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.
Principles of The Communicative Approach:
- Language learning is learning to communicate using the target language.
- The language used to communicate must be appropriate to the situation, the roles of the speakers, the setting and the register. The learner needs to differentiate between a formal and an informal style.
- Communicative activities are essential. Activities should be presented in a situation or context and have a communicative purpose. Typical activities of this approach are: games, problem-solving tasks, and role-play. There should be information gap, choice and feedback involved in the activities.
- Learners must have constant interaction with and exposure to the target language.
- Development of the four macroskills — speaking, listening, reading and writing — is integrated from the beginning, since communication integrates the different skills.
- The topics are selected and graded regarding age, needs, level, and students’ interest.
- Motivation is central. Teachers should raise students’ interest from the beginning of the lesson.
- The role of the teacher is that of a guide, a facilitator or an instructor.
- Trial and error is considered part of the learning process.
- Evaluation concerns not only the learners’ accuracy but also their fluency.
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.
Using the Method
The most common educational model applied in the context of the Communicative Method is the Functional-Notional approach, which emphasizes the organisation of the syllabus.
This breaks down the use of language into 5 functional categories that can be more easily analyzed: personal (feelings, etc.), interpersonal (social and working relationships), directive (influencing others), referential (reporting about things, events, people or language itself), and imaginative (creativity and artistic expression).
These 5 broad functions are then delivered by the teacher in the classroom using the ‘3 Ps’ teaching model, which stand for Presentation, Practice and Production.
Communicative Language Teaching
Main Features and Techniques:
- Meaning is paramount.
- Dialogues, if used, enter around communicative functions and are not normally memorized.
- Contextualization is a basic premise. (Meaning cannot be understood out of context. Teachers using this approach will present a grammar topic in a meaningful context. Example: If the new topic to teach is Present Continuous, the teacher will not mime the action of ‘walking’ and ask: What am I doing? I am walking. Instead, the teacher will show, say, pictures of her last trip and tell the students something like: I have pictures of my vacation. Look, in this picture I am with my friends. We are having lunch at a very expensive restaurant. In this other picture, we are swimming at the beach.
- Language learning is learning to communicate and effective communication is sought. (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.)
- Drilling may occur, but peripherally.
- Comprehensible pronunciation is sought.
- Translation may be used where students need or benefit from it.
- Reading and writing can start from the first day.
- Communicative competence is the desired goal (i.e., the ability to use the linguistic system effectively and appropriately).
- Teachers help learners in any way that motivates them to work with the language.
- Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
The role of the teacher
The role of the teacher is to be facilitator of his students‟ learning. He suggests that language teachers need to assist learners by providing them with frameworks, patterns and rules to develop their communicative language skills.
Disadvantage
1-Disadvantage is that the CLT approach focuses on fluency but not accuracy. The weaker learners who struggle and cannot use the target language continue to make mistakes and eventually give up.
2-In this approach method, it is hard to say that it is very applicable
in crowded class. This method increases the workload on the teacher.
Other Demerits:
- DISADVANTAGES OF COMMUNICATIVELEARNING TEACHING Teacher must be a very knowledgeable person in L1 and L2. Students and teacher must understand each other.
- DISADVANTAGES OF COMMUNICATIVELEARNING TEACHING Inadequate use of authentic materials can damage the course Theoretical knowledge of teacher needs to be very good in practice
- DISADVANTAGES OF COMMUNICATIVELEARNING TEACHING The monitoring ability of the teacher must be very good Grammar Teaching Practices make application of this approach difficult.
- DISADVANTAGES OF COMMUNICATIVELEARNING TEACHING Another disadvantage is that the CLT approach focuses on fluency but not accuracy. The weaker learners who struggle and cannot use the target language continue to make mistakes and eventually give up.
- DISADVANTAGES OF COMMUNICATIVELEARNING TEACHING During pair and group work activities teacher focus on accuracy through error correction because learners need to understand their mistakes. The CLT approach is great for Intermediate and Advanced learners, but for Beginners some controlled practice is needed.
- DISADVANTAGES OF COMMUNICATIVELEARNING TEACHING The adoption of a communicative approach raises important issues for; Teacher training, Materials development, Testing. Evaluation. So, it is not suitable for every teacher and every class.
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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.
