study guide communicative approach
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REPBLICA BOLIVARIANA DE VENEZUELAUNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGGICO DE BARQUISIMETO
DR. LUS BELTRN PRIETO FIGUEROA
BARQUISIMETO ESTADO LARA
STUDY GUIDE
Communicative Language Teaching Approach
(CLT)
Students:
Andres chirinos
Andrea Arcano
Samuel Guimaraes
Teacher: Abilio Mujica
EILE morning group
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STUDY GUIDE
communicative approach
1. Introductory Activity:Students are, above all, communicators
Communication serves as a foundation for planning and organising,
promoting motivation, altering individual's attitudes and in
socialisation. It can be verbal or written such as emails, formal
letters or memos. It is the basic method through which humans
interact.
Communication is important because it allows people to share ideas,
interests, and develop relationships. Without communication, the world
could not work together.
Being able to communicate well is important. There will be differentpeople to communicate with. This includes family and different
professionals.
Talking is not the only way we communicate. Sometimes sitting quietly
together can be enough.
It is really important to keep this in mind: From the moment we wake up
in the morning to the moment we go to bed, we have to communicate.
We communicate with our life partners, with our children, our family, ourneighbors, our friends and also with complete strangers we come across in
our daily life.
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2) Communicative approach:
Origins of Approach
In 1960's and 70's foreign language learning was widely extended with the
establishment of comprehensive schools. Led to the teaching of a foreign
language to virtually all children. Created pressure for a change in teaching
methods and curriculi to suit the needs of non-traditional groups of
learners. Recognition of inadequacy of traditional grammar/translation
methods and also of 'structural' methods with emphasis on meaningless
pattern drills and repetition.
New syllabuses took into account needs of different pupils. Traditional
academic syllabuses had assumed learner's goal was in-depth mastery of
target language. But for less academic pupil a more immediate 'pay-off'
was necessary, in terms of usefulness for practical purposes.
The communicative approach is based on the idea that learning language
successfully comes through having to communicate real meaning. 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.
Example
Practising question forms by asking learners to find out personal
information about their colleagues is an example of the communicative
approach, as it involves meaningful communication.
In the classroom
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Classroom activities guided by the communicative approach are
characterised by trying to produce meaningful and real communication, at
all levels. As a result there may be more emphasis on skills than systems,
lessons are more learner-centred, and there may be use of authentic
materials.
Communicative Method
1 Focuses on language as a medium of communication. Recognises
that all communication has a social purpose - learner has something to sayor find out.
2 Communication embraces a whole spectrum of functions (e.g.
seeking information/ apologising/ expressing likes and dislikes, etc) and
notions (e.g. apologising for being late / asking where the nearest post
office is).
3 New syllabuses based on communicative method offered some
communicative ability from early stage.
Graded Objectives in Modern Languages - movement which
flourished in 1970's and 80's - raised pupils' motivation through short-term objectives and through teaching language appropriate to a range of
relevant topics and situations (e.g. shopping/ hobbies/ exchanges).
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Principles:
Whenever posible authentic language as it is used in a real context
should be introduced.
Being able to figure out the speakers or writers intention is part of being
communicative competent.
Errors are tolerated and seen as natural outcome of the development of
communication skills.
the target language is a vehicle for classroom communication, not just the
object of the study.
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Word search: find the words below, those words are taken from the text
given above.
c o m m u n i c a t i o n h i s a i p e
a s y f u l p h a o d g r d h l k a e ij r e a L a c t i v i t i e s d c x eq l f q f x a b g m n a s h s o l l a l
u d x a a a p p r o a c h a w a n m ae s q h d l u n d q s a a c m t n i p es v s a n g e g a u g n a L s e l m l r
t a Q d f q f v e n e z u e l m a s e ci a w a m e a n i n g f u l e m i p s q
o n k l o h a k i l o p a z d e d j a H
Communication
Approach
Language
Question
Meaningful
Activities
Real
Examples
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3. VERIFICACIN/ ENLACE CON EL CONTENIDO
True-False .
Circle (T ) if it is true or (F) if it is false and explain briefly why it is false.
The communicative approach is based on the idea that learninglanguage successfully comes through having to communicate real
meaning. (F) (T)
Errors are not tolerated and seen as natural outcome of thedevelopment of communication skills. (F) (T)
CA Focuses on language as a medium of communication. Recognisesthat all communication has a social purpose - learner has something
to say or find out.(T)(F)
Classroom activities guided by the communicative approach areNOTcharacterised by trying to produce meaningful and real
communication, at all levels. (T) (F)
old syllabuses took into account needs of different pupils.Traditional academic syllabuses had assumed learner's goal was in-
depth mastery of target language.
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4)WORK FORM: write a story about the pictures you have below.
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5)LISTENING ACTIVITY:
Pre-listening: match the picture with the option you believe it better fits
according to what you see.
a) asking for marriage.
b) telling a big secret.
c) talking about a problematic
Situation.
d) having a short talk about work.
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Listening: listen to this audio and pay enough attention
https://www.youtube.com/watch?v=lObj_c0XO88
Post-listening:
Answer the questions below once you finish listening to the audio.
1) What is the listening about?2) What do you think about teachers advice to Samantha?3) Did you like the audio, explain briefly why?4) What do you think about this approach?5) Do you think it is applyble for all ages?
https://www.youtube.com/watch?v=lObj_c0XO88https://www.youtube.com/watch?v=lObj_c0XO88https://www.youtube.com/watch?v=lObj_c0XO88 -
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6.READING COMPREHENSION:
Communicative language teaching rose to prominence in the 1970s
and early 1980s as a result of many disparate developments in both
Europe and the United States.First, there was an increased demand forlanguage learning, particularly in Europe. The advent of the European
Common Market led to widespread European migration, and
consequently there was a large population of people who needed to
learn a foreign language for work or for personal reasons.At the same
time, children were increasingly able to learn foreign languages in
school. The number of secondary schools offering languages rose
worldwide in the 1960s and 1970s as part of a general trend of
curriculum-broadening and modernization, and foreign-language study
ceased to be confined to the elite academies. In Britain, the
introduction of comprehensive schools meant that almost all children
had the opportunity to study foreign languages.
This increased demand put pressure on educators to change their
teaching methods. Traditional methods such as grammar translationassumed that students were aiming for mastery of the target language,
and that students were willing to study for years before expecting to
use the language in real life. However, these assumptions were
challenged by adult learners who were busy with work, and by
schoolchildren who were less academically able. Educators realized
that to motivate these students an approach with a more immediate
payoff was necessary.
The trend of progressivism in education provided a further pressure
for educators to change their methods.Progressivism holds that active
learning is more effective than passive learning, and as this idea gained
traction in schools there was a general shift towards using techniques
where students were more actively involved, such as group work.
Foreign-language education was no exception to this trend, and
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teachers sought to find new methods that could better embody this
shift in thinking.
An influential development in the history of communicative
language teaching was the work of the Council of Europe in creatingnew language syllabuses. Education was a high priority for the Council
of Europe, and they set out to provide syllabuses that would meet the
needs of European immigrants. Among the studies used by the council
when designing the course was one by the British linguist, D. A. Wilkins,
that defined language using notions and functions, rather than
more traditional categories of grammar and vocabulary. Notional
categories include concepts such as time, location, frequency, and
quantity, and functional categories include communicative acts such as
offers, complaints, denials, and requests. These syllabuses were widely
used.
Communicative language-learning materials were also developed in
Germany. There was a new emphasis on personal freedom in German
education at the time, an attitude exemplified in the philosophy ofJrgen Habermas. To fulfill this goal, educators developed materials
that allowed learners to choose what they wanted to communicate
freely. These materials concentrated on the various different social
meanings a given item of grammar could have, and were structured in
such a way that learners could choose how to progress through the
course themselves. The materials were used in teacher training courses
and workshops to encourage teachers to change to using a
communicative syllabus. Two similar projects were also undertaken by
Candlin at Lancaster University, and by Holec at the University of
Nancy.
Meanwhile, at the University of Illinois, there was a study that
investigated the effects of the explicit teaching of learning strategies to
language learners. The study encouraged learners to take risks whilecommunicating, and to use constructs other than rote memorized
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patterns. At the studys conclusion, students who were taught
communicatively fared no worse on grammatical tests than students
that had been taught with traditional methods, but they performed
significantly better in tests of communicative ability. This was the case
even for beginners.As a result of this study, supplemental
communicative activities were created for the French CRDIF course
Voix et Visages de la France. These materials focused on classroom
autonomy, and learners were taught various phrases they could use to
negotiate meaning, such as Whats the word for and I dont
understand.
Activity:Sintetice the Reading above and use your critical point of view to
understand the writers ideas.
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7.COMPOSITION:
According to what you have read about communicative approach,
WRITE A SHORT COMPOSITION OF 10 OR 12 LINES IN WHICH YOU
EXPRESS WHAT YOU UNDERSTOOD OF CLT.
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8.TOPIC FOCUS
Taking into consideration all the explanation given, think and write
your own opinion about this approach, its advantages and
disadvantages and express here if you as an English teacher would useit and why?
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Bibliography
http://www.life-success-secrets.com/importance-of-communication.html
https://www.teachingenglish.org.uk/knowledge-
database/communicative-approach
http://www.aber.ac.uk/~mflwww/seclangacq/langteach9.html
http://www.auburn.edu/~nunnath/engl6240/clt.html
http://www.life-success-secrets.com/importance-of-communication.htmlhttp://www.life-success-secrets.com/importance-of-communication.htmlhttps://www.teachingenglish.org.uk/knowledge-database/communicative-approachhttps://www.teachingenglish.org.uk/knowledge-database/communicative-approachhttps://www.teachingenglish.org.uk/knowledge-database/communicative-approachhttp://www.aber.ac.uk/~mflwww/seclangacq/langteach9.htmlhttp://www.aber.ac.uk/~mflwww/seclangacq/langteach9.htmlhttp://www.auburn.edu/~nunnath/engl6240/clt.htmlhttp://www.auburn.edu/~nunnath/engl6240/clt.htmlhttp://www.auburn.edu/~nunnath/engl6240/clt.htmlhttp://www.aber.ac.uk/~mflwww/seclangacq/langteach9.htmlhttps://www.teachingenglish.org.uk/knowledge-database/communicative-approachhttps://www.teachingenglish.org.uk/knowledge-database/communicative-approachhttp://www.life-success-secrets.com/importance-of-communication.html
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