Chapter Nine The Communicative Approach

Definition An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence

Background Developed in the 1970s in Europe Reaction to the structural approach to language teaching The need for change in language teaching method

language used in real life and traditional FLT. Functions and forms Languages skills ways In real life The traditional FLT consequence perform certain communicative functions. all skills, including the receptive and productive skills. used in a certain context. isolate language from its context. focuses on forms one or two language skills The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations. The students are puzzled about how to use the language in a particular context. The learners cannot use the language in an integrated way.

Conclusions The language we teach in traditional FLT is not what we use in real-life communication.

Theoretical Basis

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.

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

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 1. Communicative purpose; (information gap) 2. Communicative desire; (real need) 3. (Focus on ) Content, not form; (message) (Exchanging information, not pattern practice)

4. Variety of language; (not just one language form, free to improve/create) 5. No teacher intervention; (done by Ss; no correcting or evaluating how Ss do it; assessment is based on the ‘product’ or on communicative purpose rather than on the language.)

Objectives The final goal of FLT : to enable the learners to use the foreign language in work or life (communicative competence). we should teach: that part of the language that will be used in the way that is used in the real world.

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

Techniques Ways of developing separated skills: speaking: problem solving activities, simulation/role-play etc. listening: putting pictures in correct sequence, following directions on a map, checking off items in a photograph, completing a grid（地 图上的坐标方格）, time table, or chart etc.

Techniques reading: skimming scanning text unscrambling（文本解读） 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 （功能范式）(The teacher exemplifies （举例说明）each functional pattern.) 3) Practising functional patterns (Students practise the dialogue in pairs.)

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 （利用）learners’ knowledge and experience

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