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International Research Journal       ISSN-0975-3486        VOL. I * ISSUE—3&4         RNI : RAJBIL/2009/30097

                                     Research Paper—Education
                                    COMMUNICATIVE APPROACH
                                      FOR TEACHING ENGLISH

                                       *Ganesh Anantrao Mudegaonkar
 Dec.-09—Jan.-2010                     **Dr. Suhas S. Pathak
              *Lecturer, Department Of Education, Solapur University, Solapur.
             **Lecturer, Department of Education, Dr. B. A. M. U. Aurangabad.
1.1 Introduction:                                           mar Translation Method, and The Direct Method.
Language is a tool of communication. Without learn-         (Natural / Reformed), Bilingual Method, Oral / Situ-
ing the essential skills of communication in a proper       ational Approach.
way, people cannot make their communication effec-           The Communicative Approach:
tive. Therefore acquiring communication skills is a must          • Principles of Communicative Approach;
particularly in this age of ‘Globalization’.                      1) Communicative Principle, 2) Task Principles, 3)
      “A Communicative Approach considers lan-              Meaningful Principle, 4) Motivation, 5) Peer group
guage not only in terms of its structures (Grammar          communication.
and vocabulary) but also in terms of the communica-               • Role of teacher in Communicative Approach:
tive functions its performs.” Little wood.                        1) As a planner, 2) As a manager, 3) As a provider,
*Characteristic Features of the Communicative Ap-           4) As a coordinator, 5) Co-communicator, 6) As a Di-
proach: -                                                   agnostician.
      Following characteristics marks all communicative           • Steps in teaching Communicative Approach:
syllabuses.                                                       1) Pre teaching planning: a) Linguistic items, b)
      1) They all aim to make learner attain communica-     New Vocabulary, c) Activities and support material.
tive competence, i.e. use language accurately and ap-             2) During teaching planning: a) Preparation, b)
propriately. 2) The prime focuses on the learner. The       Presentation, c) Practice, d) Production.
teachers are just a facilitator – a person who manages            3) After teaching planning: a) Planning activi-
the environment of the materials, which will help the       ties, b) Motivation for communication, c) Pair group
students become autonomous learners. 3) Communi-            work, d) Use of Audio visual aids, e) Black board work,
cative syllabuses rely on authentic materials. 4) The       and f) Teachers preparation.
tasks set age purposeful and meaningful. This is turn             • Secondary Curriculum frame work: English
means that a communicative task can be judged imme-         (as a third language) Text book of Std IX, and teachers
diately by teachers and its success by the students.        hand book has been prepared with the help of four
5) Communicative syllabuses emphasize the functions         basic skills which are ‘Listening’, ‘Speaking’, ‘Read-
of language rather than the rules. 6) Communicative         ing’ and ‘Writing’ and ‘Communication’.
tasks aim to make learners fluent, as well as accurate in   1.2 Statement of the problem:
their use of target language.                                     A Study of Communicative Approach of Teach-
      There are various methods and approaches of           ing English to STD IX
teaching English at Secondary level. They are: The          1.3. Significance and Need of the Study:
Structural Approach, The Aural Oral Approach, Gram-               The study under taken for research is important

çÚUâ¿ü °ÙæçÜçââ °‡ÇU §ßñËØé°àæÙ                                                                                  65
International Research Journal       ISSN-0975-3486        VOL. I * ISSUE—3 &4         RNI : RAJBIL/2009/30097
because it will help the teachers of English to develop     ing. 7. Most of the teacher’s sometimes use Audio
and improve their methods of teaching and improve-          Visual Aids and some of the teachers use Audio Vi-
ment in communicative acquisition skills of the learn-      sual Aids as per its need 8. Most of the teachers use
ers.                                                        Question-Answer Method to describe places, events
1.4. Objectives of the Research:                            and persons. 9. Most of the teachers assign task to
     1) To study the communicative approach of teach-       pairs in the class. 10. Most of the teachers use ‘mobile
ing English to Std. IX in Beed District. 2) To study        pictures’, ‘audio-visual aids’, and use ‘question an-
difficulties of using communicative approach to Std.        swer method’ for developing various skills. 11. Most
IX in Beed District. 3) To suggest ways and means to        of the teachers use direct method to develop listening
improve the communication skills in teaching English        skill with the help of Audio Visual Aids. 12. Most of
to Std. IX.                                                 the teacher evaluates the listening skill of the students
1.5 Scope and limitations of the Research:                  by asking them to tell the stories, short conversations
     The research study aims at the study of commu-         in the class. 13. Most of the teachers develop the speak-
nicative approach of teaching English to Std. IX in         ing skill of the students by giving them situation to
Beed District. 1) The research is restricted to Beed        speak. 14. To develop speaking skill of the students,
District only. 2) The research is restricted to Std IX      teachers use ‘group discussion’, ‘speak on a topic’,
Marathi medium teachers only. 3) The research study         ‘picture lessons’ and ‘conversation’. 15. Most the
deals with Communicative Approach in English lan-           teachers evaluate speaking skill by telling them to speak
guage teaching only.                                        for him. 16. Most of the teachers develop the reading
1.6. Research Procedure:                                    skill of the students by giving them intensive reading
     The Researcher has selected Descriptive- Survey        and asking them to read the newspaper cuttings. 17.
Method as the method of study. The survey method is         Most of the teachers develop the reading skill of the
classified into different methods of study. Among           students by assigning and give proper suggestions
those methods of study the researcher has selected          for better pronunciation. 18. All most all the teachers
School Survey Method.                                       evaluate the reading skill of the students by asking
1.7. Sample of the research:                                them for loud reading. 19. Most of the teachers de-
     In this research Researcher use probability - ran-     velop writing skill of their students by asking them to
dom sampling- lottery method. According to this             write story with given points and by taking essay com-
method Researcher has chosen 188 secondary English          petition. 20. Most of the students are able to write
schoolteachers randomly from 159 Marathi medium             essay, leave application in their own words. 21. Most
schools.                                                    of the teachers evaluate writing skill of students by
1.8. Tool of the research:                                  writing an essay with the help of questions. 22. All
     Researcher prepared and standardizes the ques-         most all the teachers use Functional Method to gram-
tionnaire, and collects these questionnaires from 188       mar to IX STD in class. 23.Most of the teachers teach
teachers.                                                   structure with the help of substitution tables. 24. Most
1.9. Major Findings and Conclusions of the Research:        of the teachers teach conversation providing ample
     1. Almost all the teachers converse in English with    opportunity to converse on topic, which is from the
their colleagues. 2. Majority of the teachers uses En-      world of their experiences. 25. Almost all the teachers
glish language to talk with their colleagues. 3. The        have the problems of Bilingual method i.e. students
teachers know objectives of English as a third lan-         affection towards their mother tongue and students
guage. 4. Most of the teachers use Communicative            poor response about improving vocabulary and their
Approach to teach English language to Std. IX. 5.Al-        own expression power.
most all the teachers use English words and orders to       1.10 Recommendations:
give instructions to students in class. 6. Almost all the        After this study researcher wants to give some
teachers use teaching aids in their classroom teach-        recommendations for the use of communicative ap-

66
International Research Journal         ISSN-0975-3486         VOL. I * ISSUE—3&4           RNI : RAJBIL/2009/30097
proach. 1) English teachers must speak in English              troduced in the curriculum. 8) Teachers should be
with their colleges and students. 2) While teaching            develop the ‘Listening’, ‘Speaking’, ‘Reading’, and
communication skills to STD IX teachers must use               ‘Writing’ skills of the students along with Communi-
Audio – Visual Aids and other teaching aids also. 3)           cation. 9) Teachers should enable the students to com-
Teachers most use communicative approach in class-             municative in English in the classroom only. 10) Teacher
room and out side the classroom in the school. 4) In-          should enable the students to develop their written
culcate the habits and reading, writing in the students.       competence and communication ability. 11) Teacher
5) Teacher must develop his own technique for teach-           should be able to use computer and Internet to im-
ing communicative approach. 6) Teachers must ac-               prove Global understanding and students. 12) Com-
cept new innovations teaching leaning process. 7) New          puter based learning i.e. E- learning should be intro-
innovative methods of English teaching should be in-           duced in the schools.




R E F E R E N C E

A) Books:
1. Best John W. and Khan James V., 2000, Research in Education, New Delhi, Ninth Edition, Prentice Hall of India.
2. Giridhari D.G., 2000, Research Methodology in Social Science, Aurangabad, Uday Publication.
3. Mishra R.C., 2005, Exploring Educational Research, New Delhi, Kulbhushan Nangia - A.P.H. Publishing Corporation.
4. Mishra R.C., 2005, Educational Research, New Delhi, Kulbhushan Nangia - A.P.H. Publishing Corporation.
5. Nayak U.K., 1999, Research Methodology, New Delhi, S. Chand and Co. Ltd.
6. Paliwal A.K., 1998, Teaching English Language, Jaipur, Surbhi Pub.
7. Paliwal A.K., 2000, Communication Skills in English, Jaipur, Surbhi Pub.
8. Patil M., Waje S.R., 2006, Content Cum Methodology of English, Nasik, Balwant Press.
9. Richerds J.C., 1994, Approaches and Methods in Language Teaching, London, Cambridge, Lowe prize Edition
10. S.S.C. Board, Pune, 2005, Syllabi for STD IX-X Pune: Maharashtra State Board of Secondary and Higher Secondary
    Education.
11. S.S.C. Board, Pune, 2006, English Reader A Course Book in English Std. IX. Pune: Maharashtra State Board of Secondary
    and Higher Secondary Education.
12. S.S.C. Board, Pune, 2006, Kumarbharti, A course book in English: Teacher’s Manual. Pune: Maharashtra State Board of
    Secondary and Higher Secondary Education.
13. S.S.C. Board, Pune, 2007, English Reader A Course Book in English Std. X. Pune: Maharashtra State Board of Secondary
    and Higher Secondary Education.
14. Saxena N. R., Mishra B. K. and Mohanty R. K., 2006, Fundamentals of Educational Research. Meerut: R. Lall Book
    Depot.
15. Sethi J. Dhamija P. V., 1999, A Course in Phonetics and Spoken English. New Delhi: Second Edition. Prentice Hall of India
    Pvt. Ltd.
B) Journal Articles:
1. Swami S.S., 2007, ‘Communication Skills in English Language Teaching’, University News, (46) 42, P.6-7.
2. Kumbhar G.S., 2007, ‘Communicative Competence of Teachers’, Shikshan Samiksha (1)4, P.23.

çÚUâ¿ü °ÙæçÜçââ °‡ÇU §ßñËØé°àæÙ                                                                                          67

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RESEARCH ANALYSIS AND EVALUATION

  • 1. International Research Journal ISSN-0975-3486 VOL. I * ISSUE—3&4 RNI : RAJBIL/2009/30097 Research Paper—Education COMMUNICATIVE APPROACH FOR TEACHING ENGLISH *Ganesh Anantrao Mudegaonkar Dec.-09—Jan.-2010 **Dr. Suhas S. Pathak *Lecturer, Department Of Education, Solapur University, Solapur. **Lecturer, Department of Education, Dr. B. A. M. U. Aurangabad. 1.1 Introduction: mar Translation Method, and The Direct Method. Language is a tool of communication. Without learn- (Natural / Reformed), Bilingual Method, Oral / Situ- ing the essential skills of communication in a proper ational Approach. way, people cannot make their communication effec- The Communicative Approach: tive. Therefore acquiring communication skills is a must • Principles of Communicative Approach; particularly in this age of ‘Globalization’. 1) Communicative Principle, 2) Task Principles, 3) “A Communicative Approach considers lan- Meaningful Principle, 4) Motivation, 5) Peer group guage not only in terms of its structures (Grammar communication. and vocabulary) but also in terms of the communica- • Role of teacher in Communicative Approach: tive functions its performs.” Little wood. 1) As a planner, 2) As a manager, 3) As a provider, *Characteristic Features of the Communicative Ap- 4) As a coordinator, 5) Co-communicator, 6) As a Di- proach: - agnostician. Following characteristics marks all communicative • Steps in teaching Communicative Approach: syllabuses. 1) Pre teaching planning: a) Linguistic items, b) 1) They all aim to make learner attain communica- New Vocabulary, c) Activities and support material. tive competence, i.e. use language accurately and ap- 2) During teaching planning: a) Preparation, b) propriately. 2) The prime focuses on the learner. The Presentation, c) Practice, d) Production. teachers are just a facilitator – a person who manages 3) After teaching planning: a) Planning activi- the environment of the materials, which will help the ties, b) Motivation for communication, c) Pair group students become autonomous learners. 3) Communi- work, d) Use of Audio visual aids, e) Black board work, cative syllabuses rely on authentic materials. 4) The and f) Teachers preparation. tasks set age purposeful and meaningful. This is turn • Secondary Curriculum frame work: English means that a communicative task can be judged imme- (as a third language) Text book of Std IX, and teachers diately by teachers and its success by the students. hand book has been prepared with the help of four 5) Communicative syllabuses emphasize the functions basic skills which are ‘Listening’, ‘Speaking’, ‘Read- of language rather than the rules. 6) Communicative ing’ and ‘Writing’ and ‘Communication’. tasks aim to make learners fluent, as well as accurate in 1.2 Statement of the problem: their use of target language. A Study of Communicative Approach of Teach- There are various methods and approaches of ing English to STD IX teaching English at Secondary level. They are: The 1.3. Significance and Need of the Study: Structural Approach, The Aural Oral Approach, Gram- The study under taken for research is important çÚUâ¿ü °ÙæçÜçââ °‡ÇU §ßñËØé°àæÙ 65
  • 2. International Research Journal ISSN-0975-3486 VOL. I * ISSUE—3 &4 RNI : RAJBIL/2009/30097 because it will help the teachers of English to develop ing. 7. Most of the teacher’s sometimes use Audio and improve their methods of teaching and improve- Visual Aids and some of the teachers use Audio Vi- ment in communicative acquisition skills of the learn- sual Aids as per its need 8. Most of the teachers use ers. Question-Answer Method to describe places, events 1.4. Objectives of the Research: and persons. 9. Most of the teachers assign task to 1) To study the communicative approach of teach- pairs in the class. 10. Most of the teachers use ‘mobile ing English to Std. IX in Beed District. 2) To study pictures’, ‘audio-visual aids’, and use ‘question an- difficulties of using communicative approach to Std. swer method’ for developing various skills. 11. Most IX in Beed District. 3) To suggest ways and means to of the teachers use direct method to develop listening improve the communication skills in teaching English skill with the help of Audio Visual Aids. 12. Most of to Std. IX. the teacher evaluates the listening skill of the students 1.5 Scope and limitations of the Research: by asking them to tell the stories, short conversations The research study aims at the study of commu- in the class. 13. Most of the teachers develop the speak- nicative approach of teaching English to Std. IX in ing skill of the students by giving them situation to Beed District. 1) The research is restricted to Beed speak. 14. To develop speaking skill of the students, District only. 2) The research is restricted to Std IX teachers use ‘group discussion’, ‘speak on a topic’, Marathi medium teachers only. 3) The research study ‘picture lessons’ and ‘conversation’. 15. Most the deals with Communicative Approach in English lan- teachers evaluate speaking skill by telling them to speak guage teaching only. for him. 16. Most of the teachers develop the reading 1.6. Research Procedure: skill of the students by giving them intensive reading The Researcher has selected Descriptive- Survey and asking them to read the newspaper cuttings. 17. Method as the method of study. The survey method is Most of the teachers develop the reading skill of the classified into different methods of study. Among students by assigning and give proper suggestions those methods of study the researcher has selected for better pronunciation. 18. All most all the teachers School Survey Method. evaluate the reading skill of the students by asking 1.7. Sample of the research: them for loud reading. 19. Most of the teachers de- In this research Researcher use probability - ran- velop writing skill of their students by asking them to dom sampling- lottery method. According to this write story with given points and by taking essay com- method Researcher has chosen 188 secondary English petition. 20. Most of the students are able to write schoolteachers randomly from 159 Marathi medium essay, leave application in their own words. 21. Most schools. of the teachers evaluate writing skill of students by 1.8. Tool of the research: writing an essay with the help of questions. 22. All Researcher prepared and standardizes the ques- most all the teachers use Functional Method to gram- tionnaire, and collects these questionnaires from 188 mar to IX STD in class. 23.Most of the teachers teach teachers. structure with the help of substitution tables. 24. Most 1.9. Major Findings and Conclusions of the Research: of the teachers teach conversation providing ample 1. Almost all the teachers converse in English with opportunity to converse on topic, which is from the their colleagues. 2. Majority of the teachers uses En- world of their experiences. 25. Almost all the teachers glish language to talk with their colleagues. 3. The have the problems of Bilingual method i.e. students teachers know objectives of English as a third lan- affection towards their mother tongue and students guage. 4. Most of the teachers use Communicative poor response about improving vocabulary and their Approach to teach English language to Std. IX. 5.Al- own expression power. most all the teachers use English words and orders to 1.10 Recommendations: give instructions to students in class. 6. Almost all the After this study researcher wants to give some teachers use teaching aids in their classroom teach- recommendations for the use of communicative ap- 66
  • 3. International Research Journal ISSN-0975-3486 VOL. I * ISSUE—3&4 RNI : RAJBIL/2009/30097 proach. 1) English teachers must speak in English troduced in the curriculum. 8) Teachers should be with their colleges and students. 2) While teaching develop the ‘Listening’, ‘Speaking’, ‘Reading’, and communication skills to STD IX teachers must use ‘Writing’ skills of the students along with Communi- Audio – Visual Aids and other teaching aids also. 3) cation. 9) Teachers should enable the students to com- Teachers most use communicative approach in class- municative in English in the classroom only. 10) Teacher room and out side the classroom in the school. 4) In- should enable the students to develop their written culcate the habits and reading, writing in the students. competence and communication ability. 11) Teacher 5) Teacher must develop his own technique for teach- should be able to use computer and Internet to im- ing communicative approach. 6) Teachers must ac- prove Global understanding and students. 12) Com- cept new innovations teaching leaning process. 7) New puter based learning i.e. E- learning should be intro- innovative methods of English teaching should be in- duced in the schools. R E F E R E N C E A) Books: 1. Best John W. and Khan James V., 2000, Research in Education, New Delhi, Ninth Edition, Prentice Hall of India. 2. Giridhari D.G., 2000, Research Methodology in Social Science, Aurangabad, Uday Publication. 3. Mishra R.C., 2005, Exploring Educational Research, New Delhi, Kulbhushan Nangia - A.P.H. Publishing Corporation. 4. Mishra R.C., 2005, Educational Research, New Delhi, Kulbhushan Nangia - A.P.H. Publishing Corporation. 5. Nayak U.K., 1999, Research Methodology, New Delhi, S. Chand and Co. Ltd. 6. Paliwal A.K., 1998, Teaching English Language, Jaipur, Surbhi Pub. 7. Paliwal A.K., 2000, Communication Skills in English, Jaipur, Surbhi Pub. 8. Patil M., Waje S.R., 2006, Content Cum Methodology of English, Nasik, Balwant Press. 9. Richerds J.C., 1994, Approaches and Methods in Language Teaching, London, Cambridge, Lowe prize Edition 10. S.S.C. Board, Pune, 2005, Syllabi for STD IX-X Pune: Maharashtra State Board of Secondary and Higher Secondary Education. 11. S.S.C. Board, Pune, 2006, English Reader A Course Book in English Std. IX. Pune: Maharashtra State Board of Secondary and Higher Secondary Education. 12. S.S.C. Board, Pune, 2006, Kumarbharti, A course book in English: Teacher’s Manual. Pune: Maharashtra State Board of Secondary and Higher Secondary Education. 13. S.S.C. Board, Pune, 2007, English Reader A Course Book in English Std. X. Pune: Maharashtra State Board of Secondary and Higher Secondary Education. 14. Saxena N. R., Mishra B. K. and Mohanty R. K., 2006, Fundamentals of Educational Research. Meerut: R. Lall Book Depot. 15. Sethi J. Dhamija P. V., 1999, A Course in Phonetics and Spoken English. New Delhi: Second Edition. Prentice Hall of India Pvt. Ltd. B) Journal Articles: 1. Swami S.S., 2007, ‘Communication Skills in English Language Teaching’, University News, (46) 42, P.6-7. 2. Kumbhar G.S., 2007, ‘Communicative Competence of Teachers’, Shikshan Samiksha (1)4, P.23. çÚUâ¿ü °ÙæçÜçââ °‡ÇU §ßñËØé°àæÙ 67