Communicative Approach

兒英二 109614011 Janice 周于真兒英二 109614001 Jane 曾致潔 兒英二 109614003 Fanny 蕭渝方兒英二 109614025 Rita 徐瑋伶教二甲 109617039 Shenicy 沈冠彣

Theory

Janice

Creator:

Robert Langs

Origins:

Educators and linguists dissatisfied with the audio lingual and grammar-translation methods of foreign language instruction.

Communicative method Focus on language as a medium of comm

unication. The teacher sets up a situation that stude

nts are likely to encounter in real life. The target in communication is to create

the meanings. Instead of helping students develop perfectly in grammatical structures.

Communicative method More emphasis on active modes of learni

ng. Not just limited to oral skills. Use topical items and materials related t

o pupils’ lives.

Communicative method Use everyday language (even slang word

s). Communication embraces a whole spect

rum of function. Communicative approach is more pupil-

orientated.

Teaching

Jane

Dialogue

Clerk: Can I help you sir?John: Yes. Where is milk? I am completely lost!Clerk: Milk? Go down this aisle and turn left. It’s in the dairy section. John: Oh I see. How much is the noodle? Clerk: 50 dollars. Buy two and you can get one free.John: Thank you.

Food:

1bakery 2canned goods 3cereal 4dairy 5frozen foods 6fruit 7meat

8seafood9vegetables

Hardware

1aisle 2basket 3cart 4checkout counter 5counter 6section 7shelf

Role play

Situation 1

A: a housewife who wants to buy a package of washing powder but you can’t find it in the supermarket

B: a passionate clerk in a super market, but give a wrong direction

Role play

Situation 2

C: a senior citizens who want to buy a pack of noodle, but couldn’t recognized the price print on the package

D: a clerk who have to serve every customer when needed

Introduction of Teaching

Fanny

Introduction of Teaching

Teacher gives a presentation of a situation or context through a brief dialogue.

This includes a discussion of the function and situation: People, roles, setting, topic and the level of formality or informality the function and situation demand.

Introduction of Teaching

Classroom should provide opportunities for rehearsal of real-life situations.

Primacy of oral work.

Introduction of Teaching

Homework and extension activities are relevant to the learners’ creation of new dialogues around the same situation.

To complete the lesson cycle, provide opportunities to apply the language.

Basic Principles

Rita

Basic Principles for Learners A teacher's main role "the guide by the side"

and not "the sage on the stage". Lessons are usually topic or theme based, wi

th the target grammar "hidden" in the context e.g. a job interview (using the Present Perfect tense.)

Basic Principles for Teachers

Activities set by the teacher have relevance and purpose to real life situations - students can see the direct benefit of learning.

Emphasis on engaging learners in more useful and authentic language rather than repetitive phrases or grammar patterns.

Emphasis on communication and meaning rather than accuracy.

Basic Principles for Teachers

Use of songs and games are encouraged and provide a natural environment to promote language and enhance correct pronunciation.

Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow.

Basic Principles for Learners

Learners are encouraged to speak and communicate from day one, rather than just barking out repetitive phrases.

Learners practice the target language a number of times, slowly building on accuracy.

Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time, rather than just teacher to student and vice versa.

Conclusion

Shenicy

Advantages

Interesting Useful Confident Brainstorming Authentic Harmonious

Disadvantages

Evaluation Limited instructional hours Losing control Not suitable for all levels Activities are difficult to monitor Introverted teachers or students