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Communicative approach presentation
 

Communicative approach presentation

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  • Full Name Full Name Comment goes here.
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  • This is a good introduction to CLT, but the slide show itself is poorly done. When there is a lot of information, it is better to use two slides for one point; otherwise the writing is too small to read.
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  • کانون زبان جهان


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    آدرس:جاده فردیس شهرک 110

    http://world-language.blogfa.com/

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    Communicative approach presentation Communicative approach presentation Presentation Transcript

    • COMMUNICATIVE APPROACH
    • ORIGINS
      • Communication is the aim of the language learning.
      • It started in 60’s and 70’s as a reaction against the grammar translation method.
      • New syllabuses took into account needs of different pupils in terms of usefulness for practical purposes.
    • FEATURES
      • Focuses on language as a medium of communication  social purpose.
      • Interaction in the target language in a communicative way for meaningful activities (Emphasis in meaning rather than form).
      • Target language  used as a normal medium for classroom management and instruction  naturalistic adquisition.
      • Take into account needs of different pupils.
      • Errors are considered as a natural part of learning language .
      • Learners should be able to go to foreign country  survive in a variety of everyday situations.
      • Classroom should provide opportunities for rehearsal of real-life situations and provide opportunity for real communication .
    • FEATURES
      • Emphasis on: pairwork and group-work.
      • Primacy of oral work . Emphasis on oral and listening skills in the classroom.
      • Grammar can still be taught, but less systematically.
      • Languages is adapted to interests of pupils  more easily retained.
      • Use of everyday language.
      • Communicative approach seeks to use authentic resources  real texts: newspaper, magazines , manuals, recipes, videos, etc.
      • Important not to be restricted to textbook  Teacher must free himself from it
      • Use of visual stimuli , for example, flashcards.
    • MATERIALS
      • Text-based: practice exercises, reading passages, gap fills, recordings …
      • Task-based: game boards, role-play cards, materials for drilling, pair work tasks…
      • Realia: magazines, newspapers, fruit and vegetables,animals, maps…
    • ACTIVITIES
      • Classroom activities should be in the target language but in some occasions native language can be used to promote greater understanding.
      • Games, role-plays, simulations,information gaps …
      • Teachers can create their own activities according to the pupils’ level.
    • ADVANTAGES
      • Communicative approach is much more pupil-orientated, because it is based on pupils' needs and interests.
      • Communicative approach seeks to personalise and localise language and adapt it to interests of pupils. Meaningful language is always more easily retained by learners.
      • Seeks to use authentic resources. And that is more interesting and motivating for children.
      • Children acquire grammar rules as a necessity to speak so is more proficient and efficient.
    • DISADVANTAGES
      • It pays insufficient attention to the context in which teaching and learning take place
      • The Communicative Approach often seems to be interpreted as: “if the teacher understands the student we have good communication” but native speakers of the target language can have great difficulty understanding students.
      • Another disadvantage is that the CLT approach focuses on fluency but not accuracy.The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems. Thus they may produce incoherent, grammatically incorrect sentences.
    • EXAMPLE
        • The teacher gives the students a small paper with a word they have recently learnt.
        • Then one of the student start a little story with the word she/he has.
        • Another student continue and so on.