Communicative Language Teaching: theories, lesson plan and application. 1)The communicative principle: Activities that involve realcommunication promote learning.2)The task principle: Activities in which language is used to carry outmeaningful tasks promote learning.3)The meaningfulness principle: Language that is meaningful to thelearner supports the learning process.
Communicative Approach - Teflpedia. The Communicative Approach, also known as communicative language teaching (CLT), emphasizes interaction and problem solving as both the means and the ultimate goal of learning English - or any language.
As such, it tends to emphasise activities such as role play, pair work and group work. It switched traditional language teaching's emphasis on grammar, and the teacher-centred classroom, to that of the active use of authentic language in learning and acquisition. Outline CLT is interested in giving students the skills to be able to communicate under various circumstances.
As such, it places less emphasis on the learning of specific grammatical rules and more on obtaining native-speaker-like fluency and pronunciation. It is more of an approach or philosophy than a highly structured methodology. An emphasis on learning to communicate through interaction in the target language.
History Shodhganga.inflibnet.ac.in/bitstream/10603/32846/8/08_chapter 2.pdf. Teacher Talk » Why I am not a fan of the Communicative Approach. By David BarkerAuthor and Publisher of Materials for Japanese Learners of English Japan I am writing this in response to Alex’s question about why I am not a fan of the Communicative Approach.
Let me say before I begin that the case I want to make has already been made far more eloquently by Michael Swan in his 1985 articles in the ELT Journal. If you have not read these, please do. In my opinion, they should be compulsory reading for all language teachers. A critical look at the Communicative Approach (1) A critical look at the Communicative Approach (2) One problem with discussing the Communicative Approach is that the term has come to mean different things to different people. If this were truly the case, I would have no arguments with CLT, although I would question the usefulness of a term that claims to cover every other method and approach that preceded it.
Is communicative language teaching a thing of the past? Jason Beale The concept of communicative competence was originally developed thirty years ago by the sociolinguist Hymes, as a response to perceived limitations inChomsky's competence/performance model of language (Sanders 1987: 218).
Itwas then elaborated on in the early 1980s by Canale and Swain. According toCanale (1983: 5), communicative competence refers to 'the underlying systemsof knowledge and skill required for communication'. The four components of communicative competence can be summarized as follows: Grammatical competence: producing a structured comprehensibleutterance (including grammar, vocabulary, pronunciation and spelling). Sociocultural competence: using socially-determined cultural codes inmeaningful ways, often termed 'appropriacy' (ie. formal or informal waysof greeting). Discourse competence: shaping language and communicating purposefully in different genres (text types), using cohesion (structural linking) andcoherence (meaningful relationship).
Fostering Intercultural Communicative Competence in the Foreign Language Classroom: Pedagogical Implications. Foreign Language Classroom: Pedagogical Implications.
International Journal of English Language & Translation Studies . 2(2), 59-70 Retrieved from Page | 61 The former includes the sound system, morphology, and sentence creation, while the latter has to do with the speaker's ability to use language appropriately depending on the context. Drawing on Hymes' (1972) ideas, several authors have advanced different communicative models in order to better explain how SL/FL learning and teaching work (Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Celce-Murcia et al . 1995; Usó-Juan & Martínez-Flor 2006).
Repositori.uji.es/xmlui/bitstream/handle/10234/14133/32506.pdf?sequence. Communicative competence revisited. Yet again! 1.0] Introduction A student understands the meaning of a conversational dialogue but the grammar disturbs him.
Our student is familiar with dialogues where questions are followed by answers and where speakers courteously paraphrase each other. “Do you have any brothers or sisters?” Would be followed by “No, I haven’t” or “Yes, I have.”, economically practising the interrogative and declarative moods. Conversations in reality are often not so symmetrical and, for once, the dialogue in the book was not artificial and hence the disturbance. It might be thought that the teacher who taught the “traditional lesson” and those who continue to teach “traditionally” are responsible for the students who have problems dealing with “real” conversations. “Currently teachers feel guilty about not being communicative. As a member of that guilty congregation, I intend to review some of the literature that communicative teaching is based on. 2] Communication, Competence and Performance 5] having a purpose.
Is Communicative Language Teaching a Panacea in ELT? - Student and Teacher Perspectives. Elearning.moodle2.unito.it/studium/pluginfile.php/12072/mod_resource/content/1/S.Savignon_Beyond communicative language teaching.pdf.