Communicative approach
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The document discusses the communicative approach to language teaching. It originated in the late 1960s in response to the need to focus on communicative proficiency over mechanical practice. The communicative approach emphasizes using language in meaningful, authentic contexts through activities like group work. It aims to develop students' communicative competence, including their ability to interpret, express, and negotiate meaning. Examples show students practicing topics in small groups to engage in real communication rather than just repetition of patterns. The approach has advantages like acquiring language through use, but also disadvantages if students are not sufficiently challenged.
Communicative approach
- 2. o Show the background of the approach o Define the approach o Give examples o Make the concusion
- 3. o The origins of the communicative approach are found in the changes in the British language teaching tradition in the late 1960s. o Situational approach was the major approach at that time. o The need to focus language teaching communicative proficiency became important. on the
- 4. o In the min-1970s the scope of the communicative approach expanded. o The communicative approach changed the situational approach.
- 5. o “A method of teaching a foreign language which stresses the importance of learning to communicate information and ideas in the language.” (http://oald8.oxfordlearnersdictionaries.com) o In other words, it is a kind of foreign language teaching, which is based on the communication using the target language.
- 7. o According to Larsen-Freeman (2000), the most important characteristic of the communicative language teaching is that: “almost everything that is done is done with the communicative intent.”(2000:132). o The same author states that the best way to learn foreign language by using a communicative approach is to carry out activities in small groups of students. For instance, the teacher gives for students a topic and then they are divided into small groups to communicate with each other about the given topic. Through this kind of activities students are engaged in meaningful and authentic language use rather than in the simply mechanical practice of language patterns.
- 8. oAccording to Richards (2006) completing tasks in this way students gain several benefits: • They can learn from hearing the language used by other members of the group. • They will produce a greater amount of language than they would use in teacher-fronted activities. • Their motivational level is likely to increase. • They will have the chance to develop fluency.”(2006:20) o An example of the lesson where the communicative approach is used for learning: http://www.youtube.com/watch?v=3kRT-rsKxn4 (7:48 – 10:30)
- 9. o According to Savignon (1972) the communicative competence is: “the ability to function in a truly communicative setting – that is, in a dynamic exchange in which linguistic competence must adapt itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors.” (1972:8) o Also, Savignon (1972) describes the communicative competence as: “the ability to engage in the interpretation, expression, and negotiation of meaning.”(1972:8)
- 10. o The communicative competence consists of four components
- 12. Every approach has advantages and disadvantages. ADVANTAGES DISADVANTAGES Language is acquired Student may not see the through communication. value in learning English through group work, games, and activities. CA allows learners to use CA does not focus on error the target language in correction. meaningful context. CA can be adapted to any Students don’t level. challenged. feel CA focuses on fluently not accuracy. Thus student may produce incoherent and grammatically incorrect sentence.
- 13. o Youtube.com. (2013) http://www.youtube.com/watch?v=3kRT-rsKxn4 o Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. New York: Oxford University Press. o Nunan, David. 1991. Language Teaching Methodology: A Textbook for Teachers. Prentice Hall. o Oxfordlearnersdictionary.com. (2013) http://oald8.oxfordlearnersdictionaries.com/ o Richards, Jack Clifton. 2006. Communicative language teaching today. New York: Cambridge University Press. o Richards, Jack Clifton, and Rodgers, Theodore S. 1986. Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press. o Savignon, Sandra J. 1972. Communicative Competence: An Experiment in ForeignLanguage Teaching. Philadelphia: The Centre for Curriculum Development
- 16. ROLE PLAY Four friends cannot decide what to do on Saturday night. Liza wants to be at home. Ann wants to go to the concert. Eve wants to go to the cinema. Jenna wants to go to the club. Discuss in small groups, which is the best choice.