Communicative Approach to Language Teaching Communicative Approach is a teaching methodology, or more likely to say, a pedagogical technique widely used now for teaching English as a foreign language (EFL context). Background:- It is a reaction against the artificiality of pattern-practice and also against the belief that consciously learning the grammar of a language will necessarily result in an ability to use the language. Although there are different versions of how to create communicative experiences in the L2 classroom, they are all based on a view that the functions of language (i.e. what it is used for) should be emphasized, rather than the forms of the language (i.e. correct grammatical or phonological structure). Communicative Approach is different in the following areas from other teaching methodologies such as: GTM, DM, Audio-lingualism, Suggustopedia, CLT, TPR and structural Approach. The material which is worked upon; role of the teacher; role of the students; treatment of errors and mistakes; use of the native language; emphasis on language skills; students evoluation; Communicative Approach Defined and Explained:- It takes account of input (both roughly- and finely-tuned), practice, and communication output. It is called the communicative approach to language teaching because its aims are obviously communicative and great emphasis is placed on training students to use language for communication. The communicative approach is, a term to describe methodology which teaches students how to communicate efficiently and which also lays emphasis on the teaching of communicative value and, in some cases, the teaching of language functions. Most of the other methodologies lay emphasis on input but a programme based solely on input will not necessarily foster communicative efficiency. There is also a need for output activities of different types. Principals of Communicative Approach: Authentic language (language as it is used in a real context) should be introduced to the students instead of bookish or scholarly language. (The phenomenan of diglossia) Being able to figure out the speakers or writers intentions is part of being communicatively most competent. The target language is a vehicle for communication, not just the object of study. The students native language has no particular role in the Communicative Approach. A teacher can informally evaluate his students performance in his role as an advisor or co-communicator. For more formal evaluation, a teacher is likely to use a communicative test. Students success is determined as much by their fluency rather than by their accuracy. One function can have many different linguistic forms therefore, language functions should be emphasized over forms. Students should work with language at the discourse or suprasentential (above the sentence) level. Students should be given an opportunity to express their ideas and opinions. Errors are tolerated and seen as a natural outcome of the development of communication skills. Role play is important because the social Context of the communicative event is essential in giving meaning to the utterances The teacher acts as an advisor during communicative activities (not controler). In communicating, a student has a choice not only about what to say but also how to say it. Students should be given opportunities to develop strategies for interpreting language as it is actually used by native speakers The teacher is the initiator of the activities, but he does not always himself interact with the students. Sometimes he is a co-communicator, but more often he establishes situations that prompt communication between and among the students. Different Communicative Activities:- Information gap activity; guessing pictures stories; role play; discussion over an issue; language games; writing letter to a friend; Aim:- To give students Communicative competence (the ability to use target language accurately, appropriately, and flexibly). Communicative competence can be defined, in terms of three components, The first component is grammatical competence which involves the accurate use of words and structures in the L2. Concentration on grammatical competence only, however, will not provide the learner with the ability to interpret or produce language appropriately. This ability (appropriately) is called sociolinguistic competence. It enables the learner to know when to say Can I have some water? versus Give me some water! according to the social context. The third component is called strategic competence. This is the ability to organize a message effectively and to compensate, via strategies, for any difficulties or negociation of meaning. In L2 use, learners will inevitably experience moments when there is a gap between communicative intent and their ability to express that intent. Some learners may just stop talking (bad idea), others will try to express themselves via a communication strategy (good idea).
Posted on: Sat, 01 Nov 2014 15:47:09 +0000
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