Communicative Approach

Definition an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence Communicative Language Teaching developed particularly by British applied linguists a reaction away from grammar-based approaches such as the Audio-lingual Method Teaching materials needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes follows a Notional Syllabus or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, e.g. to solve puzzles, to get information, and using language for social interaction with other people The communicative approach is the theory that language is communication. Therefore the final aim of CLT (Communicative Language Teaching) is communicative competence.

Inventor: This method is based partly in the theories of British functional linguists such as: Firth, Halliday, and the American sociolinguistics Hymes, Gumperz and Lavob. Country of Origin: Great Britain U.S.A

The principles of Communicative Approach

Learners learn through communication 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 teacher has two main roles: To facilitate the communication process in the classroom To act as an independent participant within the learning-teaching group

So what is the teachers role in this?The teacher is also expected to act as a resource, an organizer of resources, motivator, a counselor, a guide, an analyst and a researcher. There are many other minor roles of a teacher; some of these would include being anactor and an entertainer. After all, a good lesson must be interesting or the students will switch off and learn nothing.

What does that mean?It means that we need to concentrate on the following: Teacher Student activities Activities Materials

Teacher- Student Interaction 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 shouldnt speak at all, but TTT should be controlled and appropriate. The classroom should be learner centered. The teachers 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.

ActivitiesClassroom activities should, as far as is possible, 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.

Text-based materials For example practice exercises, reading passages, gap fills, recordings, etc. canfound in almost any course book as well as in books containing supplementarymaterials. They form an essential part of most lessons.

Task-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.

Realia 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.

Advantages Students will be more motivated by learning to communicate. Students will learn to communicate effectively. Wider considerations of what is appropriate and what is accurate Wider range of language Realistic and motivating language practice Drawing on learners knowledge and experience

Disadvatages No grammar rules are presented. Unclear about how rules of use can be taught Difficult to tailor syllabus to students needs Fossilization of learners errors

Students Errors Errors of form are tolerated during fluency-based activities and are seen as a natural outcome of the development of communication skills. The teacher may note the errors during fluency activities and return to them later with an accuracy-based activity.

What does the communicative approach mean in practical terms?

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.

Conclusion: CLT should be fun for both teacher and students. Enabling students to communicate successfully is also very rewarding

Nelyn Joy A. Castillon Reporter