Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of Communicative Approach
Approach The communicative approach in language teaching starts from a theory of language as communication. The goal is to develop what Hymes (1972) reffered to as 'communicative competence'. Hymes's theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. At the level of theory, CLT has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of lg follow.
1. Lg is a system for for the expression of meaning.
2. The primary function of lg is for interaction and communication.
3. The structure of lg reflects its functional and communicative uses.
4.The primary units of lg are not merely its grammatical and structural features, but categories of functional and communicative meaning as examplified in discourse. Theory of Language 1. The communication principle: Activities that involve real communication promote learning.
2. The tasks principle: Activities in which lg is used for carrying out meaningful tasks learning.
3. The meaningfulness principle: Lg that is meaningful to the learner support the learning process. Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use (rather than merely mechanical practice of language patterns) Theory of learning