Professional Documents
Culture Documents
Communicative Approach: by Niharika Patel I/C Principal Bhagwan Mahavir College of Education (M.Ed.) DATE:16 FEB'2009
Communicative Approach: by Niharika Patel I/C Principal Bhagwan Mahavir College of Education (M.Ed.) DATE:16 FEB'2009
By
NIHARIKA PATEL
I/C PRINCIPAL
BHAGWAN MAHAVIR COLLEGE OF EDUCATION(M.ED.)
DATE:16TH FEB’2009
Origin of
CommunicativeApproach
In 1960's and 70's foreign language learning was widely
extended with the establishment of comprehensive schools. Led
to the teaching of a foreign language to virtually all children.
Created pressure for a change in teaching methods and curriculi
to suit the needs of non-traditional groups of learners.
Recognition of inadequacy of traditional grammar/translation
methods and also of 'structural' methods with emphasis on
meaningless pattern drills and repetition.
New syllabuses took into account needs of different pupils.
Traditional academic syllabuses had assumed learner's goal was
in-depth mastery of target language. But for less academic pupil
a more immediate 'pay-off' was necessary, in terms of
usefulness for practical purposes.
DAVID NUNAN’S(1991)PRINCIPLES OF CLT
(1) Task-Oriented
an exercise: has a purely linguistic application (often practice for practice’s
sake)
a task: has a real world outcome which the language helps achieve
Implications of task orientation:
focus of a lesson is not on the present progressive tense, but on
(2) Needs-Based
(3) Learning-Centered
transparency: show why we are doing this and why we
are doing it in this particular way
personalize whenever possible
exploit materials to the fullest and scaffold learners so
that they always get to use the language “off the page”
as well as “on the page”
running notes can help teachers respond to “what
actually happened” as well as “what was in the lesson
plan”
COMMUNICATIVE LESSONS
ARE
(4) Contextualized
(5) Authentic
in discourse (language presentations and all subsequent activities)
use discourse that wasn’t created only to teach language
develop topics and situations as we really interact in them
in communicative events
engage in the kinds of things we really do with language in the real world
ensure that the activity’s discourse structure is faithful to reality
choose situations that learners can easily imagine themselves engaging in
in learning experiences
appeal to a variety of learning strategies and styles
structure activities to correspond to our notion of what effective learning is
COMMUNICATIVE LESSONS
ARE
Facilitator
Provider of real life situations
Active and Activator
Dialogue Builder
Innovative user of grammar
Error Neglector
Language appropriacy creator
Motivator & Researcher
Basic Principles for Learners
Learners are often more motivated with this approach as they have an
interesting what is being communicated, as the lesson is topic or theme
based.
Learners are encouraged to speak and communicate from day one,
rather than just barking out repetitive phrases
Learners practice the target language a number of times, slowly building
on accuracy
Language is created by the individual, often through trial and error
Learners interact with each other in pairs or groups, to encourage a
flow of language and maximize the percentage of talking time, rather
than just teacher to student and vice versa
Unless the focus is on the accuracy stage of the lesson, learners are
corrected at the end of an activity so as not to interrupt their thought
process
ACTIVITIES OF CA
MERITS
CA increases the amount of students’ talking time and gives them
an opportunity to express themselves.
CA encourages student-student interaction and co-operation.
CA removes inhibitions of those who feel intimidated by formal
classroom activities.
Activities centered around the students make them feel proud and
confident.
Activities of CA provides them a chance to play with their language
resources.
CA supplies the learner a great deal of practice in using appropriate
word with appropriate usage.
CA offers the learners exposures to mushroomed their knowledge
of language without learning the rules and regulations.
DEMERITS
Organization of group activity is difficult to handle.
An average teacher cannot make this approach
successful.
The student may become careless and prove to making
more and more mistakes.
Difficult to apply techniques of CA in overcrowded class.
Too much use of mother tongue may not arouse keen
desire to use target language.
Creative noise may lead to chaos.