study guide communicative approach

8/12/2019 STUDY GUIDE Communicative Approach

1/16

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
http://www.upeldocencia.com/IPB/images/logo_upel.jpghttp://www.upeldocencia.com/IPB/images/logo_upel.jpghttp://www.upeldocencia.com/IPB/images/logo_upel.jpg


2/16

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.


3/16

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


4/16

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).


5/16

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.


6/16

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


7/16

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.


8/16

4)WORK FORM: write a story about the pictures you have below.


9/16

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.


10/16

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


11/16

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


12/16

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


13/16

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.


14/16

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.


15/16

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?


16/16

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

study guide communicative approach

Documents