Communicative Approach in English Teaching

Nowadays, English is important for everyone, English had been taught in every school, starting from elementary school until the University level. English has become the global language and the primary method of communication for the people of the world in fact it is now common for English to be referred to as International or even Global English. English learning is very important for the students, because if they can mastery English it means they have been use English in orally and in written form. Speaking is one of the basic skill in English. According to Clark (1977:233) speaking is fundamental act. Other than that, Widdowson (1984:58) states that speaking is the active or productive skill. In speaking, the students should master the elements

I will address a wide range of skills and abilities in my classroom by differentiating instructions. I believe that students reach their highest level of thinking at different rates and in their own way. Therefore, teachers must teach in the way their students learn. I will address my student's needs by using various strategies such as individual learning, collaborative learning and scaffolding my lessons. Individual learning will allow students to complete their assignments at their own level and rate and collaborative learning promotes peer learning. I believe peer learning will improve students progress as they work towards a common goal. I will also scaffold my lessons and design activities and assessments that will support multiple learning

Although the hands-on learning approach requires a great deal of preparation time, once students have adjusted to the teaching method, the learning process becomes an enjoyable experience for both the teacher and the students (Berk, 1999). When teachers make use of hands-on activities to illustrate concepts in mathematics and science, students perform better on assessments in these subjects because their level of thinking and curiosity increase as a result of their active participation in the learning process (Wenglinsky, 2000).

This approach was very advanced for the time. It revolutionised the strategies of language learning and also changed the role of the language teachers as well as the language learners. In contrast with some of the methodologies previously adopted, its main goal is to teach the scholars the ability to communicate. Thereby, Communicative Language Teaching bases itself upon the concept of language competence, which is considered the actual basis of proficiency in a language. Hence, teaching activities involve students in real-life communicative situations in which the communicative task is of more importance than the grammatical accuracy. Other exercises such as games, songs, problem solving and role-plays also are used in classrooms. It must be said that each of these activities are sowed on the learners needs, therefore, if the class

An ideal Problem-Posing Class is one in which both students and teachers create a learning experience, where the students becomes the teachers, and teachers become the students. Meaning that, the students are at liberty to critically question the teachers ' reasoning and debate with knowledgeable responds, to whether what the teacher is teaching is true or not. This creates a discussion between the student and teacher. And instead of the student being the only one being taught, the teacher is being taught something new as well. This breaks the traditional habits of learning, where the teachers would only feed information to students and they would accept it with no question, or consciously think about what is being taught.

An ideal Problem-Posing class is one in which both students and teachers create a learning experience, where the students becomes the teachers, and teachers become the students. Meaning that, the students are at liberty to critically question the teachers ' reasoning and debate with knowledgeable responds, to whether what the teacher is teaching is true or not. This creates a discussion between the student and teacher. And instead of the student being the only one being taught, the teacher is being taught something new as well. This breaks the traditional habits of learning, where the teachers would only feed information to students and they would accept it with no question, or consciously think about what is being taught.

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

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.

Every English language student is expected to master the four language skills: reading, writing, listening and speaking. Among these, listening is a greatly integrative skill and it plays a vital role in the process of language learning, promoting the rise of other language skills since it is the first skill students are exposed to. It is a receptive skill which involves taking in information through the ears, processing and understanding the message and its importance and giving feedback. Actually, listening is the most common communicative activity in daily life, since people listen twice as much as they speak, four times more than they read, and five times more than they write (Morley, 1991:82). In spite of its importance, teachers appear to avoid teaching the listening skill to their students and focus only on speaking, writing and reading skills. Listening is commonly viewed as the most challenging skill both to learn and teach, because of its temporal nature, the complexity of the listening processes and the special features of spoken language (Ur, 1984). What is more, the constrained class time, lack of resources at

Communicative language teaching (CLT) which was mainly developed from social science and humanities beyond language teaching concerns, has been followed for nearly three decades. Hymes from the linguistic anthropology (1971) and Habermas (1984) from social philosophy point of view, proposed different notions of communicative competence in CLT to be used in language teaching and assessment. Communicative competence, as Richards (1985) claimed, includes knowledge of the grammar, vocabulary of the language, rules of speaking, knowing how to use and respond to different types of speech acts and knowing how to use language appropriately. It is believed that the goal of second language teaching should be communicative competence, and it should include the ability to use language appropriately in social contexts in order to perform communicative functions and the ability to combine utterances and communicative functions according to the principles of discourse (Loveday, 1982; Canale & Swain, 1980).

The vast majority of the teachers participated in the interview claimed that they adopt indirect, functional and inductive language teaching approach in which students are engaged in lesson activities and asked to think about them to induce the rule, so they can learn independently, and achieve communicative competence through integrated grammar and communication (Ellis, 2006).

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 teaching approaches in the field had centred on the mastery of structures. However, they had run its course since it became clear the necessity to focus on the functional and communicative potential of a language (Widdowson, 1978). As language

For English learners, there are four skills that we must master. According to the research done by native and foreign educators, (Levelt, 1989; Debot, 1992) speaking is more difficult for students. In order to find factors influencing middle school students’ oral English, and know more about oral English. This paper will introduce some research about oral English and stresses the importance of oral English. Since our country has joined WTO, oral English became more and more important. With the trade developing, communication is the first step to know other countries’ cultures, customs, languages and habits. In English learning, there are four important skills; they are listening speaking reading and writing. Because students and teachers ignore

III. Adopt communicative approach to improve students ability to listen and speak, and achieve the goal of English teaching

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 of language and language use, and that seeks to translate this into design for an instructional system, for material, for teacher and learner roles and behaviors, and for classroom activities and technique. The range of exercise types and