The communicative approach to language teaching

INTRODUCTION -:

Any language can be won if we develop four basic language skills that listening, speaking, reading and writing. Listening and speaking are interactive processes that directly affect them. Speaking is a expression language skills in which the speaker uses verbal symbols to communicate, while listening is a receptive language skill, which involves the interpretation of these symbols in a sense. writing skills are also expressive language in which the author uses written symbols to communicate, while reading is a skill receptive language, which refers to the interpretation of these symbols in a sense.

Listening and speaking and reading and writing were also considered issues different in a curriculum and taught a different skill set, but the 1980s and early 1990s brought a different perception. Listening and speaking and reading and writing now are also considered and taught as interactive communication process. interactive process of reading and writing, as seen in the classroom is much lower. You can find more interactive process of listening and speaking skills in any class. "Machura M 'in his book entitled" Current trends of orality-in-place "(1988) calls this process of oral communication as a means of" orality "or" oral language. "It includes both stream and talk.

The communicative approach – term:

ML & RD Riecke Willbrand in his book "The Oral communication training Elementary School "(1983) defines" oral communication "as the process of interaction through one ear and messages in a variety of situations. And education that integrates the teaching of listening and talking about different situations called "the communicative approach to teaching language. "

The communicative approach is relatively new, as most teachers and texts requires separate instruction in listening and speaking. By Generally, the listening and speaking are separate skills are identified in each specific region and a sequence of these skills is established. No one pays attention to the situation, or context in which specific skills should be used, since the emphasis is on teaching listening and speaking and not in communication. We can develop skills in making the whole lesson listening in that language only. We can use the audio-visual such as tape recorders, gramophone, etc., can make students listen to lessons radio for developing skills. We can also develop listening skills through ear training exercises for joint exercises, through an exercise of mimicry or exercises control. We can develop speaking skills, teaching pictures, saying and doing exercises in the organization of oral composition, development of ideas on the subject in its field, playing a story or supplement the dramatization, for talks and discussions by asking questions. But do not pay attention the situation or context in which a specific skill, hear or speak, you should use. When attention is given to a situation or context and develop these skills, follow the communicative approach.

FEATURES of the communicative approach

Although no method has been described for communicative approach, several features are summarized below. –

Communicative "real life communication" to encourage approach experiences -:

Froese V in his book entitled "Introduction to language teaching along and learning" (1991) said that the characteristics of the communicative approach. Students must arrange an interview, since I really need the information. In acting process, the goal is learning to formulate appropriate questions. But here, as V Froese noted these activities should not only encourage real-life experiences, but, whenever possible, should to be the real life experiences.

The task of learning is based on the content, thematic, project-based or a combination of the three -:

Education of listening and speaking, and reading and writing, is given in the management of various learning tasks that engage students language. This task is content-based learning in early Tang M & M as described in his book entitled How to help ESL students face with a content-based text (1991), "subject" of C & C mirage Edelhoff as described in his book The Challenges (1982) and "project" based, according to Fried-Booth D as described in the book "Working Draft" (1986). In an interview, these skills can be taught. Students should be able to express through a variety of experiences and tasks.

Analysis of language in specific contexts -:

Exercises language, the recitation and isolation grammar exercises are not the means to acquire any language. Analysis of language in specific contexts. Decontextualized language is not used as a basis for teaching skills.

The emphasis is on listening and speaking, but a language of communication yn Lear -:

When students use language to learn in various areas, it is necessary to communicate with their peers in small groups and large, and the teacher. discuss collaboration between peers can occur through a more formal or informal cooperative learning groups.

Listen and speaking skills as vehicles for learning in all subject areas -:

D Barnes in his book called "oral language and learning "(1990) describes this to listen and speak not only become valuable knowledge or skill sets in isolation, but as vehicles for learning in all areas. The oral communication must be integrated with other curriculum areas.

Implementatie classes and programs.

Programs -:

Several programs have been developed in different parts of the world, which illustrate the principles involved in the communicative approach to language.

Piepho SE & L. Bredell in his book called "Contacts: integrated Englischlehrwerk fur Klassen (1976) examined a program for German children learn English, which reflect many basic ideas. The program included a camping trip with students from many European countries involved and the use of English as a lingua franca. actual maps travel brochures are read and discussed. Many types of texts and different situations and opportunities presented in the classroom, including several opportunities for students to study a prototype for a class reunion. Following these experiments, a class reunion took place in reality in order to take important decisions about a journey. oral skills taught in the context where they are needed by students. For example, was introduced last time when someone had to tell the experience of language.

S. Boggs in his book called "Talking on and learn -: A study of children at his home in Hawaii and at School" (1986) describes Kamehameha Early Education Program for children Hawaiion based on this approach. E Plattor in his paper presented at the International Convention of orality, Norwich listening right as collaborative action research – personal development and teaching of oral language, "described." English as a Second Language Foreign (EFL) program for high school students in Japan and listening Unquiry Calgary in Canada, projects are also based on the communicative approach.

The United Kingdom is moving in the direction of the implementation of improved communication approach to language teaching. B. Cox in his book called "Cox Cox: An English curriculum for the 1990s "(1991) has rightly pointed out that the working committee to establish a national program has recommended a single aim to achieve listening comprehension and oral expression profile of the students that transforms "of the work discussed and the ability to communicate effectively in a variety of speaking and listening activities, matching style and response to audience and purpose.

The implementation class

Very little research has been done to indicate how the best features before implementation in the classroom, but some existing literature on the subject.

1. In the background is important to create an appropriate physical and psychological environment in the classroom

Instructors should be dedicated to the belief that verbal communication is an important means of learning and be prepared to provide school furniture to ensure that students talk to large and small groups is near. The psychological atmosphere must be one in which students feel comfortable and have risibility increase their own learning.

2.Coakley Wolvin and in his book titled "Listening in the school environment" (1991) suggests specific ways in which teachers model effective listening in the classroom. Then they must follow the communicative approach. These are –

(A) provide a time-out for students to respond.

(B) Participate in attending behaviors such as contact with sensitive eyes and facial expression.

(C) Give undivided attention to students when they speak.

(D) Provide financial support climate being.

(Students e) does not interrupt.

(F) Decisions taken until students have finished talking and

(G) Provide a timely and thoughtful response to questions from students.

S. 3.Robinson his book called "oral language skills develop pragmatic communicative competence "(1988) suggested that teachers can use the model number of speaking skills in school so you should follow an approach proper communication. Important skills include conversation turns imitation strategies maintenance strategies and strategies for resolution. Coakley and Wolvin (1991) consulted by one of the instructors role of facilitator, and the role of practices such as speaking clearly with appropriate volume and audience participation via behavior appropriate nonverbal can be modeled.

4 Many authors have proposed creative activities to engage students in different kinds of speaking experiences. Drama, browse function, puppets, discussion papers and discussions in small and large groups were covered in textbooks for language arts.

5 There are two types of communication activities that can be

implemented in the classroom. Control media activities and the other, without communication activities. Controlled communication activities included the creation of situations guessing games, exercises GAP information, exchange of personal data, etc. without communication activities include pair work and group work, leading, role play, etc.

6 To follow the communicative approach in the classroom, the use of a workout. The units are language and language learning through activities that enhance student acquisition process, by providing teacher with the variety of ways to make this process enjoyable and rewarding. Training samples are presented under different categories.

6. 1 Operations / Transformations allow students to focus on semantic and grammatical features that are necessary if we are looking for precision in language use. All students require such training for times predictable and controlled, if your goal is to achieve precision in the production of language interpretation. For example, the element of language is added, deleted, replaced, saved, or combination of elements of language alternatives are presented to students must make a decision.

6.2 Warm-ups/Relaxes were motivated workouts, adding an element of fun and personal involvement. Can be used at various points during the session, especially when an easing of tension or a change of pace required. For example, games, songs, activities puzzles physicists.

6.3 The information focusing on tasks that allow students to use natural language, while fully immersed in the activities of gathering facts. For example, participation and share "in the classroom, the collection of information outside of class, scavenger hunt outside the classroom, interviews with friends and other people.

6.4 theater games include all kinds of activities that simulate reality in the classroom. These exercises are especially important because they allow the language to extend the session its reach beyond the four corners of the classroom. For example, improvisation (creation of a scene based on a given environment or situation) role (in assuming the role of someone else, or play in a typical situation), to play, tell stories.

6.5 Mediation / The interventions are exercises that allow students to experience the transition of information gaps while using the target language. For example, interaction with another or others based on incomplete information, interact with others to change their views, speaking as the difficult situation.

6.6 Group dynamics and experience of the tasks are group activities that create opportunities for sharing personal feelings and emotions of students. For example, small groups or in pairs to solve problems or discuss issues that revolve around topics of interest, the exchange of self and feelings rather than general issues an external object itself.

6.7 Problem-solving tasks involve students in making decisions on issues while using the target language, they can focus on the characteristics activity rather than the use of language. In this activity, students are involved in a task "integral" of the process. For example, small groups discussion on current affairs, politics or local communities pose a practical problem in which the group must reach a consensus, make recommendations, and the arrival of a policy statement.

6.8 While the workouts even "all the work has concentrated involving a transfer of information Reconstruction and the cognitive approach in the use of language. For example, following a stimulus language, often a passenger on the transfer information from text a graphical display in graphical form, complete form, provide language interpreters for full display as a caricature or a photograph, make judgments about what motivates people and intentions to the elements of the sentence in order (the history of the band.)

Valuation Methods

As the communicative approach adopted for the learning of languages, methods score a lot of changes. Performance students can not be measured solely by a predetermined list of talking and listening, but must take into account the actual use of language in different social situations. A student performance listener understands the speaker's ability to perform tasks with the language, the ability to communicate and interpret the intentions, knowledge of the characteristics language that can be used, the strategies that can be used to perform each function, and situations of limited social knowledge. These capabilities can be observed and evaluated in a variety of situations in which shows are appropriate. G Wells in his book entitled "Masters of meaning: children learning language and learning Language support "(1986) concluded, after twelve years of research that linguistic interaction is a collaborative activity between the establishment of the triangular relationship between the speaker, the listener and the context of the situation. The assessment should take place on a variety of situations realistic classroom.

Using research skills approach

Much more research has been done on how to teach specific skills of listening about how to teach oral skills. More research is defined as a single listening skills or set of skills to the extent indicated by Lundsteen in his article "Listening: Its impact on all levels of reading and language arts. These skills included in (Selected) facts and details (b) the controller (c) the selection of a main idea (s) Overview (e) from one idea to another (F) of inference and (G), which includes critical analysis of listening comprehension is considered as a set of skills seems that these skills can enhance learning of these skills. Little or no research exists on whether these specific skills are necessary for the cognitive structure of a post of the speaker, but said the hear comments from the research that the following elementary students direct instruction in specific listening skills will improve in these skills. Must taken into account for each of D & L. Fielding in his research (1983).

FUTURE

Scholars and the researchers found that the integration of listening and speaking oral communication in a variety of contexts, have done little to build a theoretical from which the study of this communication. This lack of communication model with the dearth of research and talk about the fact that most of listening as a skill or set writary sub-skills rather than a complex, multidimensional skills instructor left the classroom with a focus on communication in the big game without a model or research base to support the methodology. However, if one examines the situation of perception of the teacher, we note that during the communication activities of oral discussions with fellow students often have to demonstrate sub-skills as the ability to summarize the important points or to consider a different point of view spoken of when and if direct instruction in these skills is necessary for teachers are based on techniques developed in specific directions to listen and talk about patterns of oral communication must be developed and future research should focus on how to implement the communicative approach in the classroom. As part of the multiple means of assessment research in different contexts must be developed.

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