Essay On Communicative Language

Research indicates that the communicative approach communicative

classroom is the most effective method of teaching a foreign language.

A communicative classroom is described as one in which

comprehensible elements of language are practiced in a real world context. The focus of the classroom is to encourage interaction

and communication between the students. In order to determine if the

CA is being applied in university foreign language classrooms,

interviews and observations were conducted to examine the

application of current research on the CA.

The present study includes interviews of two foreign language

instructors and six observations of their classrooms. These interactions

reveal important dynamics within

Even in context where it is harder to see

future purpose for English language communication among

schoolchildren , it is often nevertheless thought to be sensible to build

potential for this .

A brief review of statements form syllabus specification and introduction to course books will demonstrate the extent to which communicative

ability has become a goal and communicative practice has become

part of classroom procedure .

The implications for the communicative classroom; the communicative approach to language teaching is premised on the

belief that , if the development of communicative language ability is the

goal of classroom learning , then communicative practice must be part

of the process . not everyone would agree with this 'product implies

process ' argument .t . there are certainly successful language learner ,

not least among English language teacher , who have come through

An English Language Training curriculum where the focus has been on a study of the formal system of English and where classroom practice has been less than interactive .

Manage a communicative classroom ; many communicative tasks involve learners in face-to-face encounters

The extensively revised second edition of Andrew Cohen’s

Assessing Language Ability in the Classroom, as its title suggests, is

concerned with assessment as it impacts on the experience of teachers

and learners in the communicative classroom. The volume, directed to a

broad audience of language educators and teachers in training, provides

clear guidelines to assist practitioners to evaluate and develop

assessment instruments. In addition, Cohen offers numerous example

s to illustrate the ongoing daily assessment that forms part of a well-

conceived language class. Cohen broadens the meaning of the term testing from its usual restricted sense to include “the collection of any data that can be used

to assess the language abilities of respondents”. This broader definition,

then, allows scope for discussion not only of traditional topics such as

different types of validity and item analysis, but also for a review of

currently popular trends such as self-assessment and portfolio assessment