Language Teaching: The Communicative Approach To Language Learning

Communicative Language Teaching builds good interactions between teacher and students which caused by the combination of fluency and accuracy practice that can be done by the teacher and the students, and the exact roles of the teacher and the students. Initially, in CLT there is a combination of fluency and accuracy practice to develop significant and tolerant interaction of the teacher and the students. First, fluency practice happens in every classroom activities in which students and teacher build an interaction with ongoing communication within them together sharing and negotiate the information. On the other hand, accuracy refers to the correctness of using language in grammatical context or not (Richard, 2006). While fluency supports students to be free to interact but still appreciate the differences of knowledge of each student, accuracy allows students and teacher to see on the context of interaction. Hence, it’s better to use both of this practice to create meaningful and tolerant interactions in teaching-learning process. For example, students are divided in some groups to do a role

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

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

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

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

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.

Wilkins (1972) carried out an analysis of the communicative meanings a language learner needs to understand and express, and developed the idea of learning notions and functions. In line with the fundamentals of the Communicative Approach, this Unit of Work intends to make students aware of the importance of the foreign language as a mechanism for expression of emotions and communicative

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).

Have you chosen one of the best ways to teach your students today? Which one did you prepare? It will be better to choose Communicative Language Teaching as one of the approaches in teaching English. Communicative Language Teaching or CLT derived from communicative competence (Hymes, 1971). It is a teaching approach which has goals, teachers and learners’ roles, process of learning language, and also can facilitate learning activities (Richards, 2006). CLT underlines interaction between students. In the Communicative Language Teaching classroom, the teacher has a role as a facilitator who will only facilitate the learning process, not become a model. Moreover, the students are going to be more active in learning the language (Richards, 2006). Thus, CLT is a

Robin, C., and Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. TESL, EJ,1(3).

According to Galloway, Ann (1993), Communicative language teaching makes use of real-life situations that need

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.

A brief overview of the history of approaches and methodologies in teaching English shows that” being a fluent speaker was a goal in some approaches such as the Silent Way in which near- native fluency in the target language, and correct pronunciation and mastery of prosodic elements of the Target Language are emphasized”( Richards and Rodgers 2003, p.83).In Community language learning , the learners were to repeat the target utterances without hesitation ,to support the members of the community, and become counsellor of other

Learning English has become primary necessity in this era, for the better or worse, by choice or force, English has ‘traveled to many part of the world and has been used to serve various purposes’ (Sharifian in Naji Pishgadam, 2012 : 84 as cited in Setiawati , 2015 :1). According to Chang as cited in Setiawati, “English has been the prevailing foreign language in the curricula of educational institution and in foreign language learning”. By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca, that is language use widely for communication between people who do not share the same first (or even second) language (Harmer, 2007).

Learners rely on a shared understanding of an acquired vocabulary of the Standard English language in communication, and throughout the course of a lifetime this will extend, change and vary. Throughout education, learners are given repeated experiences of the meanings of entities within certain subject areas and depending on academic development, experiences and interests, these areas will broaden. Equally, interpretation of language will develop, modify and change. As a result, knowledge of language is dependent amongst other things within the educational, socio-cultural, and geographical backgrounds, contextual knowledge of a topic and the age and gender of the learner. Therefore the interpretation and understanding of language is reliant on external sources as well as facilitating and acquiring these skills through exposure to language learning material at an academic level. (Locke, 1971)