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The Communicative ApproachProf.MiguelA.ArceRamos
ELED208MethodologyofElementaryESL
The Communicative Approach
• Itisthetheorythatlanguageiscommunication.
• Therefore,thefinalaimofCLT(CommunicativeLanguageTeaching)iscommunicativecompetence.
• Itemphasizes interaction asboththemeansandtheultimategoalofstudy.
The Communicative Approach
• Forexample,practicingquestionformsbyaskinglearnerstofindoutpersonalinformationabouttheircolleaguesisanexampleofthecommunicativeapproach,asitinvolvesmeaningfulcommunication.
• Theteachersetsupasituationthatstudentsarelikelytoencounterinreallife.
• Inthecommunicativeapproach,teacherscanleavestudentsinsuspenseastotheoutcomeofaclassexercise,whichwillvaryaccordingtotheirreactionsandresponses.
The Communicative Approach
• CLTisusuallycharacterizedasabroad approach toteaching,ratherthanasateaching method withaclearlydefinedsetofclassroompractices.
• TheCLTclassroomoftentakestheformofpairandgroupworkrequiringnegotiationandcooperationbetweenlearners,fluency-basedactivitiesthatencouragelearnerstodeveloptheirconfidence,role-playsinwhichstudentspracticeanddeveloplanguagefunctions,aswellasjudicioususeofgrammar- andpronunciation-focusedactivities.
What is communicative competence?
Rules
Differentstrategies
Objective CommunicativeCompetence
Socio-linguistic
Socio-cultural Discourse
Grammatical Strategic
Principles
Learnerslearnthroughusingittocommunicate
Authenticandmeaningfulcommunication
Fluency
Communicationinvolvestheintegrationofdifferentlanguageskills
Learningisaprocessofcreativeconstructionandinvolvestrialanderror
Teacher’s Role
Teacher’s Role
• Theteachermustfocusoncreatingrealworldactivitiesthatinvolvehim/herintheprocess.
• Theteachermustalsofocusoncreatingmaterialsthatareadequateforthistypeofeducation.
• Sincecommunicativecompetenceisouraim,teacher’smustunderstandthatitisessentialthatstudentsbegiveneveryopportunitytopracticecommunicating.
Teacher’s Role
• Thisisnotateachercentricapproach.
• Theteachermustunderstandthathis/hertalkingtimemustbekepttoaminimum.
• Theteachercantalkbutitshouldbecontrolledandappropriate.
Type of Communication
• Communicationcanbedividedintotwocategories:• Input• Output
• Thefourcommunicativeskillsareputintothesecategories.
Input
Reading
Listening
Output
Speaking
Writing
Type of Communication
•Whicheveroftheseskillsisbeingtaughtthemainfocusmustbeonthestudentandnotontheteacher.
• Theinteractionshouldusuallybethestudenttostudentandshouldincludetheteacheronlywherenecessary.
• Duringmostclassroomactivitiestheteacherwillmonitorandinterveneonlywherenecessary.
Activities
• Classroomactivitiesshouldbecarriedoutinthetargetlanguage(English).
• Theremaysometimesbeoccasionswhereallowingthestudentstobrieflydiscussapointintheirnativetonguecanpromotegreaterunderstandingandassimilationofnewinformation.
• Thisiscontroversialissueandshouldnotusuallybepermitted.
Activities
Activ
ities Games Language
Exchanges
Role-plays Show andTell
Simulations Surveys
Materials
• Materialsfallintothreebroadcategories:
Text-Based Materials
• Forexamplepracticeexercises,readingpassages,gapfills,recordings,etc.canbefoundinalmostanycoursebookaswellasinbookscontainingsupplementarymaterials.
• Theyformanessentialpartofmostlessons.
Task-Based Materials
• Theseincludegameboards,role-playcards,materialsfordrilling,pairworktasks,etc.
• Theymightbeusedtosupport'reallife'taskssuchasroleplayingbookingintoahotel,orajobinterview.
Real World
• Thisincludessuchthingsasmagazines,newspapers,fruitandvegetables,axes,maps- thingsfromtherealworldoutsidetheclassroom.
• Forexample,fruitandvegetablescouldbeusedinashoppingactivity,anactcouldbeusedtoshowtheeffectofusingthepresentperfectcontinuousonashortactionverb.