Communicative approach presentation


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Communicative approach presentation

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