Name - Bhaliya Uma H.
Roll no: - 01
M.A.Part-ii - Sem-iii
Paper - 04, Ec-304.
Paper name - English Language
Teaching.
Topic for assignment -
“Communicative Language Teaching”
Submitted To: Devarshisir mehta
Department of English.
Bhavnagar university,
Ø Communicative language teaching
Communicative language teaching is an approach to the teaching of second and foreign language 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 language” or simply the “communicative approach”. Communicative language teaching has relationship with other methods and approaches. Historically, communicative language teaching has been seen as a response to the audio-lingual method (Alm), and as an extension or development of the national-functional syllabus. Task-based language learning a more recent refinement of communicative language teaching has gained considerably in popularity.
Ø The Audio-Lingual method
The Audio-Lingual method arose as a direct result of the need for foreign language proficiency in listening and speaking skills during and after world war-II. It is closely tied to behaviorism, and thus made drilling, repletion, and habit-formation central elements of instruction in the classroom, lessons were often organized by grammatical structure and presented through short dialogues. Often, students listened repeatedly to recordings of conversations and focused on accurately mimicking the pronunciation and grammatical structure in these dialogs. Critical of audio – lingual method asserted that this over – emphasis on repetition and accuracy ultimately did not help students achieve communicative competence in the target language. Noam Chomsky argued that “Language is not a habit. Structure. Ordinary linguistic behavior characteristically involves innovation, formation of new sentences and patterns in according with rules of great abstractness and intricacy”. They looked for new ways to present and organize language instruction, and advocated the national functional syllabus and eventually communicative language teaching as the most effective way of to teach second and foreign language. Audio – lingual methodology is still prevalent in many text books and teaching materials. Advocates of audio – lingual method point to their success in improving aspects of language that are habit driven, most notably pronunciation.
Ø Theory of language
The communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Humes (1972) referred to as “communicative competence”. In this approach Humes to make contrast a communicative view of language and Chomsky’s theory of competence. Linguistic theory is concerned primarily with an ideal speaker – listener in a completely homogenous speech community. This theory give much more comprehensive view than Chomsky’s view of competence and it deals with primarily abstract dramatics knowledge. Another linguistic theory of communication favored in communicative language teaching is Holliday’s functional account of language use. Learning a second language was similarly viewed by proponents of communicative language teaching as acquiring the linguistic means to perform different kinds of functions. Widdowson presented a view of the relationship between linguistic systems and their communicative acts values in text and discourse to in his book teaching language as communication, grammatical competence, sociolinguistic competence, discourse competence and strategice competence are four dimensions of communicative competence by cancel and swain. Sociolinguistic competence refers to an understanding of the social context in which communication takes place, and also including role relationship’s the shared information of the participants and the communicative purpose for their interaction, discourse competence refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text. Strategic competence refers to the coping strategic that communicators employ to initiate terminate, maintain, repair and redirect communication.
Ø Theory of Learning
Element of an underlying learning theory can be discorned in some communicative language teaching practices, one such element might be described as the communication principle activities that involve real communication promote learning. A second element is the task principle’s activities in which language is used for carrying out meaningful tasks promote learning. A third element is the meaning – fullness principle: language that is meaningful to the learner supports the learning process. Learning activities are consequently selected according to how, well they selected according to how well they engage the learner use. Communicative language teaching have attempted to describe theories of language learning process that are compatible with the communicative approach. Savighon surveys second language acquisition. So learning is the conscious representation of grammatical knowledge that has resulted from instruction. According to this theory the acquisition of communicative competence in a language is an example of skill development. This involves both a cognitive and a behavioral aspect. This theory thus encourages an emphasis on practice as a way of developing communicative skills.
Ø The national – functional syllabus
National functional syllabus is way of organizing a language learning curriculum rather than a method or an approach to teaching. The national functional approach-based on speech at theory which categorizes the social purpose of utterances within given setting. In a national – functional syllabus, instruction is organized not in terms of grammatical structure as had often been done with the audio – lingual method. The two terms of “notions” and “functions”.
A “national” is a particular context in which people communicative.
A “function” is a specific purpose for a speaker in given context.
“Notions” are meaning element that may be expressed through nouns, pronouns, verbs, prepositions, conjunction, adjective or adverb.
A notion is a concept or idea. It may be quite specific, in which case it is virtually the same as vocabulary e.g. dog house___ or it may be very general e.g. time, size, emotion, movement etc…
A notion may be “time past”. This may include past tense, phrases like a month ago, in 1990, last week, and utterances usingtenporal clauses beginning with when…., before……, after……. And so on.
A “function” is some kind of communicative act. It is the use of language to achieve a purpose, usually involving interaction at last between two people. E.g.; would be suggesting, promising, apologizing, getting, inviting. And “inviting” may include phrase like “would you like to ___? I suggest ___, how about ____? And please ___.
A functional – national approach from theory to practice has placed the functional categories under five headings
· Personal
· Interpersonal
· Directive
· Referential
· Imaginative.
Personal is clarifying or arranging one’s ideas or expressing one’s thought or feelings. And interpersonal enabling us to establish and maintain desirable social and working relationships and directive, attempting to influence the actions of others. Accepting or refusing direction. And referential, talking or reporting about things, actions, events or people in the environment in the past or in the future and last imaginative discussion involving elements of creativity and artistic expression.
Ø Learning by teaching
Learning by teaching is a widespread method in Germany
1. An emphasis on learning to communicative through interaction in the target language.
2. The introduction of authentic text into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on the learning management process.
4. An enhancement of the learner’s own personal experiences an important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities outside the classroom.
These five features are claimed by practitioners of communicative language teaching to show that they are very interested in the heeds and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom.
Ø Types of learning and teaching activities.
Communicative approach provide such exercise enable learners in communication, and require the use of such communicative process as information sharing. Negotiation of meaning and interaction. Classroom activities are often designed to focus on completing tasks and help to information sharing.
Functional communication activities include such tasks as learners comparing sets of pictures and noting similarities and differences and also working out a likely sequence of events in a set of pictures. So the discovering missing features in a map or picture. E.g. one learner communicating behind a screen to another learner and giving instruction on how to draw a picture or shape or how to complete a map and second is social interaction activities includes conversation and discussion sessions. Dialogues and role plays, simulations, shits, improvisations and debates.
Ø Learner roles
The learner role is most importance in communicative language teaching on the processes of communication. Breen and candlin describe the learner’s role in communicative language teaching. The role of learner as negotiator between the self and the learning process and also the object of learning the interacts with the role of joint negotiator within the group and within the classroom procedures and within the classroom procedures and activities which the group undertakes. Communicative language teaching methodologists consequently recommend that learners learn to see that failed communication is a joint responsibility and not the fault of speaker or listener. Similarly successful communication is an accomplishment jointly achieved and acknowledged.
Ø Teacher roles
The teacher roles also most important in communicative language teaching. The teacher has two main roles, the first role is to facilitate the communication process between all participants in the classroom and between these participants and the various activities and texts and the second role is to act as an independent participants within the learning – teaching group. And a third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities actual and observed experience of the nature of learning and organizational capacities.
Needs analyst also important for teacher roles. This may be done informally and personally through one-to-one sessions with students. In which the teacher talks through such issues as the student’s perception of his or her learning style. Learning assets, and learning goals, and the teachers are expected to plan group and individual instruction that responds to the learner needs.
The counselor role is also important for teacher roles in communicative language teaching. The teacher counselor is expected to exemplify an effective communicator seeking to maximize the meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.
And at last group process manager is important for teacher roles in communicative language teaching. The teacher’s responsibility to organize the classroom as a setting for communication and communicative activities. Guidelines for classroom practice suggest that during an activity the teacher monitors, encourages, and suppresses the inclination to supply gaps in lexis, grammar and strategy but notes such gapes for later commentary and communicative practice. At the conclusion of group activities. The teacher leads briefing of the activity, and pointing out alternatives and extensions and assisting groups in self-correction discussion. Critics have pointed out that nonnative teachers may feel less than comfortable about such procedures without special training.
Ø Syllabus
A syllabus is an outline and summary of topics to be covered in an education or training course. It is descriptive. A syllabus is often either set out by an exam board, or prepared by the professor who supervises or controls. The course quality. A syllabus usually contains specific information about the course, such as information on how, where and when to contact the lecture and teaching assistants an outline of what will be covered in the course, a schedule of text dates and the due dates for assignments the grading policy for the course specific classroom rules etc. exams can only text knowledge based on information included in the syllabus.
The syllabus serves many purposes for the students and the teacher such as ensuring a fair and impartial understanding between the instructor and students such that there is minimal confusion on policies relating to the course, setting clear expectations of material to be learned, behaviors in the classroom and effort on student’s behalf to be put into the course, providing a roadmap of course organization or direction relaying the instructor’s teaching philosophy to the students and providing a marketing angle of the course such that students may choose early in the course whether the subject material in attractive many generalized items of a syllabus can be amplified in a specific curriculum to maximize efficient learning by clarifying student understanding of specified material such as grading policy, locations and times, other contact information for instructor and teaching assistant such as phone or email, materials required and/or recommended such as textbooks, assigned reading books, calculators, lab vouchers etc. outside resources for subject material assistance, important dates in course such as exams and paper due – dates. Tips for succeeding in mastering course content such as study habits and expected time allotment, suggested problem if applicable, necessary pre-requisites or co – requisites to current course, safety rules if appropriate, and objectives of the course.
Ø The role of instructional materials.
Materials thus have the primary role of promoting communicative language use. We will consider three kinds of materials currently used in communicative language teaching and that are text-based, task-based, and realia.
There are numerous text books designed to direct and support communicative language teaching. Their tables of contents help to a kind of grading and sequencing of language practice not unlike those found is structural syllabus, with slight reformatting to justify their claims to be based on a communicative approach. Wateyn – Jones’s pair work (1981) consists of two different texts for pair work. Each containing different information needed to enact role plays and carry out other pair activities. Text written to support the Malaysian English language syllabus (1975) line wise represent a departure from tradition textbook modes.
A variety of games, role plays, simulations, and task – based communication activities have been prepared to support communicative language teaching. Classes these typically are in the form of one – of – a – kind items: exercise hand books, cue cards, activity cards, pair – communication practice materials, and student – interaction practice booklets.
Many proponents of communicative language teaching have advocated the use of “authentic” “from life” materials in the classroom. These might include language based realia. Such as sighs, magazines, advertisements and newspapers or graphic and visual sources around which communicative activates can be built, such as maps, pictures, symbols, graphs and charts.
Communicative principles can be applied to the teaching of any skill, at any level, and because of the wide variety of classroom activities and exercise types description of typical classroom procedures used in a lesson based on communicative language teaching principle is not feasible.
Ø Conclusion
So communicative language teaching has influenced many other language teaching approaches and methods that subscribe to a similar philosophy of language teaching. There are five characteristics of communicative methodology that give by Johnson and Johnson. Appropriateness, language use reflects the situations of its use and reflects the situation of its use and must be appropriate to that situation depending on the setting. The roles of the participants and the purpose of the communication, message focus, learners need to be able to create and understand message that is real meanings. Hence the focus on information sharing and information transfer in communicative language teaching activities. Psycholinguistic processing, communicative language teaching activates seek to engage learners in the use of cognitive and other process that are important factors in second language acquisition, risk taking, learners are encouraged to make guesses and learn from their errors. By going beyond what they have been taught they are encouraged to employ a variety of communication strategies. Free practice, communicative language teaching encouraged the use of “holistic practice” involving the simultaneous use of a variety of subs kills, rather than practicing individual skills one piece at a time.
Thus, communicative language teaching is best considered an approach rather than a method. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures.
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