Communicative Language Teaching is a “hybrid approach to language teaching, essentially ‘progressive’ rather than ‘traditional’…” (Wright, 2000)It is based on the theory that the principal function of language learning is communication. Hence the most fundamental principles of communicative approach is to make the learners engage in real–life situations that necessitate communication to attain ease in oral expression as well as accuracy in linguistic aspects. So its primary goal is for learners to develop ‘communicative competence’ (Hymes, 1971). The following are levels of objectives in a communicative approach ( Piepho (1981) an integrative and content level (language as a means of expression) a linguistic and instrumental level (language as a semiotic system and an object of
Students Name Professors Name Course Date Discourse Community Ethnography The introduction of the notion of communicative competence has been positive in the sense that communication is now conceived as a result of the successful application of not only grammatical but also pragmatic knowledge and skills. Nevertheless, this has not changed the perspective many instructors had of language, because pragmatic information has usually been presented as an auxiliary component which is to be used only when grammatical explanations are difficult or impossible. The result is that for many language educators here is still a core clement about which they have to be especially careful grammatical competence. The communicative approach to language teaching
The more the student is exposed to cultural input, the fluent speaker he becomes and the effective communicator he will be. Nelson Mandela once said: ?If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.? The language here is not limited to the linguistic competence, but it includes also what is appropriate and what is not in the culture of the language when it comes to communication. Therefore, learning the etiquettes and customs that characterize communicative situations in the culture of language is a must.
Teacher helps learners to express and respondto their cultural learning experiences. Learners move through the stages of learning cycle building skills, developing cultural behavior, discovering cultural explanation. The teacher’s role in the learning cycle is crucial as it can to a great deal influence learner’s attitude towards culture learning. Teacher needs to establish a good working relationship with learners, “creating an atmosphere of mutuality and respect”. Teacher should share his or her own cultural experience with learners in order to help them enter another culture.
Since the approaches discussed in the first part rely heavily on social interacting and social representations, a reflection is required on the ways in which values are negotiated and agreed upon. The discussion of sensitive matters such as gender discrimination in teacher training is a first step towards ensuring a healthy social environment within the learning group. Even in the context of the language learning discourses are socially constructed, which is something that bears an influence not only on the oral and written production of learners, but also the very social dynamic of the class. The chapter that discusses this aspect, which can be broadly referred to as the politics of language teaching, is followed by another that examines teachers’ attitudes and needs towards innovation by means of the analysis of the results of a survey conducted both in Europe and the US on how teachers value the latest methods and approaches in language teaching and on the ways in which ICT has been used in the context of TBLT. This part of the book is rounded off by two studies targeting pre service teacher students and examining their prospects of professional development.
South African schools are known for their extreme diversity within the classrooms. Any one classroom may have learners originating from different cultures, races, religions, value systems, circumstances and languages. This diversity necessitates an education system that is ready to handle the specific needs of each and every student in the classroom on an individualistic basis according to their specific upbringing. Language plays an important role herein seeing as it is the key aspect used to communicate information. Seeing as learners in a classroom may originate from a variety of home languages, teaching English as one of the official languages of the country may hold some obstacles.
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 .
It depends on the people that how they admire the language with its culture. It assumes that people should learn foreign language in order to learn a new language but should not completely follow the culture of the language. According to Cem Alptekin (1992), meaning can be interpreted in language by two types of knowledge. One is systematic knowledge and the other is schematic knowledge. Systematic knowledge is formal functions of language i.e semantic and syntactic functions.
My teaching addresses learners ' specific needs, using a variety of official and authentic material (newspaper articles, websites, blog posts, literature, reports) in a communicative, and as much as possible, real-life, context, reducing “Affective Filter”, and thus facilitating language acquisition. The same approach emphasized (and actually still does!) on conveying the meaning through speaking (and thus communicative). The purpose of learning a language is not actually the language itself, but though the language the learner will be able to meet the culture of the Target Language, and easily connect with new people; which is the ultimate aim. Teaching process is personalized to individual learner 's needs, as everyone is different.
That’s why we have to learn their languages to communicate with people living there. Mainly, we need to learn how to communicate. Communicative competence is crucial in language learning since learners should express their thoughts in real life situations,they should see what they 've learnt by speaking and beside language learning, learners become more social people in their daily lives. There are skills that are needed to enable the learners to communicate what important role in expressing