In teaching English language, some of the English teachers have given a great effort to prove that all our past efforts of teaching foreign languages like English have been failure to the large extent only because of the inadequate understanding or rather misunderstanding the notion as well as the function of the language themselves. They also hold the same arguments in the perspective that much emphasis on the structure and lexical items have not given desirable results and throughout these existing teaching methods or approaches, we can find out the fact that the learners of English hardly learn English in any real sense, because they often stay in deficient in case of normal communication, whether in spoken or written form. The methods adopted have made the English learners structurally ‘competent’ and enabled them to produce grammatically correct sentences; but the real fact is that they are unable to perform a simple interactive or communicative task. It means that they already know the grammar, but lack in the ability to be appropriate as well as fluent in communicative aspect. In such a case, the appearance of the recent concept of the communicative approach in language known as Communicative Language Teaching (CLT) has brought a new revolution of thoughts and ideas.
This term refers to a learner 's ability to apply his or her knowledge of the language to communicate effectively. One example of communicative competence is to know how to use language, in different contexts in a very practical way both in formal or informal settings. This can be achieved through the use of communication strategies specially meant for CLT and the various classroom activities that naturally induces real
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
Once they have mastered the five aspects of language they will need to acquire the linguistic knowledge in oral and written forms. The child must have a good grasp of the oral language prior to writing. Oral language are related to literacy development which are the following examples, Vocabulary, Syntactic production, Comprehension, Phonological awareness, and narrative production awareness Phonological : the child has the ability to spell the words correctly while writing. They also have the understanding of the letter sounds. Semantics: the child has an understanding of written and reading vocabulary.
It also depends on the context of the communication and the situation presented. Larson, Backlund, Redmon, & Barbour (1978), established that communication competence is not just “hope for” accomplishing a good connection with another, it is critical and necessary to develop the skill of listening to understanding another’s background in order to have a satisfactorily role in society (as cited in Dillon and McKenzie, 1998, p.
As linguistic competence alone is insufficient for learners to use a foreign language correctly and appropriately, it is completely acknowledged that students cannot be successful in their learning foreign language until they have also mastered the cultural context in which language lives (Lange, 2011). So it is important for language learners gain the knowledge of culture that is rooted in the language and they must be encouraged to associate language use with culturally appropriate behaviors in their learning foreign language so that they can communicate correctly and
Every language has it’s own four basic skills which learners should master if they want to use language properly. It is the same when we learn our native language, first, we learn to listen, then to speak, then to read and at the end to write. We call it the four language skills. When students learn the language they have to improve it with good grammar and rich vocabulary. It is assumed this is not the final purpose.
The communicative approach and the CAPS document approach to grammar teaching The purpose of this essay is to critically comment on the communicative approach and the CAPS document approach to teaching grammar. We will explore the meaning of communicative approach as well as what it entails Experiences of language learning in the FET phase and first year university students’ proficiency or lack thereof in the receptive and productive language skills will also be taken into account. A comparison between the communicative approach and the CAPS document approach will be conducted to provide a better view regarding grammar teaching. Richard (2006:2) defines communicative teaching approach as “a set of principles about the goals of language teaching,
Social competence deals with the effective English language teachers’ ability to interact and communicate with their surroundings including the ability to communicate with the students’ parents, colleagues, and all school staffs. 4. Personal qualities deal with the effective English language teachers’ characteristics or features that they used during the teaching and learning process. The types of personal qualities which explored here are personal qualities that the effective English language teachers imply during the classroom
Language has a central role in the development of intellectual, social, and emotional learners. It supports the success in learning all fields of study. Learning the language is expected to help learners to know theirs, their culture, and other cultures. In addition, learning language also helps learners are able to express ideas and feelings, participate in society, and use analytical and imaginative ability that was in theirs. According to Crystal (2001: 1) said that English is a global language.