Vilma July 234187561-Communicative-Approach (1)

8/11/2019 Vilma July 234187561-Communicative-Approach (1)

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Communicative Approach

109614001 Jane 109614003 Fanny

109614011 Janice 109614025 Rita

109617039 Shenicy

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Theory part

Creator - Robert Langs

He is an American psychiatrist, t, analytically trained in a classical Fre dian

psychoanalytic instit te in !e" #or$ City, "ho is $no"n today as an important

psychoanalytic re%ol tionary and re%isionist& 'r& Langs is a grad ate o( )he Chicago

*edical +chool& 'r& Langs presently practices, teaches, and "rites abo t


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comm nicati%e psychotherapy& His most recent de%otion is to creating dramas-one

and t"o act plays-that are e((ecti%e art (orms, "hile con%eying thro gh narrati%e tales

the insights o( the CA into the nat re o( emotional li(e&

ri!in"#

Act ally in so (ar as one teaching methodology tends to in(l ence the ne t& )he

comm nicati%e approach co ld be said to be the prod ct o( ed cators "ho had gro"n

dissatis(ied "ith the a dio-ling al and grammar-translation methods o( (oreign

lang age instr ction& )hey (elt that st dents "ere not learning eno gh realistic, "hole

lang age& )hey did not $no" ho" to comm nicate sing appropriate social lang age,

gest res, or e pressions in brie(, they "ere at a loss to comm nicate in the c lt re o(

the lang age st died& .nterest in and de%elopment o( comm nicati%e-style teaching

m shroomed in the 19/0s a thentic lang age se and classroom e changes "here

st dents engaged in real comm nication "ith one another became ite pop lar&

1 Foc ses on lang age as a medi m o( comm nication& Recogni es that all

comm nication has a social p rpose - learner has something to say or (ind o t&

2 )he teacher sets p a sit ation that st dents are li$ely to enco nter in real li(e&

3nli$e the a dio-ling al method o( lang age teaching, "hich relies on repetition

and drills, the comm nicati%e approach can lea%e st dents in s spense as to the

o tcome o( a class e ercise, "hich "ill %ary according to their reactions and

responses& )he real-li(e sim lations change (rom day to day& +t dentsmoti%ation to learn comes (rom their desire to comm nicate in meaning( l "ays

abo t meaning( l topics&

5 Comm nicati%e approach places great emphasis on helping st dents se the

target lang age in a %ariety o( conte ts and places great emphasis on learning

lang age ( nctions& 3nli$e the AL*, its primary (oc s is on helping learners

create meaning rather than helping them de%elop per(ectly grammatical

str ct res or ac ire nati%e-li$e pron nciation& )his means that s ccess( lly

learning a (oreign lang age is assessed in terms o( ho" "ell learners ha%ede%eloped their comm nicati%e competence

4 *ore emphasis on acti%e modes o( learning, incl ding pair "or$ and gro p-

"or$

7mphasis on oral and listening s$ills in the classroom& !ot 8 st hearing teacher,

b t ha%ing personal contact themsel%es "ith lang age, practicing so nds

themsel%es, per m tating sentence patterns and getting chance to ma$e mista$es

and learn (rom doing so& t it is not 8 st limited to oral s$ills& Reading and

"riting s$ills need to be de%eloped to promote p pils con(idence in all (o r s$ill

areas& y sing elements enco ntered in %ariety o( "ays s ch as s mmari ing,


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translating, disc ssion - ma$es lang age more (l id and p pils manip lation o(

lang age more (l ent&

6 *a$es se o( topical items "ith "hich p pils are already (amiliar in their o"n

lang age - moti%ates p pils aro ses their interest and leads to more acti%e

participation& esides, teacher sho ld A%oid age-old te ts, materials m st relate

to p pils o"n li%es, be (resh and real, and e%en slang& .t is important to

Changing te ts and materials reg larly&

/ Comm nicati%e approach see$s to se a thentic reso rces& *ore interesting and

moti%ating& .n Foreign lang age classroom, a thentic te ts ser%e as partial

s bstit te (or comm nity o( nati%e spea$er& !e"spaper and maga ine articles,

poems, man als, recipes, telephone directories, %ideos, all can be e ploited in

%ariety o( "ays&: Comm nicati%e approach is m ch more p pil-orientated, beca se dictated by

p pils needs and inter ests&

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$


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>ohn< h . see& Ho" m ch is the noodle?

Cler$< 0 and b y t"o get one (ree&

>ohn< )han$s %ery m ch&

Foo&$ 'ar&(are$

)ractice#ro*e p*ay

+it ation 1

A< a ho se"i(e "ho "ants to b y a pac$age o( "ashing po"der b t yo canBt (ind

it in the s permar$et

< a passionate cler$ in a s per mar$et, b t gi%e a "rong direction

+it ation 2

C< a senior citi ens "ho "ant to b y a pac$ o( noodle, b t co ldnBt recogni ed the

price print on the pac$age

'< a cler$ "ho ha%e to ser%e e%ery c stomer "hen needed

1 ba$ery

2 canned goods

5 cereal

4 dairy

(ro en (oods

6 (r it

/ meat

: sea(ood

9 %egetables


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+ntro&uction o, Teachin!

1- Teacher !ive" a pre"entation o, a "ituation or conte.t throu!h "evera* /rie,

&ia*o!ue"$

)he dialog es are related to the learnersB e periences and interest& )his incl des a

disc ssion o( the ( nction and sit ation< =eople, roles, setting, topic and the le%el o(

(ormality or in(ormality the ( nction and sit ation demand&

2- rain"tormin! an& &i"cu""ion e"ta/*i"h the voca/u*ary an& e.pre""ion"$

)he p rpose is to accomplish the comm nication& .ncl des a (rame"or$ or means o(

str ct ring a con%ersation or e change to achie%e the p rpose o( the spea$ers&

5& ue"tion" an& an"(er" are /a"e& on the &ia*o!ue topic an& "ituation$

+ ch as "h- estions, yes;no, either;or and open-ended estions&

4- Stu&y o, the /a"ic communicative e.pre""ion" in the &ia*o!ue or one o, the"tructure" that e.emp*i,ie" the ,unction u"in! picture" rea* o/ ect" or

&ramati ation to c*ari,y the meanin!-

5- C*a""room "hou*& provi&e opportunitie" ,or rehear"a* o, rea*#*i,e "ituation"$

=ro%ide opport nity (or real comm nication& 7mphasis on creati%e role-plays;

sim lations; s r%eys; pro8ects; playlets - all prod ce spontaneity and impro%isation -

not 8 st repetition and drills&

6- )rimacy o, ora* (or%$


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7mphasis on oral and listening s$ills in the classroom& Contact time "ith

lang age is all-important - pa%es "ay (or more (l id command o( the lang age ;

(acility and ease o( e pression& !ot 8 st hearing teacher, b t ha%ing personal contact

themsel%es "ith lang age, practicing so nds themsel%es, perm tating sentence

patterns and getting chance to ma$e mista$es and learn (rom doing so&

7- ra* reco!nition an& interpretative activitie" inc*u&in! ora* pro&uction

procee&in! ,rom !ui&e& to ,reer communication activitie"-

- 'ome(or% an& e.ten"ion activitie" are re*evant to the *earner" creation o,

ne( &ia*o!ue" aroun& the "ame "ituation-

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'ere are the main core princip*e" (hich ma%e it the mo"t "ucce"",u* *an!ua!e

*earnin! approach in u"e to&ay-

a"ic )rincip*e" ,or Teacher" A teacher s main role is a (acilitator and monitor rather than leading the class&

.n other "ords, Dthe g ide by the sideD and not Dthe sage on the stageD& Lessons are s ally topic or theme based, "ith the target grammar DhiddenD in

the conte t e&g& a 8ob inter%ie" E sing the =resent =er(ect tense& Lessons are b ilt ro nd sit ations;( nctions practical and a thentic in the real

"orld e&g& as$ing (or in(ormation, complaining, apologi ing, 8ob inter%ie"s,

telephoning& Acti%ities set by the teacher ha%e rele%ance and p rpose to real li(e sit ations -

st dents can see the direct bene(it o( learning 7mphasis on engaging learners in more se( l and a thentic lang age rather

than repetiti%e phrases or grammar patterns 7mphasis on comm nication and meaning rather than acc racy& eing

nderstood ta$es precedence o%er correct grammar& )he (ine t ning o( grammar

comes later& 3se o( songs and games are enco raged and pro%ide a nat ral en%ironment to

promote lang age and enhance correct pron nciation Feedbac$ and correction is s ally gi%en by the teacher a(ter tas$s ha%e been

completed, rather than at the point o( error, th s interr pting the (lo"

a"ic )rincip*e" ,or earner"


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Learners are enco raged to spea$ and comm nicate (rom day one, rather than

8 st bar$ing o t repetiti%e phrases Learners practice the target lang age a n mber o( times, slo"ly b ilding on

acc racy Learners interact "ith each other in pairs or gro ps, to enco rage a (lo" o(

lang age and ma imi e the percentage o( tal$ing time, rather than 8 st teacher to

st dent & 3nless the (oc s is on the acc racy stage o( the lesson, learners are corrected

at the end o( an acti%ity so as not to interr pt their tho ght process&

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A&vanta!e"

+ntere"tin!

)o start the lesson "ith G)oday "e are going to learn abo t the =resent =er(ect

+imple , instead o( to start the lesson "ith G)oday "e are going to learn ho" to do a

8ob inter%ie" in 7nglish & G=resent =er(ect +imple "ill (righten st dents, b t

st dents "ill interest in practicing 7nglish (or a good 8ob inter%ie"

8"e,u*

)he c rric l ms o( comm nicati%e approach s ally ha%e clear and speci(ic main

topics Esit ations to c lti%ate learnersB comm nicati%e and social competence&

Con,i&ent

)eachers enco rage st dents to e press a lot& 7rrors are considered nat ral& )he

teacher "ill not correct e%ery sentence immediately& .t "onBt h rt the sel(-esteem o(

st dents&

rain"tormin!

+t dents can ha%e incomplete $no"ledge b t still comm nicate e((ecti%ely& For
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Re,erence

Rebecca elchamberIII)he Ad%antages o( Comm nicati%e Lang age )eaching

ill Hart III9,24,200/III7nglish )eaching< @hat is the Comm nicati%e Approach?

3+ =eace Corps 3$raine @hiteboo$III+ection .. Comm nicati%e*ethodIIIp&5 &4:

ABC4DEF III GHIJK LMNOPQ III R 25 SRTU 9 06@A! #77 +A*III1990III'rama in )eaching 7nglish as a +econd Lang age -A

Comm nicati%e Approach

>ill Jerper *ora, 7d&'& +an 'iego +tate 3ni%ersityV http


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Vilma July 234187561-Communicative-Approach (1)

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