Communicative Approach To Language Teaching

Throughout the history of language, we have developed such a strong understanding on the effects of communication and how as humans we need this social standard to ultimately survive and get through day to day tasks, in this piece I am going to explore how at different points in time and different social standards how if we derive social context and human interaction from communication it separates and completely takes away from the sole purpose of ‘language’. We will look at how children in the classroom are constantly seeking cognitive challenges and how to attach information and knowledge into the process of developing a structured vocabulary and grammar system to communicate to the others around them, and how throughout time our need for

They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. As a result, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and therefore different teaching methods spawned, known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching. Willbrand and Riecke in their book named ‘Teaching oral communication in Elementary schools' (1983) defined ‘oral communication' as the process of interacting through heard and spoken messages in a variety of situations. And instruction which integrates the teaching of listening and speaking over various situations has been termed the communicative approach to language

Sometimes more than one method is used to bring out the anticipated outcomes in the language classroom where communication develops the key factor of teaching-learning process. Unless students learn to utilise the classroom method to express thoughts and feelings outside into the real world situations, the learning cannot be effective no matter whatever teaching method is applied in English as a Second Language classroom. Teacher- student role becomes the centre in bringing out the maximum within the limited time in a

Communicative CALL is based on the communicative approach to foreign language teaching which became prominent in the 1970’s and 1980’s.

Daisy, Communicative Language Teaching - a comprehensive approach to English Language, Language in India;Feb2012, vol. 12 issue 2, p249.

I will highlight in this research precisely at how to avoid the lack of communications in the classroom by clarifying the big rule of Communicative language teaching (CLT) in both, improving communications skills and creating the best field of practicing new vocabulary, grammar rules and pronounce words correctly.

In the contemporary world, English language has a comprehensive usage and regarded as a lingua franca that acts as a communication bridge between the speakers who speak different native languages . However, it is quiet challenging to teach this language effectively especially to those who speak English as a second or foreign language.

Every day in human life we communicate with one another and how the communication is expressed varies based on the culture or social experience of the individual. Language comes in various definitions and is defined by Lyons (1981) as a conventional symbol system, an object, and “a cognitive phenomenon” (Clark, 1996), a social process. Language comes in two modalities, speech, social, and writing, object and is made of seven functions which are shown through personal, regulatory, interactional, imaginative, representational, heuristic and instrumental dialogue (Halliday, 1975). The study of language can be voiced as an object to be analysed and a social process that develops over time as we learn from one another. The social-cultural nature of language needs to be presented within the classroom to ensure education is inclusive to all levels of literacy. Language as an object and language as a social process will be defined within this text supported by quotes including Green (2006), Gee & Hayes (2011), Halliday (1975), Britton (1982), Clark (1996), Kay (2010), Crystal (2013) and Wittgenstein (1921). Language is dynamic as it is continually changing, words including ‘hath’, ‘thou’ and ‘natheless’ have been altered to develop with society (Oxford, 2017), a social process. This text will clarify how language is analysed as an object but also a social process with examples of how to apply the social-cultural nature of language to the classroom.

As English is becoming a more and more popular language, it is taught as a second language in the classroom in many countries all over the world. In consideration of this, many researchers have analysed different kinds of interaction that happens in the classroom. Seedhouse (2004) suggests that the organization of turn taking, sequence, and repair follow some rules in the second language classroom. Waldspurger (1996) concludes that learners usually produce long utterances in discussion lessons compared to what they produce in grammar lessons. In accordance with the finding of Seedhouse (2004), this essay aims to analyses the relationship between pedagogy and interaction in the second language classroom as this relationship is the basis of the

Language is the method of combining words to create meaning; it is the discourse between people and communities. Language exists so that one can communicate with another. Just as David Crystal states in his talk on Englishes, “You want to have a language that reflects your local interests, history and things that happen around you. All the things that happen in your language.” (2013) How one communicates with an individual will depend on the circumstance, for example a conversation between colleagues versus a stranger on the street will differ in terms of topic of discussion, body language and tone of voice. How an educator communicates with a student will shape the relationship between the two, as language determines authority or equality. The language and social experiences between a child and their peers or adult figures in their life will also determine how they communicate to another individual. Language and communication skills are imperative for a child’s education as it is the platform for other forms of development. There are many ways language can be taught; it is essential that educators understand these processes, as there are different ways of teaching language. (Grellier, 2014) The first way to look at language is as an object where language illustrates the meaning of subjects with a material form. In relation to the classroom, language in object form is structured and allows children’s language development to be studied further. The second term is language as

The communicative approach or the functionalist method is based on the interaction inside the classroom between the teacher and the students. According to Widdowson 1979, “The communicative approach focuses on the communication as the central goal of using language. The term communication has been broadly defined by proponents of communicative language teaching”. The main points of the communicative approach may be summed up as

Questions to be dealt in this article with include what is emphasized communicative approach in communicative language teaching and analysis of definition which helps explain communicative language teaching, the next point is how do the roles of the teacher and student change in communicative language teaching and importance of particular roles within the teaching-learning group, and there have been highlighted a few clear benefits like allowing the students to contemplate about some topic and express their views, which train in real life the ability to utilize language to communicate and some unfavorable features in communicative language teaching like focusing too much on oral skills in consequence of not enough emphasis on the correction of pronunciation and grammar errors. Examples of issues that can be used with a communicative approach are described, and sources of appropriate materials are provided.

Keeping the psycholinguistic and sociolinguistic characteristics in mind for my future classroom as well as some classrooms I have been in working with and observing students. This paper will talk about the best way I feel is to reach the linguistic needs of my students.

Knowing and having the capability of using a foreign language has become more widespread throughout the professional and nonprofessional population. In order to gain knowledge of another language, there must be a group of people willing to share their wisdom with others in a way that can be understood. The most common example of these kinds of groups are teachers, and the foreign language teachers at Columbus North High School are one of many. They are formed in their own discourse community within the high school. According to John Swales, a discourse community must have six characteristics; the teachers must all share the same goal, have created their own lexis, communicate with one another, have a hierarchy, utilize a genre to help in communication, and have relevant knowledge of the subject (Swales 220-222). One of the ways that this discourse community is successful in teaching a foreign language is through their communication, not only between the teachers themselves but with the students as well. The purpose of this research is to better understand the communication between the student and teacher relationship in a foreign language classroom and discover an easier and more effective way for both teacher and student to communicate. A way to do this is by using the Universal Design of Learning (UDL), a guideline designed for teachers so that all students can learn in the way that best suits their learning style (udlcenter.org). These guidelines were

As we all know that English is a global language, there is a need to learn the language to meet the future challenges especially to the students of non-native speakers of English. Language is used as a tool for communication. To learn a foreign language like English, students need mental involvement. Modern classrooms require the learner centered approaches. One such approach is Communicative Language Teaching. This type of teaching facilitates learning through modern techniques. Many researchers suggest that students who are actively involved in learning process will get success. Once they are actively involved in learning process they get self confidence and motivation. The instructional materials and techniques used by teachers have a direct effect on many students. If the approach fits the preferred learning mode, the