Chapter 9 The Communicative Approach

Definition an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence Communicative Language Teaching developed particularly by British applied linguists a reaction away from grammar-based approaches such as the Audiolingual Method

Definition Teaching materials needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes follows a Notional Syllabus or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, e.g. to solve puzzles, to get information, and using language for social interaction with other people

Background Developed in the 1970s in Europe Reaction to the structural approach to language teaching The need for change in language teaching method Stress on the socio-cultural aspects of language in use Wilkins and his “Notional Syllabus”

Theoretical Basis

Language is for communication. Language is used in context. Theory of language Language is for communication. Language is used in context. The relationship between form and meaning is not a one-to - one correspondence. Discourse analysis studies language above sentence level.

Pragmatics studies how language is used in communication. Theory of language Pragmatics studies how language is used in communication. Hymes and his notion of communicative competence Hillday and his functional account of language use Richards and Rodger’s summary of the communicative view of language

CLT should follow the natural acquisition process. Theory of learning CLT should follow the natural acquisition process. Language is best learned through use in social context. Effective language learning will take place if the emphasis is on communication. Language learning is a process of meaning negotiation.

Basic Principles

Main features Emphasis on learning to communicate in the TL The introduction of authentic texts into learning situations Focus on the learning process Making use of learner’s own personal experiences Creating real communication situations in the classroom

Main features The role of the teacher: facilitator of students’ learning manager of classroom activities advisor co-communicator The role of the learner: negotiator communicator contributor independent learner

Main features Features of communicative activities: information gap choice of form and content feedback Classroom environment: cooperation and empathy student-centered tolerance of errors working in small groups

Objectives acquire knowledge of the TL system; acquire knowledge of rules of speaking in the TL; use and respond to different types of speech acts; use language appropriately

giving oral presentation project work role-play/simulation etc. Techniques Ways of integrating language skills: listening and note-taking using audio-video materials giving oral presentation project work role-play/simulation etc.

Ways of developing separated skills: Techniques Ways of developing separated skills: speaking: problem solving activities simulation/role-play personal responses etc. listening: putting pictures in correct sequence following directions on a map checking off items in a photograph completing a grid, time table, or chart etc.

Techniques reading: skimming scanning text unscrambling information transfer etc writing (mainly done in three steps): gathering ideas working an drafts preparing the final version

Procedures 1) Presentation and comprehension (Students listen, then answer questions.) 2) Demonstration of functional patterns (The teacher exemplifies each functional pattern.) 3) Practising functional patterns (Students practise the dialogue in pairs.)

4) Free production (Students make mini-dialogues of their own.) Procedures 4) Free production (Students make mini-dialogues of their own.) 5) Checking students’ work 6) Reading new materials (integrating reading and writing) 7) Writing based on reading

Summary and Comments

Advantages 1) Wider considerations of what is appropriate and what is accurate 2) Wider range of language 3) Realistic and motivating language practice 4) Drawing on learners’ knowledge and experience

Disadvantages 1) Unclear about how rules of use can be taught 2) Difficult to tailor syllabus to students’ needs 3) Fossilization of learners’ errors