Communicative Language Teaching

Communication and language development involves giving children a language-enabling environment to give them confidence and skills in expressing themselves and to communicate and listen in various situations.

Archakis (2006) states that the communicative approach has recently prevailed. The purpose of language teaching is to help learners to practice relevant cases of communication. According to the communicative approach the language teaching has to be directly interrelated with contextual components. The stress of language teaching needs to be language use in social events, that is, students should be aware of the socio cultural and sociolinguistic skills for appropriate language use. Oral discourse is an entity of a range of discourse genres such as a lecture, conversation. Oral speech should be taught on a regular bases involving students in various activities and social circumstances. The teaching of oral discourse should be centered on the specific features of oral speech that promotes participation. It is very helpful for students as contemporary society concentrating on oral conversational speech and its peculiar daily used devices. This leads learners to the production of dramatization, interpersonal contribution, arguing competence as well as building identity as critical

Language is the primary way of human communication, whether it be spoken or written. In the United States the primary language is English, and only twenty-five percent of the U.S. know a language other than English. The U.S. language laws do not require citizens to be bilingual and most states do not mandate that their students take a foreign language course to graduate. The problem with this law is that it is causing students, who will eventually enter the global job market, to be at a disadvantage against migrant workers or workers that speak more than one language. Considering that the U.S. is a country that many immigrants flee to, the disadvantage for American students and workers are high. The risk of less job opportunity should not be the only worry for monolingual speakers in America. Another downside of not knowing an additional language, is you do not have as much cognitive skills as you would if you were multilingual and international relations will be affected with other countries. Additionally, language and culture go hand and hand, when excluding one the other will quickly follow.

Brumfit, C. and K. Johnson K. (1979).The Communicative Approach to Language Teaching. Oxford: Oxford University Press.

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.

In this essay, my intention is to discuss the question of how problems can be solved through knowledge by looking at communication through language. Communication is much more than just speech, it is the act of transferring information from one person to another, and it is known for being the key to success Paul J. Meyer. Communication through language is one of the most important ways in which people express their thoughts and ideas in words. "The use of language is the most important integral part of our daily life" (Cambridge Institute) believes Cambridge Institute of foreign language. They say that "without languages, we cannot interact with anyone and life will be so bland and lonely" (Cambridge Institute). To investigate in more depth

In foreign language education and assessment, pragmatic competence has been known as an essential component of communicative language ability (Canale and Swain 1980; Bachman 1990). Although the fact that many models of communicative language ability included pragmatic competence since the 1980s (Bachman 1990; Canale and Swain 1980; Savignon 1983), but Röver (2005) and McNamara plus Röver (2006) point out that pragmatic competence assessment is still in its infancy. This paper is an attempt to present a literature review of pragmatic competence assessment. At first, a preliminary aspect of assessing pragmatic competence are presented. Second, the researcher provides a research-based review of pragmatic competence assessment. Third, the biggest part of the paper has been given to the approaches and strategies of assessing pragmatic competence that can be used and applied by researchers. Finally, hints about how to conduct an assessment as well as the rating process are reported in order to help teachers to assess this important component of the language.

This paper deals with the relation between cognitive linguistic theories of grammar and pedagogical grammar.

first one refers to knowing how to use the grammar, syntax, and vocabulary of a

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

The purpose of this paper is to explore the methods are used in an Adult English as a Second Language (ESL) classroom. I am interested in what types of activities facilitate students’ understanding, make students comfortable, and encourage student participation. I chose to concentrate on this aspect of second language (L2) learning because as a future teacher, I believe it is important to be mindful and use activities and interactions that appeal and are beneficial to all students. This study made me more aware of the interactions and activities used in the classroom. In order to narrow down the investigation, the following three research questions were formulated:

While teacher training instruction has long led movements in higher education toward more “active learning” (student engagement in the classroom coupled with language teaching practicums), blended learning, with a mix of on-line and in-person learning opportunities, is not yet in widespread use. Increasingly, publishers of textbooks provide on-line resources, both audio and video, but faculty members need time to explore how to use these resources more effectively.

Historically, both teachers and researchers have not been interested in pronunciation, as they have usually focused their effort on grammar and vocabulary. Only at the end of nineteenth century, with the Reform Movement in language teaching, pronunciation received systematic attention (Celce-Murcia et al. 2010; Terrell 2012). Thenceforth, research on L2 phonological instruction has grown, and, with the advent of the Communicative Approach, questions on the matter shifted from “Is it necessary to teach it?” to “What are the best ways to teach it?” With the focus on communication, this approach raised the need to teach both segmental and suprasegmental aspects of the target language in the classroom in order to increase intelligibility and communicability, because, regardless students’ command of the second language grammar, they may still face communication problems if they fall under a threshold level of nonnative pronunciation (Hinofotis and Bailey, 1980).

- Focus on learners’ communicative competences development ( including linguistic competence , actional competence, discourse competence, socio-cultural competence and strategic competence)

As stated in the previous chapter, today’s English teaching focuses more on communicative purpose of language learning than in the past. It leads to the more important consideration of speaking skills than in previous time. Just like assessment, there is also various definition of speaking. One of them is from Lingua Links (1998) that defines speaking as productive skill in the oral mode that involves more than just pronouncing words.