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RESEARCH ABOUT:
COMMUNICATIVE APROACH
Researches:
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)
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:
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.-
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.