the communicative approach kk

The The Communicative Communicative

ApproachApproach

Ajan Angcharin D.M.Ed. (Teaching English as a Foreign Language)

The communicative approach is the theory that language is communication. Therefore the final aim of CLT (Communicative Language Teaching) is communicative competence.

What is the communicative approach?

Model of communicative competence

Grammatical competence:

knowledge of the language code- syntax ,

lexis,

Sociolinguistic competence:[Pragmatic]

Strategic competence : Verbal and non-verbal communication strategies, compensate for breakdown in communication. Ability to get one’s meaning across successfully when problems

Sociocultural rules: rules of using

language appropriately in a

given social situation, concerned with style, politeness register,

etc

Discourse rules:knowledge of combining language structures to produce unifies texts in different modes: writing, speaking

ท่ีมา: Canale, M & Swain,M 1980. Theoretical based of communicative approaches to second language teaching and testing. Applied Linguistics.1/1:1-47.

Learners learn through using it to communicate

Authentic and meaningful communication should be the goal of classroom activities

Fluency is an important dimension of communication

Communication involves the integration of different language skills

Learning is a process of creative construction and involves trial and error

The Principles of the Communicative Approach:

The teacher has two main roles: To facilitate the communication process in the

classroom To act as an independent participant within the

learning-teaching group

what is the teacher’s role in this?

In practical terms, what does that mean?

Since communicative competence is our aim, it is essential that students be given every opportunity to practice communicating. In the communicative classroom teacher talking time (TTT) must be kept to a minimum. This is not to say that the teacher shouldn’t speak at all, but TTT should be controlled and appropriate.

The classroom should be learner centered.The teacher’s role is to facilitate student communication which is done through careful selection of materials and activities relevant to the aims of the lesson in which they are used.

Teacher-Student Interaction

Input

Reading

Listening

OUTPUT

Speaking

Writing

Communication can be divided into two categories•Input•OutputThe four communicative skills can be put into these categories

Whichever of these skills is being taught the main focus must be on the student and not on the teacher. The interaction should usually be the student to student and should include the teacher only where necessary. During most classroom activities the teacher will monitor and intervene only where necessary.

A model for part of a communicative lessonStage 1 1 Teacher (T) gives a short presentation of a grammar or vocabulary Teacher (T) gives a short presentation of a grammar or vocabulary

point. T then gives students (Ss) opportunity to practice the point in a controlled point. T then gives students (Ss) opportunity to practice the point in a controlled

exercise. (Interaction: T›Ss)exercise. (Interaction: T›Ss)

Stage 2 Stage 2 Ss carry out the controlled exercise while T monitors and intervenes Ss carry out the controlled exercise while T monitors and intervenes

where appropriate. (Interaction: S‹›S)where appropriate. (Interaction: S‹›S)

Stage 3 Stage 3 The Ss are asked to take part in an activity designed to get them to The Ss are asked to take part in an activity designed to get them to

produce the vocabulary and grammar they have been taught. T monitors and produce the vocabulary and grammar they have been taught. T monitors and

notes errors and interesting points. T intervenes only when asked or when notes errors and interesting points. T intervenes only when asked or when

absolutely necessary. (Interaction: S‹›S)absolutely necessary. (Interaction: S‹›S)

Stage 4 Stage 4 Feedback session, in which T feeds back in a non-threatening way the Feedback session, in which T feeds back in a non-threatening way the

errors s/he noted during the activity. Ss also have the opportunity to clear up errors s/he noted during the activity. Ss also have the opportunity to clear up

puzzling points. puzzling points. (Interaction: T‹›Ss)

The lesson extract follows a method called Presentation-Practice-Production or PPP for short.

This was the standard method until a few years ago. Now there are a number of possibilities open to the teacher.

You will be introduced to these at a later stage.

Classroom activities should be carried out in the target language (English).

Having said this, there may sometimes be occasions where allowing the students to briefly discuss a point in their native tongue can promote greater understanding and assimilation of new information. This is controversial issue and should not usually be permitted.

Activities

There are many different types of activities. They provide speaking, listening, writing and reading practice as well as aiding production.

A fewideas for activity types

Games Role-plays Simulations Information Gaps

They can be found in books containing supplementary material.

Many teachers enjoy creating their own activities, which can be tailored specifically to their classes needs.

Activities used in the classroom must be selected carefully as if they are above the level of the students they can destroy self-confidence and if below they can bore the students.

Activities usually involve the students working together either in pairs or in small groups.

Where do I find activities?

Activities are often used to practice real-life situations involving social interaction and so a high level of social and functional language should be expected.

Materials fall into three broad categories: text-based, task-based realia.

They can be used as the basis for classroom activities. Once again not only must the activity be appropriate to the level of the students but the materials used must be appropriate too.

Materials

For example practice exercises, reading passages, gap fills,

recordings, etc. can be found in almost any course book as well as in books containing supplementary materials. They form an essential

part of most lessons.

Text-based materials

These include game boards, role-play cards, materials for drilling, pair work tasks, etc.

They might be used to support 'real life' tasks such as role playing booking into a hotel, or a job interview.

Task-based materials

This includes such things as magazines, newspapers, fruit and vegetables, axes, maps - things from the real world outside the classroom.

They can be used in many activities. For example, fruit and vegetables could

be used in a shopping activity, an act could be used to show the effect of using the present perfect continuous on a short action verb.

Realia

We should now understand that the teacher's job is to get their students to communicate using real language by providing them with instruction, practice, and above all opportunities to produce English in activities which encourage acquisition and fluency.

what does the communicative approach mean in practical

terms?

CLT should be fun for both teacher and students.

Enabling students to communicate successfully is also very rewarding.

In conclusion