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Communicative Language Approach

Interaction is the means and the ultimate goal of this approach

Debra Sandberg

on 19 October 2012

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Transcript of Communicative Language Approach

Today's Class Communicative Language Approach Overview of the approach References: More Communicative Approach Activities What is the Communicative Language Approach? Implications for Methodology Classroom Activities Larson-Freeman, D. and Anderson, M. (2011). Techniques and Principles in Language Teaching, 3rd Ed. Oxford, UK: Oxford University Press.

Richards, J.E, (2006). Communicative Language Teaching Today. Melbourne, Australia: Cambridge University Press. The road to communication competence Communicative language teaching can be understood as a set of principles about : The goals of language teaching How learners learn a language classroom activities that best facilitate learning Communicative Language Teaching - an approach to the teaching of additional foreign languages, emphasizing interaction as both the means and the ultimate goal of learning a language. The Communicative Language Approach is a refinement of the Audiolingual method: Constructivism VS. Behaviorism and Structuralism communicative proficiency/competence rather than mastery of structures GOALS: Communicative Competence Knowing how to use language for... Different purposes/functions Different settings/participants Produce/understand different texts to get things
situation analysis
to express personal feelings
to learn
to communicate information Formal vs. Informal
Written vs. Spoken Narratives
Conversations Communicative Approach Activities Question and Answer/Reflection period How Languages are Learned: Earlier Views: Mastery of Grammar Competence Good habits formed through correct sentences, not making mistakes Avoid Errors! Performing Drills Memorizing dialogues Learning is under the control of the teacher! More Recent Views: Interaction between the learner and users Collaborative creating of meaning Creating meaningful and purposeful interaction through language Negotiation of meaning as the learner and his/her interlocutor arrive at understanding Learning through attending to the feedback learners get when they use the language Paying attention to the language one hears (input) and trying to incorporate new forms into one's developing communicative competence Trying out and experimenting with different ways of saying things Classroom Activities that Facilitate Learning: Pair Work Group Activities Project Work Role Plays No more memorization of dialogue and drills Office
Store Make real communication focus Provide opportunities to experiment/try out what is known Be tolerant of learners' errors - building communicative competence! Link speaking, reading, listening together - REAL WORLD! Provide opportunities to develop accuracy/fluency Let students discover grammar rules Mechanic, Meaningful, and Communicative Practice Accuracy and Fluency Activities Information Gap Activities (to obtain information) Jigsaw Activities Task-completion Information-gathering Information-transfer Reasoning-gap Role play puzzles
map reading
games Student conducted serveys
Searches (verbal communication) Compare values, opinions, beliefs via Ranking Task How to get from A to B
then draw map with sequence Change information into another form Example: Read info about subject
then represent it as a graph Using inference/reasoning to derive new information Example: Rank the top 5 things you look for in a spouse, from lowest to highest Example: Figure out teacher's timetable from students' timetable Improvize a scene based on information given Opinion-Sharing Reflect natural use of language
Focus on achieving communication
Require meaningful use of language
Produce lanuagage that may not be predictable
Seek to link language use to context Reflect classroom use of language
Focus on formation of correct examples of language
Practice language out of context
Practice small samples of language
Do not require meaningful communication
Control choice of language
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