1. Chapter 9
The Communicative Approach

2. Definition
an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence
Communicative Language Teaching
developed particularly by British applied linguists
a reaction away from grammar-based approaches such as the Audiolingual Method

3. Definition
Teaching materials needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes
follows a Notional Syllabus or some other communicatively organized syllabus and emphasizes the processes of communication, such as using language appropriately in different kinds of tasks, e.g.
to solve puzzles, to get information, and using language for social interaction with other people

4. Background Developed in the 1970s in Europe
Reaction to the structural approach to language teaching
The need for change in language teaching method
Stress on the socio-cultural aspects of language in use
Wilkins and his “Notional Syllabus”

5. Theoretical Basis

6. Language is for communication. Language is used in context.
Theory of language
Language is for communication.
Language is used in context.
The relationship between form and meaning is not a one-to - one correspondence.
Discourse analysis studies language above sentence level.

7. Pragmatics studies how language is used in communication.
Theory of language
Pragmatics studies how language is used in communication.
Hymes and his notion of communicative competence
Hillday and his functional account of language use
Richards and Rodger’s summary of the communicative view of language

8. CLT should follow the natural acquisition process.
Theory of learning
CLT should follow the natural acquisition process.
Language is best learned through use in social context.
Effective language learning will take place if the emphasis is on communication.
Language learning is a process of meaning negotiation.

9. Basic Principles

10. Main features
Emphasis on learning to communicate in the TL
The introduction of authentic texts into learning situations
Focus on the learning process
Making use of learner’s own personal experiences
Creating real communication situations in the classroom

11. Main features
The role of the teacher:
facilitator of students’ learning
manager of classroom activities
advisor
co-communicator
The role of the learner:
negotiator
communicator
contributor
independent learner

12. Main features
Features of communicative activities:
information gap
choice of form and content
feedback
Classroom environment:
cooperation and empathy
student-centered
tolerance of errors
working in small groups

13. Objectives
acquire knowledge of the TL system;
acquire knowledge of rules of speaking in the TL;
use and respond to different types of speech acts;
use language appropriately

14. giving oral presentation project work role-play/simulation etc.
Techniques
Ways of integrating language skills:
listening and note-taking using audio-video materials
giving oral presentation
project work
role-play/simulation etc.

15. Ways of developing separated skills:
Techniques
Ways of developing separated skills:
speaking: problem solving activities
simulation/role-play
personal responses etc.
listening: putting pictures in correct sequence
following directions on a map
checking off items in a photograph
completing a grid, time table, or chart etc.

16. Techniques
reading: skimming
scanning
text unscrambling
information transfer etc
writing (mainly done in three steps):
gathering ideas
working an drafts
preparing the final version

17. Procedures
1) Presentation and comprehension (Students listen, then answer questions.)
2) Demonstration of functional patterns (The teacher exemplifies each functional pattern.)
3) Practising functional patterns (Students practise the dialogue in pairs.)

18. 4) Free production (Students make mini-dialogues of their own.)
Procedures
4) Free production (Students make mini-dialogues of their own.)
5) Checking students’ work
6) Reading new materials (integrating reading and writing)
7) Writing based on reading

19. Summary and Comments

20. Advantages
1) Wider considerations of what is appropriate and what is accurate
2) Wider range of language
3) Realistic and motivating language practice
4) Drawing on learners’ knowledge and experience

21. Disadvantages 1) Unclear about how rules of use can be taught
2) Difficult to tailor syllabus to students’ needs
3) Fossilization of learners’ errors