The “communicative
approach to the teaching of foreign languages” — also known as
Communicative Language Teaching (CLT) or the “communicative approach” — emphasizes learning a language through genuine communication.
Learning a new language is easier and more enjoyable when it is truly meaningful. Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of
foreign languages” or simply the “communicative approach”.
Communicative language teaching (CLT), or the communicative approach, is an approavh to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor, study of "authentic texts" (those written in the target language for purposes other than language learning), and use of the language in class combined with use of the language outside of class..
An effective
knowledge of a language is more than merely knowing vocabulary and rules
of grammar and pronunciation. Learners need to be able to use the
language appropriately in any social context.Theorists agree
that meaningful communication supports language learning and that
classroom activities must focus on the learner’s authentic needs to
communicate information and ideas.
Grammar, pronunciation, and vocabulary are, of course, necessary parts of effective communication. With the communicative method, two primary approaches may be taken:
1-Some teachers prefer to teach a rule, then follow it with practice.
2-Most, though, feel grammar will be naturally discovered through meaningful communicative interaction.
Communicative Language Teaching
The term "Communicative Language Teaching" (CLT) means different things to different teachers. To some teachers, it simply means a greater emphasis on the use of the target language in the classroom, and in particular, a greater emphasis on orality. To other teachers, communication entails the exchange of unknown information between interlocutors. And finally, some teachers understand communication in the most global, anthropological terms, that is, as a cultural-bond system for making meaning. Despite their various definitions of CLT, all the module instructors seem to advocate for a communicative approach.
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Its basic characteristics:
1. learning to communicate through interaction .
2. The introduction of authentic texts into the learning situation.
3. learners focus on language and the learning process itself.
4. An enhancement of the learner’s own personal experiences.
5. linking classroom language learning with language activities.
The communicative approach is concerned with the unique individual needs of each learner. By making the language relevant to the world rather than the classroom, learners acquire the desired skills rapidly and agreeably.
CLT is the most effective way to teach second and foreign languages. However, audio-lingual methodology is still prevalent in many text books and teaching materials.
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Model Example 1
Structures:
(Consist of):
Guided practice model:
(Football team - 11 players)
Student1: / How many players does a...................consist of?/
Student2: / It consists of.........................................................../
Free practice:
Starting with pattern practice, then moving into communication practice. Learners communicate using the same prompts with new patterns in pairs:
/ Water Polo team - 5 players /
/ Baseball team - 9 players /
/ Squash team - 1 playe r /
/ Soccer team - 11 players /
Elicitation:
I ask the following questions and elicit the answers:
1- My learners, Can I elicit the structure from you?
2-What repeated words have you discovered through your practice?
3-What comes before? What comes after? Then, what is the the rule form?
2-Teaching new vocabulary communicatively
Drill through pair work practice.
A Model : 2
New Vocabulary:
-I point to the vocabulary and its picture on the screen (Projector or PowerPoint) and act it for you to learn the meaning and pronounce each to learn to speak.
You, observe, listen and speak in chorus:
(Sports, football, basketball, Tennis, volleyball, handball, boxing,swimming, paddling, soccer football, Squash, Baseball, play, run, jump, head, cheer, a score, pass, kick, throw, center, back, forward, fond of, consist of..........................................)
(Handball sporting
S1: / What sporting is it? /
S2: / It's............................................. /
Now, you practice in pairs:
Starting with vocabulary, then moving into communication practice.
/...................................Football/
/...............................Basketball/
/.................................Volleyball/
/......................................Tennis/
1-Now, I involve you in oral real situations to function the above vocabulary:
2-Some students do assimilation for each game activity with its ball and uniform.
3-Pointing to those students' assimilation, I ask and answer to describe the action as a model like the method you see below:
(passing the ball)
Student 1: / What are the players doing? /
Student 2: / They are................................... /
Starting with vocabulary, then moving into communication practice.-Then, you practice in pairs:
/ ............................................Playing /
/ ...........................................running /
/ ...........................................jumping /
/ ..............................................kicking /
Conclusion:
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View other resources:
1-Speaking.
2-Pair Work.
3-Conversation.
4- CLT Method.
5-Communication ptactice.
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Classroom activities
1-Role-play
Role-play is an oral activity usually done in pairs, whose main goal is to develop students' communicative abilities in a certain setting.
Example:
- The instructor sets the scene: where is the conversation taking place? (E.g., in a café, in a park, etc.)
- The instructor defines the goal of the students' conversation. (E.g., the speaker is asking for directions, the speaker is ordering coffee, the speaker is talking about a movie they recently saw)
- The students converse in pairs for a designated amount of time.
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2-Interviews
An interview is an oral activity done in pairs, whose main goal is to develop students' interpersonal skills in the TL.
Example:
- The instructor gives each student the same set of questions to ask a partner.
- Students take turns asking and answering the questions in pairs.
