Republic of the Philippines

Commission on Higher Education

Region V
LIGAO COMMUNITY COLLEGE
Soledad St., Guilid, Ligao City
Email-Address: ligaocomunitycollege@gmail.com

Language Learning Materials

Development

A.Y. 2022-2023

STUDENT’S NAME: ____________________________

COURSE/YEAR/BLOCK: ____________________________

DATE RECEIVED: ____________________________

INSTRUCTOR’S NAME: ISABEL D. PORLAJE

 I. Overview

Hello everyone!!! I am Mrs. Isabel D. Porlaje, your teaching buddy. This week you will that language is a means
of communication. Although it is not the only form of communication among human beings, it is certainly the most
important. English teaching is to teach the students how to communicate with each other, to train the students good
and complete language ability, to express their ideas correctly and to easily adjust themselves to every kind of social
situation.

A communicative approach is an
approach which is worldwide known
and established it has
established itself in many parts of the
world as a way of teaching languages,
especially English. It is
the approach that has prevailed in
English Language Teaching over the
past 50 years, and it is still
used nowada
II. Learning Outcomes

At the end of the course, the pre-service teachers should be able to:
 understand communicative approach.

III.Discussion and
Self-Assessment
Activities(SAA)

Communicative approach
 The communicative approach is based on the idea that learning
language successfully comes through having to communicate real
meaning. 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.

Example
Practising-question forms by asking learners to find out personal
information about their colleagues is an example of the communicative
approach, as it involves meaningful communication.

In the classroom
Classroom activities guided by the communicative approach are
characterized by trying to produce meaningful and real communication,
at all levels. As a result, there may be more emphasis on skills than
systems, lessons are more learner-centered, and there may be use of authentic materials.

English teaching is a case in point. This paper is to discuss some problems of present English teaching
approach, to state the principles and advantages of communicative approach, and to give some advice on how
to make the English class more communicative and improve the student’s ability of listening and speaking.
Problems in the present English teaching and causes of these problems. As present, English teaching reform
has been carried out in schools, some teaching reform has been succeeded, but there are still some problems
in English teaching.
The students who have had several years of training in
English with classical approaches are still unable to actually
use the language. For example, the students can’t
understand what the teachers have said and they can’t
express themselves, their ability of listening and speaking
is not up to standard, and also, they can’t communicate with
others in English. Now the teachers have been faced with
the problem of improving the student’s ability of listening
and speaking. Introduce the communicative approach. The
definition of communicative approach.
Communicative approach refers to the theory of teaching
according to the principle that the students and teachers
should genuinely communicate with each other using the
target language. Two principles of communicative
approach. Among the numerous principles of
communicative approach, there are two pieces of
principles, which are more important English teaching.
Create more realistic situation. The current teaching methods don’t emphasize the real-world situations and fail
to cultivate student’s spontaneity.
Artificial conventions and mechanical question-and-answer sequences fall short of the flexible,
spontaneous kind of communicative
interaction required for performing a task
with the context of situation relevant to
the real world. Such classroom teaching
forces learners to talk about things that
are not of their own choosing and not
based on their actual needs. Taught in
this way, the learners frequently fail when
they are faced with the read to produce
the language related to a specific
situation.
Simulation techniques seem to be a
better alternative, as they seek to place
learners in a situation where they are
asked to take on different roles and to.
Accomplish their specific tasks, including
problem solving. They offer an
opportunity for the learners to practice
using the language in the right place at the right time and as appropriately as possible. The most obvious
advantage of these kind of techniques is that it puts the learners in realistic situations.
By simulating the physical circumstances of certain situations, the students can have the opportunity to
use and to practice the sort of language, particularly the vocabulary related to that situation, so that learners
are rehearsed for real life. In addition, they can express what they want to say whenever the situation calls for
it. The teacher provides the best conditions for learning through creating the realist situation. The class should
be students-centered. The focus of classroom should be shifted from the teacher to students.
The teacher does most the talking and always has the whole class under his strict control by lecturing,
questioning, correcting students and often supplying correct answers to the exercises. In such a class, the
teacher is obviously the most authoritative person. Students always act according to what the teacher wants
them to accomplish put not what they themselves want to accomplish. So it appears that sometimes, even if
the students have understood the text they are reading, they do not have the courage to speak out when
called upon, for fear that they may not be right.
The class should be learners-centered. Communicative approach makes learners to be themselves and
requires the classroom instructor to play a secondary role, trying to keep focus on the students not on himself
and encouraging students to communicate among themselves. The role and relationship between the teacher
and students are fixed by the students-centered principle. It is to say that the students are the main part in
communication, while the teacher helps the students to communicate. Adopt communicative approach to
improve students ability to listen and peaking 1. Three stages of communicative teaching The teacher can
divide the student’s learning into three stages:
1. The first stage, the teacher is a sort of information: he selects material to be learnt and presents it so
that the students can understand it and remember it as clearly as possible. The students may do little
talking but they should by no means be passive.

2. The second stage is the practice stage. Let the students do the talking organized from cue by the
teacher: this practice should be meaningful and memorable.

3. The third stage makes the students to be allowed, under the guidance of the teacher, to use the
language freely, even if they make some mistakes as a result.

This requires a more flexible attitude from the teachers to mistakes, if the student is constantly stopped and
corrected, then eventually he will become discouraged and cease to be motivated to speak. If the students can
use the language for themselves, then they become aware that they have learnt something useful and are
encouraged to go on learning: perhaps the most important factor is to keep up motivation in the learning
process itself.
We always talk about listening and speaking together. We must
be aware of the fact that oral communication is a two-way
process between speakers and listeners. In our class, both the
teacher and students are speakers and listeners 2. The class
communicative activities Communicative activity provides
opportunities for positive personal relationships to develop
among learners and teachers. Because of the limitation of the
classroom, this requires the teacher to create more various
social situations and relationships in the class.
1. Simulation: Learners are asked to imagine themselves in
a situation which would occur outside the classroom, and
they are asked to behave as if the situation really excited.

2. Role-playing: is one method of getting the students to

imagine they are someone else and play that part.

3. Discussion: They must present their views in a more public context, there are sticker rules governing
who speaks, when and to whom, and a higher level of formality is expected. The student’s ability of
listening and speaking can be improved in discussions.

4. Interaction: There will also be increasing scope which gives learners greater responsibility for creating
the interaction themselves.

5. Pictures: Extremely useful visual aid. Pictures of people and places are much more interesting than
ordinary objects. This is another chance for group work and genuine discussion.
 Other teaching aids are important techniques for creating a wider variety of social situations and
relationships. Communicative activities are very important in language learning. It may be useful to consider
briefly what the teacher might hope to achieve through the communicative activity in the classroom.
Since this will determine his own attitude toward it and what he gives it in his overall methodology. The
learners’ ultimate objective is to take part in communication with others. Their motivation to learn is more likely
to be sustained if they can see how their classroom learning is related to this objective and helps them to
achieve it with increasing success.
Why do we need to understand communicative approach?

IV. Summary/Key
Points

The traditional methods of teaching do not allow the learners to express their own ideas, activities
and personality, which is though t to be important especially for students. For example, mechanical drills do
not allow the students to express their own ideas, therefore, they will not be interested in listening, and their
listening efficiency will be impaired. Under the present situation, communicative approach is a better way to
improve our English teaching. For the teachers, the new method means more varieties to devise the lessons;
for the students as well, the new method more opportunities to practice their listening and speaking, and to
have the freedom to express themselves.
Thus, the communicative approach makes the teaching more fulfilling. Just as some linguists have said:
English language teaching should be made of communication by communication and for communication.
English language teaching is an interdisciplinary subject for which human communication is an important
source. The communicative approach is no doubt a manifestation of how this theory can be applied in the
student’s English learning. It is a good teaching method to improve the student’s ability of listening and
speaking.

V. End of Module
Assessment (EMA)

Answer the questions/statements on a yellow pad or short bond paper.

1. What is communicative approach?

2. What is the role of communicative language in teaching essay?
3. What is the purpose of communicative approach?
4. What are the important principles of communicative approach?
5. Why do you think there is a need to learn about communicative approach?

VI. Looking Ahead

In your own opinion, how does the communicative approach contribute to the learning of the

students?

(Include your answers on the activity that you will submit)

VII. Self and Module

Evaluation

Rate your learning experience in using this module according to the following scale.
Put a check mark on your response.

 4 – I learned a lot from this module.

 3 – I learned just right.
 2 – I still need guidance on certain topics.
 1 – I did not understand anything.

VIII. References

Bauer, S. (2002). Selma. La Jolla, CA: Kane Miller Book Publishers, Inc.
Bunting, E. (1996). Going home. NY: HarperCollins.
Chen C – Y. (2004). Guji Guji. La Jolla, CA: Kane Miller Book Publishers, Inc.
Coville, B., reteller, & Nolan, D. (1999). William Shakespeare’s Romeo and Juliet. NY: Dial Books.
dePaola, T., reteller. (1998). Hey diddle diddle and other Mother Goose rhymes. NY: Puffin.
Desnoettes, C. (2006). Look closer: Art masterpieces through the ages. NY: Walker & Company.
Dugan, B., & Stevenson, J. (1992). Loop the loop. NY: Greenwillow Books.
Frazee, M. (2008). A couple of boys have the best week ever. Orlando, FL: Harcourt.