Communicative Language Teaching and Related Approaches

1987 ◽  
Vol 8 ◽  
pp. 126-139
Author(s):  
Brian Parkinson ◽  
John Maher
Keyword(s):  
Teaching Practices ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Alternative Response ◽  
Communicative Approach

In this section we shall look at ‘movements’ or ‘approaches,’ other than the communicative approach, which have influenced language teaching at the same time as the communicative approach has been dominant. Some definitions of the communicative approach include some of the concerns discussed here, while others exclude them, but an understanding of these alternative response to perceived deficiencies in earlier language teaching practices should clarify the context of the communicative movement.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

scholarly journals FROM SOCIOLINGUISTICS TO COMMUNICATIVE LANGUAGE TEACHING

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Syafiyah Syafiyah
Keyword(s):  
Language Teaching ◽  
Communicative Language Teaching ◽  
Communicative Approach

Aliran Sociolinguistik sebagai respon dari aliran linguistik yang dipelopori oleh Chomsky memberikan pandangan baru terhadap hakekat bahasa. Menurut aliran ini bahasa tidak dipandang sebagai aturan-aturan gramatikal formal semata, tetapi lebih sebagai alat komunikasi.   Memahami bahasa manusia berarti memahami bagaimana manusia berkomunikasi satu sama lain dan bagaimana proses komunikasi terjadi. Memahami hakekat bahasa sama saja dengan  memahami bagaimana bahasa itu berfungsi di tengah masyarakat. Menguasai bahasa berarti memiliki kompetensi komunikatif, yaitu kemampuan untuk menggunakan bahasa dengan benar dan tepat sesuai dengan konteks sosial. Kompetensi komunikatif meliputi kompetensi linguistik, kompetensi sosiolinguistik, kompetensi wacana dan kompetensi strategis. Dalam ranah metodologi pembelajaran bahasa, aliran tersebut melahirkan  pendekatan  pembelajaran bahasa komunikatif  )Communicative Approach(. <br />

scholarly journals Introduction of Communicative Language Teaching in Tourism in Cuba

1991 ◽  
Vol 8 (2) ◽  
pp. 57 ◽  
Author(s):  
Antonio Irizar Valdes ◽  
Ada Chiappy Jhones
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Tourism Industry ◽  
Careful Examination ◽  
The Past ◽  
Communicative Approach ◽  
Structural Methods ◽  
Language Content

In the early 80's, ideas of the communicative approach filtered through to Cuba, but in no way are these ideas widely used in language teaching in the country today. The importance of the tourism industry to Cuba over the past few years has resulted in a careful examination of language teaching for workers in the industry. As a result of this analysis, an experimental programme based on the ideas of the communicative approach was implemented at the Centre for Studies in Tourism in Havana in September 1987. A description of this programme will be presented. Special emphasis will be given to the difficulties encountered by teachers in a foreign language setting who had been previously used to teaching prescribed, teacher-centred, structural methods. One of the other experimental features of this programme was the incorporation of a Canadian focus into the teaching of English in tourism, in an attempt to move away from the consideration of the U.S. and Great Britain as the only sources of English language content and social context. Attempts to extend this type of programme to all sectors of tourism will also be described.

scholarly journals The Implementation of Communicative Language Teaching by Iraqi English language Teachers

2019 ◽  
Vol 8 (5C) ◽  
pp. 1140-1147
Keyword(s):  
Public Schools ◽  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Research Question ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Teaching Methodology ◽  
English Language Teachers ◽  
Communicative Approach

The implementation of Communicative Language Teaching (CLT) has been debated by many researchers in the field of language teaching methodology. Much is done in this regard and literature confirms that the implementation of CLT in teaching English as a foreign language is challenging. Even though there are studies investigating the issue in Iraqi schools, little has been done in exploring the classroom practices of Communicative Language Teaching by the teachers. Thus, this study hopes to investigate how Iraqi English language teachers implement CLT in their classrooms. A qualitative method is used to collect data through classroom observation of 3 in-service English language teachers. The research question that is addressed is (to what extent the classroom practices of Iraqi English language teachers comply with the principles of Communicative Language Teaching?). The data collected from the observations are analyzed based on a checklist to compare them to the basic principles of communicative approach. The results of the study show that Iraqi English language teachers do not fully implement communicative approach in their classroom practices and their teachings mostly focus on grammar and vocabulary rather than meaningful communication. The results from this study will contribute to the field of knowledge about Communicative Language Teaching, particularly in Iraqi public schools. The outcome of this study will support teachers to overcome the current challenges in language teaching and provide better recommendation for them to improve their teaching and implementation of CLT approach

Focus on learnable form in a communicative context

2002 ◽  
Vol 25 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Bronwyn Dyson
Keyword(s):  
Adult Learners ◽  
Developmental Stages ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Focus On Form ◽  
Grammatical Form ◽  
Communicative Approach ◽  
Processability Theory ◽  
Communicative Context

Abstract In this article I present the concept of ‘focus on learnable form’ and show how it could be implemented in the classroom. ‘Focus on form’ research has produced increasing evidence that a form focus can improve the acquisition of the particular form while remaining compatible with the communicative approach. The learnability of grammatical form, a key issue in this research, has been addressed in some studies by identifying the emergence of the form. Since there are problems in relying on emergence, I argue for the adoption of Processability Theory (Pienemann, 1998) and specifically the construct of developmental stages. This framework enables teachers to predict the forms that would be beneficial to focus on and those that are developmentally too advanced for effective focus on form. Despite criticisms of ‘structural’ approaches to SLA research, Processability Theory has a lot to offer communicative language teaching. As I have found in teaching ESL to adolescent and adult learners, ‘focus on learnable form’ in a communicative context is achievable in the classroom and can be implemented as one component of a communicative curriculum by following three steps: assessing the learners, selecting a ‘learnable’ form and focusing on this learnable form in a communicative context.

scholarly journals Exploring the Role of Translation in Communicative Language Teaching or the Communicative Approach

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092440
Author(s):  
Mohammad Adil
Keyword(s):  
Saudi Arabia ◽  
Language Teaching ◽  
Language Translation ◽  
Structured Interview ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Cross Sectional ◽  
Translation Strategy ◽  
Communicative Approach

This study aims to investigate the perception of language teachers and their experience regarding the use of translation as a language teaching approach in Saudi Arabia. The study adopted a cross-sectional qualitative design to investigate the role of translation as a communicative approach in language teaching. Data were collected through a semi-structured interview with 20 professors and lecturers who were teaching at a university in Saudi Arabia. The interview results revealed that language translation strategy is effective in developing the necessary communicative ability among Saudi language learners. Also, the use of translation should be based on the skill set and competence level. It concludes that the judicious use of the translation should be practiced for Communicative Language Teaching.

scholarly journals Dealing with Accuracy in Communicative Language Teaching

1986 ◽  
Vol 3 ◽  
pp. 193 ◽  
Author(s):  
Wendy Allen ◽  
Sue Waugh
Keyword(s):  
Language Teaching ◽  
Communicative Language Teaching ◽  
The Self ◽  
Theoretical Knowledge ◽  
Self Assessment ◽  
New Approach ◽  
Assessment Unit ◽  
Communicative Approach

For practitioners interested in making principled decisions about what and how to teach, the implementation of any new approach presents dilemmas for which there are no clear answers. Theoretical knowledge, insights from experience and practical considerations all go into formulating hypotheses and developing techniques and materials to solve these problems. In this paper we will discuss some of these issues as they relate to the problem of accuracy within the communicative approach and present the self-assessment unit we developed to deal with the problem in our program.

scholarly journals Communicative approach to teaching foreign languages

2019 ◽  
Vol 3 ◽  
Author(s):  
Malika Salomova
Keyword(s):  
Language Teaching ◽  
Real Life ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
Design Study ◽  
Popular Approach ◽  
Study Materials ◽  
Approach To Teaching ◽  
Communicative Approach

Communicative language teaching is perhaps the most popular approach to foreign languages. It usually prioritizes fluency over accuracy and it is therefore vital to obtain and design study materials which will closely resemble real life communicative situations.

scholarly journals The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools

2019 ◽  
Vol 12 (11) ◽  
pp. 97
Author(s):  
Abderrahim El Karfa
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Classroom Environment ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Communicative Approach

The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students&rsquo; personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.

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