Communicative approach.pptx

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1. Communicative Approach

2. The name which was given to a set of beliefs which included not only a re-examination of what aspects of language to teach but also a shift in emphasis in how to teach . Communicative approach significance of language functions l anguage learning will take care of itself

3. The origins of Communicative Language Teaching can be found in changes in the British language teaching traditions in the 1960s. The group of experts saw the need to focus in communicative proficiency rather than mastery of structures. Christopher N. Candlin , D.A. Wilkins and Henry Widdowson along with others promoted the CLT approach. Brief History

4. Language is a system for the expression of meaning. The primary function of language is for interaction and communication. The structure of language reflects its functional and communicative uses. Theory of language

5. How is language viewed? Language is for communication . Learners need knowledge of forms and meanings and functions. However, they must use this knowledge and take into consideration the social situation in order to convey their intended meaning appropriately.

6. Underlying theories and beliefs According to Malathis (2013) the main reason that CLT works is because people learn better when they are learning how to use language for practical communication rather than spending time focused on the grammatical structure.

7. Notion of learning CLT involves a lot of experimentation because students most likely do not know all the answers, but they are challenged to do the best with wat they know in order to make a successful form of communication.

8. Notion of learning This type of learning is done collaboratively with peers. It is believed that getting feedback from peers and interacting with other learners will increase their understanding.

9. Notion of learning The lessons done in this activity are supposed to be more natural and discovery based rather than predictable. It is thought that this more natural approach is more engaging than following a script or reading a text.

10. Grammar Translation Audiolingual Method Communicative Language Teaching Grammar Rules Central Feature Not Explained Explained when necessary Meaningful Communication Not important Limited Central Feature Pronunciation Not considered Native-like pronunciation Comprehensible pronunciation Use of Translation Central feature Forbidden Used when necessary Sequencing of Lessons Follows linguistic complexity Follows linguistic complexity Follows learners’ need Teacher-student roles Teacher-centered Teacher-centered Teacher facilitates student to student interaction Attitude to Errors Accuracy emphasized Accuracy emphasized Errors part of learning process Balance of Language skills Reading and Writing emphasized Listening and speaking emphasized Skills taught according to learner’s needs Compare and contrast

11. The goal of clt to enable students to communicate in the target language t o develop “ communicative competence ” ( Hymes , 1972)

12. The role of the teacher To facilitate the communication process between all participants in the classroom To act as an independent participant within the learning-teaching group. (Richards J.C., Rodgers T.S)

13. Students are, above all, communicators . They are actively engaged in negotiating meanings – in trying to make themselves understood and in understanding others – even when their knowledge of the target language is incomplete. The role of the learner

14. What is the nature of student-teacher interaction? What is the nature of student-student interaction? Teachers Presenter of the lesson Facilitator of the activities Co-communicator Establishes situations that prompt communication Students interact a great deal with one another.

15. What are some characteristics of the teaching/learning process? Almost everything that is done is done with a communicative intent Use of authentic materials Small numbers of students interacting are favored in order to maximize the time allotted to each students for communicating.

16. How are the feelings of the students dealt with? By learning to communicate, students will be more motivated to study a foreign language. Teachers give students an opportunity to express their individuality. Students s ecurity is enhanced .

17. What areas of language are emphasized? Language functions might be emphasized over forms. Students work with language at the suprasentential level or discourse level. Students work on all four skills from the beginning.

18. What is the role of the students’ native language? Judicious use of the students‘ native language is permitted in CLT. However, whenever possible, the target language should be used not only during communicative activities , but also for explaining the activities to the students or in assigning homework.

19. How is evaluation accomplished? A teacher evaluates not only the students’ accuracy but also their fluency.

20. How does the teacher respond to students errors? Errors of form are tolerated during fluency-based activities and are seen as a natural outcome of the development of communication skills.

21. Authentic materials Scrambled sentences Language games Picture strip story Role play Techniques and materials

22. Communicative Exercises

23. This approach helps teachers develop students’ oral communication skills. Students will lose fear of communicating in a second language. It can help promote confidence and security in the classroom environment and in everyday use. conclusion