The present Unit of Work could be framed pedagogically into The Communicative Language Teaching Approach (CLT), together with the Project-Work and the CEFRL´s Action- Oriented Approach. The Communicative Approach emerged at the end of 1960s and early 1970s when a series of circumstances, motivated by the emerging society, evidenced the necessity of adapting the language teaching-learning process to the new contextual demands. Until then, the Situational Language Teaching, widely-extended, and other
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. The Communicative Approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding
method, Direct method, Situational Language Teaching etc., to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful result of the earlier language theories, were proved to be ineffective, because it was felt in all the methods, that the learners were passive and the teaching-learning process was mechanical. Hence during the 1960s, a new trend of language teaching called Communicative Language Teaching paved its way into classrooms in the early 1960’s and has been
is the Communicative Language Teaching (CLT) approach. Nowadays, in fact, Communicative Language Teaching is one of the most common teaching methods adopted by teachers of second and foreign languages all over the world. Its origin can be found in the late 1960s early 1970s in the British academic system, which was undergoing a serious of changes that reflected, none other than, the changes that were occurring in society. The aim of this paper is to give an overview of what Communicative Language
to the latest mode of communicative approach. The conventional teaching methods - the unsuccessful result of the earlier language theories, were proved to be ineffective, because it was felt in all the methods, that the learners were passive and the teaching-learning process was mechanical. Hence during the 1960s, a new trend of language teaching called Communicative Language Teaching paved its way into classrooms in the early 1960’s and has
USING OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN TEACHING SPEAKING Markus Dimu Radja ABSTRACT In teaching speaking teachers should know a).the concept of speaking, the element of the sound for instance phonemes because some of the students and including teachers still find difficulties in pronouncing them and b).models of learning and teaching and focused on CLT . Common to all version of Communicative Language Teaching is a theory of language teaching that stars from a communicative model
South Korean Ministry of Education suggests a communicative approach to teaching English (2008) in schools. In addition to this government directive I have decided to implement a workshop stressing and demonstrating its value. The workshop will also seek to compare and contrast the use of this approach with Grammar translation based approaches. Finally the workshop will seek to recognise problems with the implementation of the communicative approach and suggest recommendations. The workshop will
not complicated sentences and have poor grammar skills. (4) The class size should be small in using this method. So this method is just suitable to teach English beginners, and cannot be fully applied in the large country—China. 2.3 Audio-Lingual Approach This English teaching method puts listening and speaking in the first place. It uses sentence pattern as the base of teaching and tries to avoid mother tongue in class. When using this method in learning English, students should first listen and
How can the Communicative Approach along with Modern Day Communication Technology Influence Language and Literacy Development? Abstract Although many language educators have surmised that the communicative method along with the aid of technology is effective in language acquisition, the findings on the use of modern day technology along with the communicative approach seem to be inconclusive. According to UNESCO, in the world today there are about 1 billion non-literate adults. This 1 billion
Communicative Approach to Language Teaching Objective The objective of this study is to examine the general context of the communicative approach in language teaching and describe the key features of a communicatively innovative approach with a focus on form and to describe in detail four central elements of an innovative and progressive approach to second language teaching. This work will additionally discuss the challenges found in relation to the application of these two elements. Introduction