CAlT

(C0HHutlCATlvF
APPR0ACH T0 lAt6uA6F
TFACHlt6)
lAt6uA6F TFACHlt6
APPR0ACH
Learnlng abouL
W 1he fundamenLal characLerlsLlcs of CAL1
W 4 prlnclples of CAL1
W 3 prlnclples of communlcaLlve meLhodology
W Lxamples of acLlvlLles used ln CAL1
An Cvervlew of CAL1
W 1he CommunlcaLlve Approach was due Lo
dlssaLlsfacLlon wlLh some llngulsLlc
lnLerpreLaLlons on Lhe naLure of language and
Lhe meLhod of Leachlng lL
evelopmenL of CAL1
CCMMUNICA1IVL CCML1LNCL
Chomsky's v|ew of not|on
W lsLlncL beLween
W rovlde a powerful sLlmulus for Lhe
developmenL ln language learnlng and
Leachlng
Linguistic Competence Linguistic Performance
efers Lo knowledge or
rules of grammar and
language sysLem
efers Lo Lhe acLual use of
Lhe language
ymes
A sLep furLher ln whlch soc|ocu|tura| feaLures
were lncorporaLed ln lLs deflnlLlon
Pe emphaslzes Lhe need for communlcaLlve
compeLence by whlch he lmplles Lhe
knowledge of when and how and Lo whom lL
ls approprlaLe Lo use Lhese forms
Cana|e
4 areas of knowledge and skllls
W CrammaLlcal compeLence
W SoclollngulsLlc compeLence
W lscourse compeLence
W SLraLeglc compeLence
So
W n language Leachlng Leachers should noL [usL
provlde learners wlLh varlous language
sLrucLures Lo manlpulaLe
W 8uL Leacher should also demonsLraLe how
language lLems are used and Lhe slLuaLlons
where Lhey are approprlaLe ln
Canale (1984)
2) Meon|nqfu| & Reo||:t|c |nteroct|on:
(Cono|e, I9s1)
1) 1he Leorner': 1orqet Lonquoqe 5h|||
) Curr|cu|um v|de Arooch
kINCILLS CI CCMMUNICA1IVL
ML1CDCLCG
consistent Methodo/oqy
equlres a seL of underlylng prlnclples ln Lhe
llghL of whlch speclflc procedures acLlvlLles or
Lechnlques can be evaluaLed relaLed and
applled
(Mottow 1981 59)

kINCILLS
1 know What ou Are Do|ng
W An alm glves aLLenLlon Lo Lhe lesson
W 1eacher and sLudenLs should undersLand
abouL Lhe alm of Lhe lesson
W 1eacher should alm aL enhanclng a learner's
lnLeresL by provldlng classroom acLlvlLles
(pracLlcal use)
2 1he Who|e Is 1he Sum Cf 1he art
W CommunlcaLlon does noL occur ln Lerms of
lndlvldual words buL as a whole dlscourse
W vlLal feaLure (8ell 1981)
8reaks Lhe senLence barrler
ALLempLs Lo push beyond Lhe senLence level
lscovers how dlscourse ls consLrucLed from
larger unlL of language
W WhaL ls requlred ls Lhe ablllLy Lo work ls Lhe
conLexL of Lhe whole (Morrow 1981)
W equlres Lhe use of language ln real slLuaLlon
3 1he rocesses Are As Important
As 1he Iorm
W We need Lo leL our meLhods deLermlne our
goals Lhrough pracLlclng Lhe forms of Lhe
LargeL language ln a communlcaLlve
framework
processes in teochinq procedures of c4L1 {Morrow)
!r|nc||e : 1o Leorn |t, Do |t !r|nc||e : 1o Leorn |t, Do |t
!r|nc||e s : M|:tohe: ore not o|woy: !r|nc||e s : M|:tohe: ore not o|woy:
m|:tohe: m|:tohe:
Acves dnd Srdeges
n 6ALT
!oetry, mu:|c ond dromo
W Mu:|c - ||:ten|nq oct|u|ty
W ve||-wr|tten |yr|c: -
fore|qn |onquoqe
W !oetry - creot|ue
|onquoqe
W Rec|tot|on of oetry -
ronunc|ot|on roct|ce:
W D|o|oque: - meon|nqfu|
|nteroct|on, ro|e-|oy ond
:|mu|ot|on oct|u|t|e:
W Am|e ond mox|mum
oortun|t|e: for teocher
W mho:|: |nteqroted
|onquoqe :h|||:
W nhonce :tudent: |ntere:t
W Vocobu|ory
enhoncement ond
certo|n qrommot|co|
|tem:
!rob|em-:o|u|nq oct|u|t|e:
ond ro|e-|oy
W Oortun|t|e: for |eorner: to enqoqe |n reo|
commun|cot|on
W ReoI-IIIe tItuotIet ecettItote
cemmuIcotIe
W ttudett Iteroct I torget Ioguoge
W reohowoy from trod|t|ono| reet|t|on ond
dr||| exerc|:e:
W 55ertuItIet te 5ortIcI5ote I
meoIgIuI cemmuIcotIe octIwItIet
Authent|c u|:uo| ond r|nted moter|o|:
W rochure: - cu|t|uote :tudent:' |ntere:t |n
|onquoqe |eorn|nq
W U:efu| :ource of moter|o| for the teoch|nq
of reod|nq ond wr|t|nq :h|||:
W Vocobu|ory enhoncement
W 5tudent: exo:ed to outhent|c |onquoqe
u:e
1PAnk ?Cu
1he Lnd