Communicative approach in teaching foreign languages.ppt

Communicative approach in teaching foreign languages.ppt

1. Lecture 5. Lecture 5.
The Communicative The Communicative
ApproachApproach

2. The communicative approach is
the theory that language is
communication. Therefore, the
final aim of CLT (Communicative
Language Teaching) is
communicative competence.
What is the communicative
approach?

3. Model of communicative competence
Grammatical
competence: knowledge
of the language code-
syntax , lexis,
Sociolinguistic
competence:
[Pragmatic]
Strategic competence : Verbal
and non-verbal communication
strategies, compensate for
breakdown in communication.
Ability to get one’s meaning
across successfully when
problems
Sociocultural rules:
rules of using language
appropriately in a
given social situation,
concerned with style,
politeness register, etc
Discourse rules:
knowledge of
combining language
structures to produce
unifies texts in
different modes:
writing, speaking

4. Learners learn through using it to
communicate
Authentic and meaningful communication
should be the goal of classroom activities
Fluency is an important dimension of
communication
Communication involves the integration of
different language skills
Learning is a process of creative
construction and involves trial and error
The Principles of the Communicative
Approach:

5. Use Language as:
means of communication
object of learning
means of expressing values
Focus on communication rather than structure
Language learning within the school curriculum
Focus on meaningful tasks
Collaboration
CLT Objectives

6. Compare and Contrast

7. The learner role as a negotiator, between
himself, the learning process, interaction with
the group’s activities and classroom procedures.
In other words, the learner should contribute as
much as he gains in the classroom, learning in
an interdependent way. (Richards J., C., Rodgers
T. S.(p.77).
Learner Role

8. The teacher has two main roles:
To facilitate the communication process in the
classroom
To act as an independent participant within the
learning-teaching group
What is the teacher’s role in
this?

9. In practical terms, what does
that mean?

10. Since communicative competence is our aim, it is
essential that students be given every
opportunity to practice communicating. In the
communicative classroom teacher talking time
(TTT) must be kept to a minimum. This is not to
say that the teacher shouldn’t speak at all, but
TTT should be controlled and appropriate.
The classroom should be learner centered.
The teacher’s role is to facilitate student
communication which is done through careful
selection of materials and activities relevant to
the aims of the lesson in which they are used.
Teacher-Student Interaction

11. Input
Reading
Listening
OUTPUT
Speaking
Writing
Communication can be
divided into two
categories
•Input
•Output
The four
communicative skills
can be put into these
categories

12. Whichever of these skills is being taught
the main focus must be on the student
and not on the teacher. The interaction
should usually be the student to student
and should include the teacher only
where necessary. During most classroom
activities the teacher will monitor and
intervene only where necessary.

13. A model for part of a communicative
lesson
Stage 1 1 Teacher (T) gives a short presentation of a grammar or vocabulary Teacher (T) gives a short presentation of a grammar or vocabulary
point. T then gives students (Ss) opportunity to practice the point in a controlled point. T then gives students (Ss) opportunity to practice the point in a controlled
exercise. (Interaction: T›Ss)exercise. (Interaction: T›Ss)
Stage 2 Stage 2 Ss carry out the controlled exercise while T monitors and intervenes Ss carry out the controlled exercise while T monitors and intervenes
where appropriate. (Interaction: S‹›S)where appropriate. (Interaction: S‹›S)
Stage 3 Stage 3 The Ss are asked to take part in an activity designed to get them to The Ss are asked to take part in an activity designed to get them to
produce the vocabulary and grammar they have been taught. T monitors and produce the vocabulary and grammar they have been taught. T monitors and
notes errors and interesting points. T intervenes only when asked or when notes errors and interesting points. T intervenes only when asked or when
absolutely necessary. (Interaction: S‹›S)absolutely necessary. (Interaction: S‹›S)
Stage 4 Stage 4 Feedback session, in which T feeds back in a non-threatening way the Feedback session, in which T feeds back in a non-threatening way the
errors s/he noted during the activity. Ss also have the opportunity to clear up errors s/he noted during the activity. Ss also have the opportunity to clear up
puzzling points. puzzling points. (Interaction: T‹›Ss)

14. The lesson extract follows a method
called Presentation-Practice-
Production or PPP for short.
 This was the standard method until a few
years ago. Now there are a number of
possibilities open to the teacher.
 You will be introduced to these at a later
stage.

15. Classroom activities should be carried out in the
target language (English).
Having said this, there may sometimes be
occasions where allowing the students to
briefly discuss a point in their native tongue can
promote greater understanding and
assimilation of new information. This is a
controversial issue and should not usually be
permitted.
Activities

16. Materials are seen as a way of influencing the
quality of classroom interaction and language
use.
They have promoted communicative language
use.
Some Instructional Materials are:
Visual cues
Taped cues
Pictures
The Role of Instructional
Materials

17. There are many different types of activities. They
provide speaking, listening, writing and reading
practice as well as aiding production.
A few
ideas for activity types
Games Role-plays Simulations
Information Gaps

18. They can be found in books containing supplementary
material.
 Many teachers enjoy creating their own activities,
which can be tailored specifically to their classes needs.
 Activities used in the classroom must be selected
carefully as if they are above the level of the students
they can destroy self-confidence, and if below, they can
bore the students.
 Activities usually involve the students working
together either in pairs or in small groups.
Where do I find activities?

19. Activities are often used to practice
real-life situations involving social
interaction and so a high level of
social and functional language
should be expected.

20. Materials fall into three broad categories:
text-based,
task-based
realia
They can be used as the basis for classroom activities.
Once again, not only must the activity be appropriate to
the level of the students, but the materials used must
be appropriate too.
Materials

21. For example, practice exercises,
reading passages, gap fills, recordings, etc.
can be found in almost any course book as
well as in books containing supplementary
materials. They form an essential part of
most lessons.
Text-based materials

22. These include game boards, role-play cards,
materials for drilling, pair work tasks, etc.
They might be used to support 'real life'
tasks such as role playing, booking into a hotel, or
a job interview.
Task-based materials

23. This includes such things as magazines,
newspapers, fruit and vegetables, axes, maps -
things from the real world outside the classroom.
They can be used in many activities.
For example, fruit and vegetables could be
used in a shopping activity, and an act could be
used to demonstrate the effect of using the
present perfect continuous with a short action
verb.
Realia

24. We should now understand that the
teacher's job is to get their students
to communicate using real
language by providing them with
instruction, practice, and above all
opportunities to produce English in
activities which encourage
acquisition and fluency.
What does the communicative
approach mean in practical
terms?

25. CLT should be fun for both teacher and
students.
 Enabling students to communicate
successfully is also very rewarding.
In conclusion

26. Richards, J. C. Rodgers, T. S. (1992). Approaches and Methods in Language
Teaching. New York: Cambridge University Press.
Littlewood, W. (1981). Communicative Language Teaching an Introduction.
London: Cambridge University Press.
Nunan, D. (1999). Second Language Teaching & Learning. New York: Heinle &
Heinle Publishers.
Sun, G. & Cheng, L. (Spring 2002). From Context to Curriculum: A Case Study of
Communicative Language Teaching in China. [Electronic version]. TESL
Canada Journal. VOL. 19, NO.2. Retrieved August 29, 2012, from the Eric
database.
 Criado, R. & Sánchez A. (2009). English Language Teaching in Spain: Do Textbooks
Comply with the Official Methodological Regulations? A Sample Analysis.
[Electronic version]. University of Murcia Publications. IJES, vol. 9 (1). 
Orwig, C. J. (1999, March 21). Communicative Language Teaching.
Retrieved:
August 28, 2012, from SIL International, 1999. Web site:
http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguage
Learning/CommunicativeLanguageTeaching.htm
References