The Pedagogical Aspects Of Communicative Language Teaching

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Acquisition of an L2 (second language), has always been an important issue in the field of linguistics, and its relationship with an L1 (First language) is what concerns Vivian Cook in the chapter called “The relationship between first and second language learning revisited”.

The second language classroom is full of theories of how to get students to acquire the target language (L2). These theories have been around for many years and have been debated and revised numerous times. Theories such as the grammar translation theory, used up until the 1940’s, are no longer in favour because of their inability for learners to use the language in colloquial situations have been superseded by new innovative ideas. At the time of writing this paper, there are three main theories used in the second language classroom: Behaviorist, Innate, and Interactionist.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

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

Perhaps the most dramatic the development that has taken place in the field of English language teaching in the last 50 years has been the shift in its primary function.. from being mainly the native language of nations such as the UK or USA, to being mainly a global means of communication. The speakers of English whose L1 is another language already vastly out number native English speakers, and their number countries to grow. For most of its learners, English is therefore no longer a foreign language. This development has brought with it a number of changes in the principles and practice of English language teaching.

According to Brown (2007, p. 45) Communicative Language Teaching is an attempt which goes beyond teaching grammar and discourse elements in language communications. Brown (2007) asserts that it “probes the nature of social, cultural, and pragmatic features of language” (2007, p. 45).

For example, by studying the history and development of a certain language in The English Language (ENGL 346), the course prepares me for discussion and investigation of my first language. Since English is such a popular second language, a thorough understanding of my first language is essential to success in linguistics and in my future career path. The development of language is the classroom was a common topic in Bilingual Education (EDUC 345), and the course discussed the application of linguistic theories in the field of education.

It has been proven through research that young learners benefit from participating in both informal and formal talk throughout the school day. The aim of teaching a second language is to assist the young learner to speak fluently and communicate effectively in a second language.

The world population has grown and diversified causing a great impact on economic and social life. This growth has influence language specialists and teachers of ELT to have a different perspective on language learning and language use. The growing changes in standardized English ask for a curriculum reform and different ways for schools to meet the students’ needs. For those reasons I will critically review the following articles, “Opportunity and Diversity: The Handbook for Teachers of English”, created by the British Council in 2009. The article “Towards Intercultural Communicative Competence in ELT” written by, Cem Alptekin 2002 and “The Future of English article", written by David Graddol 1997. This review will put in perspective the different ideas on how to approach ELT in the 20th century and the next years to come.

Since the 1900’s many theorists have carried out research into language development and many theories are still being used in the classroom to develop strategies which are highly effective in ‘Second Language acquisition’ (SLA). An example of this is Cummins’ (1981) Iceberg Model which identified two types of language proficiency. The first type is called basic interpersonal communication skills (BICS) and the second type is called ‘cognitive academic language proficiency’ (CALP). EAL children can take up to one – two years to gain BICS, and between five – seven years to gain CALP.

However, these means were very counterintuitive because they did not successfully facilitate learning. There was a great need for an effective method to learn and teach second languages, but it was nearly impossible to integrate a culture and language of one area into another successfully. The geographical distance between people of different nationalities made communication impossible, and no universally applicable teaching tool existed for students around the world to learn the same language. As English began to dominate the business, economic, and social sector of the world, learning the language was absolutely required for people of developing countries. Learning languages can also be necessary for people moving to another country, for the general preservation of culture within smaller indigenous peoples, and for the participation in linguistics in general.

The 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 be conducted in two forty minute sessions with a short break in the middle. The impact of the workshop will be evaluated using quantitative and some limited qualitative data.

Lightbrown & Spada examined the influence of form-focused instruction and corrective feedback on communicative teaching. What has previous research on this topic indicated? What do we learn about this important topic based on their results and conclusions?

English as a language has been designated as having a global ranking (Crystal 1997), (Northrup 2013), (Mckenzie 2010). A language that is deemed as having a global status is clarified by Crystal (2003, p.3) as ‘one that achieves a genuinely global status when it develops a special role that is recognised in every country’. Due to this prestigious standing that English has attained, it is unsurprising that many are keen to acquire it across the world. This is also supported by Wyse, Andrews and Hoffman (2010, P.398) who state ‘English is much more favoured over the other official languages as a second language’. As many learners are acquiring English in the context of a second or foreign language, the discussion over utilising the learner’s first language in the process remains a contentious subject (Brown, 2000). This assignment will provide an overview of perceptions from differing approaches in regards to the use of the L1 in language education, along with arguments in support and against the same.