Chapter Nine The Communicative Approach

Definition
an

approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence Communicative Language Teaching developed particularly by British applied linguists a reaction away from grammar-based approaches such as the Audiolingual Method

Definition
Teaching materials needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes follows a Notional Syllabus or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, e.g. to solve puzzles, to get information, and using language for social interaction with other people

Background

Developed in the 1970s in Europe

Reaction to the structural approach to language teaching The need for change in language teaching method
Stress on the socio-cultural aspects of language in use Wilkins and his Notional Syllabus

Theoretical Basis

Theory of language

Language

is for communication. Language is used in context. The relationship between form and meaning is not a one-to - one correspondence. Discourse analysis studies language above sentence level.

Theory of language
Pragmatics

studies how language is used in communication. Hymes and his notion of communicative competence Hillday and his functional account of language use Richards and Rodgers summary of the communicative view of language

Theory of learning

CLT should follow the natural acquisition process. Language is best learned through use in social context. Effective language learning will take place if the emphasis is on communication. Language learning is a process of meaning negotiation.

Basic Principles

Main features Emphasis on learning to communicate in the TL The introduction of authentic texts into learning situations Focus on the learning process Making use of learners own personal experiences Creating real communication situations in the classroom

Main features The role of the teacher: facilitator of students learning manager of classroom activities advisor co-communicator The role of the learner: negotiator communicator contributor independent learner

Main features Features of communicative activities: information gap choice of form and content feedback Classroom environment: cooperation and empathy student-centered tolerance of errors working in small groups

Objectives
acquire knowledge of the TL system; acquire knowledge of rules of speaking in the TL; use and respond to different types of speech acts; use language appropriately

Techniques

Ways of integrating language skills:

listening and note-taking using audio-video materials giving oral presentation project work role-play/simulation etc.

Techniques

Ways of developing separated skills: speaking: problem solving activities simulation/role-play personal responses etc.

listening: putting pictures in correct sequence following directions on a map checking off items in a photograph completing a grid, time table, or chart etc.

Techniques
reading:

skimming scanning text unscrambling information transfer etc writing (mainly done in three steps): gathering ideas working an drafts preparing the final version

Procedures
1)

Presentation and comprehension (Students listen, then answer questions.) 2) Demonstration of functional patterns (The teacher exemplifies each functional pattern.) 3) Practising functional patterns (Students practise the dialogue in pairs.)

Procedures
4)

Free production (Students make minidialogues of their own.) 5) Checking students work 6) Reading new materials (integrating reading and writing) 7) Writing based on reading

Summary and Comments

Advantages

1) Wider considerations of what is appropriate and what is accurate 2) Wider range of language 3) Realistic and motivating language practice 4) Drawing on learners knowledge and experience

Disadvantages

1) Unclear about how rules of use can be taught 2) Difficult to tailor syllabus to students needs 3) Fossilization of learners errors