Communicative approach

COMMUNICATIVE APPROACH

Communicative Language Teaching


Bruno Caballero and Camila Muñoz

• Deals with the way of teaching a second or a foreign language

• Emphasizes the interaction as both means and ultimate goals of learning a language

DEFINITION

• Learners become involved in real communication

• Ss motivation to learn comes from the desire to communicate

• CTL makes use of real-life situations

• Teaching practice that helps Ss to develop communicative competence

HISTORICAL CONTEXT

1970s and early1980s

• Rose to prominence as a result of many disparate developments in Europe

• Increasing demand for language learning

• Its origins are many, insofar as one teaching methodology tends to influence the next

• influenced by works by the Council of Europe

• Based on the theories of British functional linguists such as: Firth, Halliday

and the American sociolinguistics Hymes, Gumperz and Lavob

HISTORICAL CONTEXT

Notional: time, location, frequency, and quantity.

Functional: offers, complaints, denials, and requests

• David Wilkins (1972) proposed a functional and notional communicative definition of language that served as a basis for developing communicative language teaching.

WILKINS’ CONTRIBUTION

• An ideal speaker-listener, who knows its language perfectly, is not affected by grammatically irrelevant conditions

• A concrete language performance has an implicit knowledge which means communicative competence

• Students need to know how language is used by members of a speech community to accomplish their purposes

CHOMSKY’S CONTRIBUTION

TEACHER AND STUDENTS’ ROLE

• Facilitates the communication in the classroom

• Acts as adviser – guide or monitor

• Sets up exercises and activities

• Evaluations

TEACHER’S ROLE

• Students are communicators

• they are actively engaged in trying to make themselves understood and in understanding others

• Errors are seen as a natural outcome of the development of communicative skills

STUDENTS’ ROLE

• CLT is not only focused on the traditional structural syllabus, but also it takes into consideration communicative context

• CLT provides vitality and motivation within the classroom

• CLT is a learner-centered approach. It is based on learners’ needs and interests

MERITS OF CLT

CLASSROOM ACTIVITIES

• Skills

• Techniques

• FunctionalActivities

• Social activities

• Role-play• Interviews• information gap• Games• Language

exchanges• Surveys• Pair-work• Group work• Learning

by teaching

ABILITIES EMPHASIZED

• CA Increases the teacher-student relationship. It is an interactive relationship

• CA Provides the opportunity for students to be aware of their abilities and exhibit them

• Ss in this approach can learn the target language in an enjoyable way

• Students will be more motivated by learning to communicate

• Students will learn to communicate effectively

CONTRIBUTIONS OF CLT

SYSTEMS OF LG EMPHASIZED• Lexis • Grammar • Phonology • Situational and

Functional

This will help you to understand when is

proper to use an expression and what

expressions are commonly used in certain situations


Education

Communicative approach