Chapter NineThe Communicative Approach

Definitionan 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

DefinitionTeaching materials needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikesfollows 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 languageLanguage 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 languagePragmatics studies how language is used in communication.Hymes and his notion of communicative competenceHillday and his functional account of language useRichards and Rodgers summary of the communicative view of language

Theory of learningCLT 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 featuresEmphasis on learning to communicate in the TLThe introduction of authentic texts into learning situationsFocus on the learning processMaking use of learners own personal experiencesCreating real communication situations in the classroom

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

Main featuresFeatures of communicative activities: information gap choice of form and content feedbackClassroom environment: cooperation and empathy student-centered tolerance of errors working in small groups

Objectivesacquire 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

TechniquesWays of integrating language skills: listening and note-taking using audio-video materials giving oral presentation project work role-play/simulation etc.

TechniquesWays 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.

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

Procedures1) 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.)

Procedures4) Free production (Students make mini-dialogues of their own.)5) Checking students work6) Reading new materials (integrating reading and writing) 7) Writing based on reading

Summary and Comments

Advantages1) 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

Disadvantages1) Unclear about how rules of use can be taught

2) Difficult to tailor syllabus to students needs

3) Fossilization of learners errors