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UNIVERSIDAD NACIONAL DE CHIMBORAZO

FACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y TECNOLOGIAS


ESCUELA DE IDIOMAS

RESEARCH ABOUT:
COMMUNICATIVE APROACH

The skills in the communicative language teaching,


Communicative activities
The teacher and students roles in the communicative language
teaching approach.

Researches:

Kerly Cabezas, Gabriela Garca, Mara Palacios, Nancy Vilema.

Course:
5th Semester of Language A.

INTODUCTION.-

The communicative approach is based on the idea that learning language comes
through having to communicate real meaning. When learners are involved in real
communication, their natural strategies for language acquisition will be used, and
this will allow them to learn to use the language
The communicative approach is characterized by trying to produce meaningful and
real communication. As a result there may be more emphasis on skills than
systems, lessons are more learner-centered, and there may be use of authentic
materials.
The origin of the Communicative Approach as a combination of different methods
is clearly explained, as such as the role of the teacher and the students in a
communicative English as a Second Language class.
Communicative Language Teaching has served as a major source of influence on
language teaching practice around the world. Many of the issues raised by a
communicative teaching methodology are relevant today, though teachers who are
relatively new to the profession may not be familiar with them.
Communicative language teaching is a set of principles about the goals of
language teaching, how learners learn a language, the kinds of classroom activities
that best facilitate learning, and the roles of teachers and learners in the
classroom. (Richards, Jack, 2006)

THE SKILLS IN THE CLT.


In planning a language course, decisions have to be made about the content of the
course, including decisions about what vocabulary and grammar to teach at the
beginning, intermediate, and advanced levels, and which skills and micro skills to
teach and in what sequence.
Communicative Language Teaching emphasizes the teaching of listening, reading,
speaking and writing within content and task-based activities (Richards and
Schmidt 2002).
Once a basic command of the language was established through oral drilling and
controlled practice, the four skills were introduced, usually in the sequence of
speaking, listening, reading and writing.
Techniques that were often employed included memorization of dialogs, questionand-answer practice, substitution drills, and various forms of guided speaking and
writing practice. Great attention to accurate pronunciation and accurate mastery of
grammar was stressed from the very beginning stages.
The skills involved in the knitting together of discourse: discourse and rhetorical
skills; for example, storytelling, giving and effective business presentation.
Advocates of CLT however stressed an integrated-skills approach to the teaching
of the skills. Since in real life the skills often occur together, they should also be
linked in teaching, it was argued. (Jack C. Richards)
To teach students the basic skills they need in order to prepare them for situations
they commonly encounter in everyday life.
It is really important to performance a good skill development that guides the
learners to communication. (Torres, Monica, 2004)

COMMUNICATIVE ACTIVITIES._
A communicative activity is a form of work which involves the learner in using the
language in authentic communication.
Instead of making use of activities that demanded accurate repetition and
memorization of sentences and grammatical patterns, activities that required
learners to negotiate meaning and to interact meaningfully were required.
According to Morrow (in Johson and Morrow1981) activities has three features:
1. Information Gap. - This refers to the fact that in real communication, people
normally communicate in order to get information they do not possess. More
authentic communication is likely to occur in the classroom if students go
beyond practice of language forms for their own sake and use their linguistic
and communicative resources in order to obtain information.
2. Choice.-The speaker selects what he or she wants to say and how.
3. Feedback.-Any conversation has a purpose and people interact, the
response that the listener provides to the speaker permits the
communication flows and indicates if the purpose was achieved or not.
The main activity types that were one of the outcomes of CLT:

Fluency is developed by creating classroom activities in which students


must negotiate meaning, use communication strategies, correct
misunderstandings, and work to avoid communication breakdowns. Fluency
practice can be contrasted with accuracy practice, which focuses on
creating correct examples of language use.
Mechanical practice._ refers to a controlled practice activity which students
can successfully carry out without necessarily understanding the language
they are using. Examples of this kind of activity would be repetition drills and
substitution drills designed to practice use of particular grammatical or other
items.
Meaningful practice._ refers to an activity where language control is still
provided but where students are required to make meaningful choices when
carrying out practice. For example, to practice the use of prepositions to
describe locations of places, students might be given a street map with
various buildings identified in different locations. They are also given a list of
prepositions such as across from, on the corner of, near, on, next to. They
then have to answer questions such as Where is the book shop? .The
practice is now meaningful because they have to respond according to the
location of places on the map.
Communicative practice. refers to activities where practice in using
language within a real communicative context is the focus, where real
information is exchanged, and where the language used is not totally
predictable. For example, students might have to draw a map of their
neighborhood and answer questions about the location of different places.
(Richards, Jack C.)

THE TEACHERS AND STUDENTS ROLES IN THE CLT APPROACH.1. Teachers Roles.-Several roles are assumed for teachers in
Communicative Language Teaching, the importance of particular roles being
determined by the view of CLT adopted. Some of the roles of the teacher
are:
To facilitate the communication process between all participants in the
classroom, and between these participants and the various activities and
texts.
To act as an independent participant within the learning-teaching group.
As an organizer of resources and as a resource himself or herself.
As a guide within the classroom procedures and activities. (Breen and
Candlin)
A researcher and learner, with much to contribute in terms of appropriate
knowledge and abilities, actual and observed experience of the nature of
learning and organizational capacities.
Teacher assumes a responsibility for determining and responding to
learner language needs. Teacher talks through such issues as the
student's perception of his or her learning style, learning assets, and
learning goals.
Teacher's responsibility to organize the classroom as a setting for
communication and communicative activities. (Littlewood 1981;
Finocchiaro and Brumfit 1983)
Another role assumed by several CLT approaches is that of counselor,
similar to the way this role is defined in Community Language Learning.
In this role, the teacher-counselor is expected to exemplify an effective
communicator seeking to maximize the meshing of speaker intention and
hearer interpretation, through the use of paraphrase, confirmation, and
feedback. (Savignon, 1983).
2. Students` roles:
They are above all, communicators.
Students are actively engaged in negotiating meaning.
Understand by themselves.
They have to be responsible for their learning.(Savignon 1991,2002)
They develop functional competence.

CONCLUTIONS.-

Communicative Language Teaching is best considered an approach rather


than a method.
CLT appealed to those who sought a more humanistic approach to teaching,
one in which the interactive processes of communication received priority
The adoption of a communicative approach raises important issues for
teacher training, materials development, and testing and evaluation. A
communicative approach can be applied at all levels in a language program
Communicative Language Teaching view materials as a way of influencing
the quality of classroom interaction and language use.
The use of "authentic," "from-life" materials in the classroom. These might
include language-based realia. Different kinds of objects can be used to
support communicative exercises.
A variety of games, role plays, simulations, and communicative activities
have been prepared to support Communicative Language Teaching classes.

BIBLIOGRAPHY._
Brumfit. and K . Johnson, 1979.The Communicative Approach to Language
Teaching. Oxford; Oxford University.
Littlewood, William, 1981.Communicative Language Teaching: An
Introduction.Cambridge: Cambridge University Press.

Richards, Jack, 2006. What Is Communicative Language Teaching?


Communicative Language Teaching Today. Cambridge: Cambridge
University Press.pag.2
Richards,J.C., and R Schmidt , 2002.Longman Dictionary of Language
Teaching and Applied Linguistics.London:Longman.
Richards, Jack C, 2006. Proposals for a Communicative Syllabus.
Communicative Language Teaching Today. Cambridge: Cambridge
University Press.pag.10
Richards, Jack C., 2006. Classroom Activities in Communicative Language
Teaching. Cambridge: Cambridge University Press.pag.14
Savignon, Sandra J. 1983.Communicative Competence: Theory and
Classroom Practice.Reading, MA: Adisson-Wesley.
Savignon.S.J.1991.Communicative Language Teaching: State or Art.TESOL
Quarterly 25(2).77-261.2002.
Torres, Monica, 2004.The skills for CTL.Methodology for Teaching
English.pag.73

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