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Applied Linguistics Chapter 4

The communicative approach is a language teaching methodology that focuses on developing students' communicative competence. It prioritizes having students engage in real communication over repetitive drills. Lessons involve setting up realistic situations that require students to use language functions like apologizing, asking for directions, or socializing. The teacher acts as a facilitator rather than leader, and emphasis is placed on meaningful communication rather than grammatical accuracy. The goal is for students to be able to use the language to survive and converse in the target culture.

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43 views11 pages

Applied Linguistics Chapter 4

The communicative approach is a language teaching methodology that focuses on developing students' communicative competence. It prioritizes having students engage in real communication over repetitive drills. Lessons involve setting up realistic situations that require students to use language functions like apologizing, asking for directions, or socializing. The teacher acts as a facilitator rather than leader, and emphasis is placed on meaningful communication rather than grammatical accuracy. The goal is for students to be able to use the language to survive and converse in the target culture.

Uploaded by

habeebalhakeemi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Methods of teaching

The Communicative Approach

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THE COMMUNICATIVE APPROACH
What is the communicative approach?
It is the theory that language is communication.
Therefore the final aim of Communicative
Language teaching is communicative
competence. It is based on the idea that
learning a language successfully comes
through having to communicate real meaning.

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When learners are involved in real
communication, their natural strategies
for language acquisition will be used, and
this will allow them to learn to use the
language.

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Its origins are many, insofar as one teaching
methodology tends to influence the next. The
communicative approach could be said to be
the product of educators and linguists who had
grown dissatisfied with the audiolingual and
grammar translation methods of foreign
language instruction.

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 They felt that students were not learning
enough realistic, whole language. They did not
know how to communicate using appropriate
social language gestures, or expressions; in
brief, they were at a loss to communicate in the
culture of the language studied.

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 Communicative language teaching makes use
of real-life situations that necessitate
communication. The teacher sets up a situation
that students are likely to encounter in real
life. Unlike the audio-lingual method of
language teaching , which relies on repetition
and drills, the communication approach can
leave students in suspense as to the outcome of
a class exercise, which will vary according to
their reactions and responses
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 A teacher’s main role is a facilitator and
monitor rather than leading the class
 Lessons are built round situations/functions
practical and authentic in the real world e.g
asking for information , complaining ,
apologizing , job interview, telephoning.
 Activities set by the teacher have relevance
and purpose to real life situations

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 students can see the direct benefit of learning
 Dialogues are used that center around
communicative functions, such as socializing ,
giving directions, making telephone calls
 Emphasis on engaging learners in more useful
and authentic language rather than repetitive
phrases or grammar patterns

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 Emphasis on communication and meaning
rather than accuracy
 Communicative competence is the desired goal.
i.e. being able to survive, converse and be
understood in the language.
 Emphasis is put in correct pronunciation and
choral and individual drilling is used.
 Authentic listening and reading texts are used
more often,
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 Use of songs and games are encouraged and
provide a natural environment to promote
language and enhance correct pronunciation
 Feedback and correction is usually given by
the teacher after tasks have been completed,
rather than at the point of error, thus
interrupting the flow.
 Learners are often more motivated with this
approach as the lesson is topic or theme based
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 Learners interact with each other in pairs or
groups, to encourage a flow of language and
maximize the percentage of talking time,
rather than just teacher to student and vice
versa.
 Examples of communicative exercises are role
play, pair work, group work, interviews,
games, information gap, learning by teaching,
 Example of a lesson hobbies
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