacher will find themselves talking less
and listening morebecoming active facilitators of their students learning (LarsenFreeman, 1986). The teacher sets up the exercise, but because the students performance
is the goal, the teacher must step back and observe, sometimes acting as referee or
monitor.
Students Roles
A classroom during a communicative activity is far from quiet, however the students do
most of the speaking, and frequently the scene of a classroom during a communicative
exercise is active, with students leaving their seats to complete a task.
Because of the increased responsibility to participate, students may find they gain
confidence in using the target language in general. Students are more responsible
managers of their own learning (Larsen-Freeman, 1986).
Whichever of the four skills is being taught, the main focus must be on the student and
not on the teacher. The interaction should usually be the student to student and should
include the teacher only where necessary. During most classroom activities the teacher
will monitor and intervene only where necessary.