Communicative approach
- 1. COMMUNICATIVE APPROACH Shagashra V S III B. A. English Literature Dr. N. G. P. Arts and Science College(Autonomous)
- 2. PRESENTATION OUTLINE • Background • Approach: o Theory of Language oTheory of Learning • Design: o Objectives o Syllabus oTypes of learning and Teaching activities o Learner roles o Teacher roles o The Role of Instructional Materials • Procedures • Conclusion
- 3. BACKGROUND • The origin of Communicative Language Teaching(CLT) is found in the British language teaching tradition dating from the late 1960s. • Situational Language Teaching was the major approach in teaching English as a foreign language. • Language was taught by practising basic structures in a meaningful situation-based activities.
- 4. APPROACH There is a difference between approach and method. Approach is the way that you are going to teach and how you are going to teach An approach is a way of dealing with something or someone. A method is a process or the steps take to deal with an issue.
- 5. THEORY OF LANGUAGE • The Communicative Approach in language teaching starts from a theory of language as communication. • The goal of language teaching as Hymes referred to as “Communicative Competence”. • According to Hymes a person who acquires communicative competence acquires both Knowledge and Ability for knowledge use.
- 6. Knowledge and Language use APPROACH 1) Whether something is formally possible 2) Whether something is inconvenient 3)Whether something is appropriate in relation to a context in which it is used 4)Whether something is in fact done, actually performed and what its doing entails
- 7. FUNCTIONS IN LANGUAGE L1 Another linguistic theory of CLT is the functional language use. Halliday described seven basic functions that a language performs for children learning their first language 1) Instrumental Function: Using language to get things 2) Regulatory Function: Using language to control the behaviour of others 3) Interactional Function: Using language to create interaction with others 4) Personal Function: Using language to express personal feelings and meanings 5) Heuristic Function: Using language to learn and to discover 6) Imaginative Function: Using language to create a world of imagination 7) Representational Function: Using language to communicate information
- 8. FUNCTIONS IN LANGUAGE L2 Learning an L2 was viewed by proponents of CLT as acquiring the linguistic means to perform different kinds of functions. Functions / Topics • Ask questions to get basic information • Talk about yourself • Describe about weather • Leave a phone message • Talk about a specific topic Functions / Topics • Say hello / goodbye • Talk about sports and exercise • Say how your week is going on • Give exercise advice
- 9. THEORY OF LEARNING • In contrast to the amount that has been written in Communicative Language Teaching literature about communicative dimensions of language, little has been written about learning theory. • Elements of an underlying learning theory can be discerned in some CLT practices a follows: 1) Communicative Principle: Activities that involve real communication promote to learning 2) Task Principle: Activities in which language is used for carrying out meaningful tasks to promote learning 3) Meaningfulness Principle: Language that is meaningful to learners supports the learning process
- 10. DESIGN OBJECTIVES: 1) An integrative and content level (language as a means of expression) 2) A linguistic and instrumental level (language as a semiotic system and an object of learning) 3) An affective level of interpersonal relationships and conduct (language as a means of expressing values and judgements about oneself and others) 4) A level of individual learning needs (remedial learning based on error analysis) 5) A general education level of extra-linguistic goals (language learning within the school curriculum)
- 11. DESIGN SYLLABUS: • One of the first syllabus models to be proposed was described as a notional syllabus (Wilkins 1976), which specified the semantic-grammatical categories (e.g., frequency, motion, location) and the categories of communicative function that learners need to express. • The Council of Europe expanded and developed a syllabus that included descriptions of the objectives of foreign language courses for European adults, the situations in which they might typically need to use a foreign language (e.g., travel, business),
- 12. DESIGN TYPES OF LEARNING AND TEACHING ACTIVITIES: Problem - Solving Freewriting Role-Plays Formative Quizzes Small Group Activities Debates
- 13. DESIGN LEARNER ROLES: • The learner is a negotiator (between himself, the learning process, and the object of learning). The implication is that the learner should contribute as much as he gains, and learn in an interdependent way. • Students are expected to interact primarily with each other rather than with the teacher. • Students give and receive information.
- 14. TEACHER ROLES Needs analyst Counsellor Group Process Manager • CLT teacher assumes a responsibility for determining and responding to students language needs. • CLT teacher administer a needs assessment instrument to determine an individual’s motivation for studying the language. • Based on needs assessment results, CLT teacher plan instruction and activities that respond to students needs. • The CLT teacher- counselor, as in the Community Language Learning, is expected to exemplify an effective communicator seeking to maximize the speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback • CLT procedures require teachers to acquire less teacher-centered classroom management skills. • CLT teacher organizes the classroom for communication and communicative activities.
- 15. DESIGN THE ROLE OF INSTRUCTIONAL MATERIAL: support communicative approaches to language teaching materials as a way of classroom interaction promote communicative language use
- 16. INSTRUCTIONAL MATERIALS Richards and Rogers consider three kinds of materials currently used in CLT: Task-Based Materials Realia
- 17. TEXT-BASED MATERIALS Text-based materials Functions / Topics Grammar Vocabulary There are numerous textbooks designed UNIT 7 to direct and support Out and about CLT. Their table of pages 67-75 contents suggest a kind of grading and sequencing of UNIT 8 language practice Shopping pages 76-84 • Describe the weather • Leave a phone messages • Talk about sports and exercise • Say how your weekend is going • Give exercise advice • Present continuous statements, yes-no questions, short answers and information questions • Imperatives • Seasons • Weather • Common responses to good and bad • Talk about clothes • Ask for and give prices • Shop for gifts • Discuss shopping habits • Like to, need to, want to and have to • Questions with How much….? • This, these; that, those • Clothing and accessories • jewellery • Shopping expressions • “Conversatio n Sounds”
- 18. TASK-BASED MATERIALS Task-based materials A variety of games, role plays, simulations, and task-based communication activities have been prepared to support CLT classes. They are in the form of exercise handbooks, cue cards, activity cards, and interaction booklets.
- 19. REALIA Realia: Many proponents of CLT have advocated the use of “authentic,” “from life” materials in class. These include: • Signs • Magazines • Advertisements • newspapers • Pictures • Symbols
- 20. PROCEDURE • The methodological procedures reflect a sequence of activities represented as follows: Pre-Communicative Activities Communicative Activities Structural Activities Functional Communication Activities Quasi- Communicative Activities Social Interaction Activities
- 21. PROCEDURE PRE-COMMUNICATIVE ACTIVITIES: • Aim: to give the learners fluent control over linguistic forms, so the learners will produce language which is acceptable • Function: to prepare the learner for later communication. • The teacher may begin the teaching with a communicative activity • Pre-communicative activities: drills, question-and-answer practice
- 22. PROCEDURE COMMUNICATIVE ACTIVITIES: • Aims: (a) to provide ‘whole-task practice’ (b) to improve motivation (c) to allow natural learning (d) to create a context which supports learning • Functional communication activities: comparing sets of pictures and noting similarities and differences, following directions, discovering missing features in a map or picture. • Social interaction activities: conversation and discussion sessions, dialogues and role plays, simulations, debates.
- 23. CONCLUSIONS • CLT is best considered and approach rather than a method, it refers to a diverse set of principles that reflect a communicative view of classroom procedures. • The first phase was the need to develop a syllabus that was compatible with the notion of communicative competence. This led to proposals of syllabuses in terms of notions (a context in which people communicate) and functions (a specific purpose for a speaker in a given context). • The second phase, CLT is focused on procedures for identifying learners’ needs and this resulted in proposals to make needs analysis an essential component of communicative methodology. • In the third phase, CLT focused on the kinds of classroom activities that could be used as the basis of a communicative methodology, such as group work, task-work, and information-gap activities.