Communicative teaching

Communicative Language Teaching

THE NATURE OF COMMUNICATION

●Is a form of social interaction and so can only be acquired through social interaction●Has a high degree of unpredictability and creativity in form and message●Takes place in discourse and sociocultural contexts and requires appropriacy of language use●Is carried out under limiting psychological and other conditions: memory constraints, fatigue, distractions, etc.●Always has purpose●Is judged as successful on the basis of actual outcomes

Communicative Competence

Linguisticcompetence

mastery of languagecode:●vocabulary●word formation●sentence formation●pronunciation ●semantics


Sociolingistic competence

Appropriacy:●status●purposes●norms ●conventions


Discourse competence

●cohesion●coherence


Strategic Competence

compensating forbreakdown incommunication


Socioculturalcompetence

●Culture●Customs●Traditions●Behaviour


Social competence

●Desire to communicate●Self-confidence●Empathy

ФГОС. Коммуникативная компетенция

●Языковая●Речевая●Социокультурная●Учебно-познавательная●Компенсаторная

HOW DO APPROACHES DIFFER?

●Focus and goals●View of the language●View of roles and contribution from T and Ss●Techniques and form of interaction●Attitude to errors and mother tongue●Authenticity of materials and language taught

The two approachesAudio-Lingual vs. Communicative

●Attends to structure and form more than meaning.

●Language learning is learning of structures, sounds, or words.

●Drilling is the central technique.

●Meaning is paramount.

●Language learning is learning to communicate.

●Drilling may occur peripherally.


●Linguistic competence is the desired goal.●Native-speaker-like pronunciation is sought.●Accuracy, in terms of formal correctness, is a primary goal.●‘Language is habit’, so errors must be prevented at all costs.

●Communicative competence is the desired goal.●Comprehensible pronunciation is sought.●Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context.●Language is created by the individual often through trial and error.


●The teacher controls the learners and prevents them from doing anything that conflicts with the theory.●Communicative activities only come after a long process of rigid drills and exercises.●Mastery, or ‘over-learning’ is sought.

●Teachers help learners in any way that motivates them to work with the language.●Attempts to communicate may be encouraged from the very beginning.●Effective communication is sought.

ADVANTAGES…

●more likely to produce the four kinds of competence than purely language centered approaches●more immediately relevant: offer the learner the opportunity of using the language for his own purposes●to this extent – it is more motivating to learners●less wasteful of time and effort – teaches only what is relevant or necessary●in the long run it equips the learners with the appropriate skills for using the language in the real world

… DISADVANTAGES…

●makes grater demands upon professional training and competence of the teachers●does not offer the teacher the security of a single ‘right’ approach or the textbook●may perplex students used to other approaches●is more difficult to evaluate learners’ progress in developing competence●provokes the opposition from disciples of more traditional approaches

…AND MISCONCEPTIONS

●Communicative Language Teaching is not teaching grammar

●Communicative Language Teaching means teaching only speaking

Communicative teaching

Education

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