Z Score,T Score, Percential Rank and Box Plot Graph
Communicative approach by Tania Rodriguez
1. CENTRAL UNIVERSITY OF ECUADOR
PLURILINGUE
DIDACTICS
MSc. KARLA HIDALGO
COMMUNICATIVE APPROACH
Group:
Caiza Raquel
Rodríguez Tania
Torres Fernanda
2. 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.
3. They felt that students were
not learning enough realistic,
whole language. They did
not know how to
communicate using
appropriate social language,
gestures, or expressions; in
brief, they were at a loss to
communicate in the culture
of the language studied.
4. INVENTORS
Country of Origin: Great Britain
This method is based partly in the theories of Brititish functional linguists such as:
Firth, Halliday, and the American sociolinguistics Hymes, Gumperz and Lavob.
5. Theory of Language Communicative
The goal of language teaching is to develop what Hymes (1972) referred to
as communicative competence. Hymes coined this term in order to
contrast a communicative view of language
Hymes’ theory of communicative competence was a definition of what a
speaker needs to know in order to be communicative competence in a
speech community.
6. DEFINITION
Communicative language
teaching makes use of
real-life situations that
necessitate
communication. The
teacher sets up a situation
that students are likely to
encounter in real life.
7. GOALS
The goals of communicative approach are
as follows: (Sunga, et.al, 1994)
1.To become communicatively competent.
2.To use the language appropriate for a given social context.
3.To manage the process of relating meaning with interlocutors.
8. FEATURES
Focuses on language as a medium of
communication social purpose.
Interaction in the target language in a
communicative way for meaningful
activities
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 .
9. FEATURES
Emphasis on: pair work and group-
work.
Primacy of oral work .
Grammar can still be taught, but less
systematically.
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
10. Role of the teacher:
The teacher facilitates the
communication in the
classroom, and he also acts
like an adviser and a guide.
11. Role of the student:
they are
communicators.
They are actively
engage in trying to
make themselves
understood and in
understanding others.
14. EXAMPLES
Presentation of a brief dialog or several mini-dialogs.
Question and answer based on the dialog topic.
Question and answer related to the students personal experience.
Oral production activities-proceeding from guided to freer communication
activities.
15.
16. ADVANTAGES
The interaction between students and
teachers. Teacher-student relationship is an
interactive, harmonious relationship, rather
than the traditional education
Communicative language teaching
encourage students to participate in,
sometimes accompanied by scenes or
simulated scenarios, so that students more
close to life, the students become the main
character, naturally they were interested
inthe English language, to learn English as a
pleasure.
17. DISADVANTAGES
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.
Students are expected to interact primarily with each other rather than
with the teacher, and correction of errors may be absent or infrequent.
