Essay - Communicative Approach Introduction in Today's Esl (English as a Second...


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Communicative Approach

Introduction

***** today's ESL (English as a second language) and EFL (English as a foreign l*****nguage) classrooms, there are a number of te*****ching methods ***** learning approaches in place, designed to assist the students in maximizing their language learning potential. Most educators in the field ***** ESL/EFL currently agree that curriculums involving more than just ***** mechanics of ***** are vital to improving the level ***** discourse among students, and as such, agree ***** certain methods of instruction are more suited for this goal. In light of this, many ESL ***** EFL educators are turning to the communicative approach ***** language in an ef*****t to improve the discourse level of spoken ***** to ***** and ***** students.

This literature review will focus on the ***** approach to language learning, and will include a discussion on ***** basic tenants ***** the theory. Additionally, ***** utilizing ***** concept within the classroom setting will be explored. Fur*****r, this ***** will analyze the discourse level of spoken English, and will examine ways in which educators today instruct students in this discourse level.

What is the Communicative *****?

***** communicative approach to language learning ***** based on the premise that the audiolingual method ***** teaching *****, which relies primarily on drills and ***** repetition and memorization of words, in *****effective in terms ***** actual language comprehension (Galloway, 1). The underlying principle, then, is that ***** is not simply words ***** grammatical structure, but is instead to ***** understood as a tool for conveying information and maintaining relationships in an interactive way with the rest of the social world (Johnston, 29). It is not just the words of ***** l*****guage or the stringing together ***** those words that are imperative to language instruction, but also the substance of what is being conveyed.

During ***** 1970's, educators and lingu*****ts began to realize their students were ***** learning "realistic" *****, in the sense that ***** ***** language students ***** not able ***** converse on a "whole" ***** (*****, 1). While ***** ***** could c*****vey information, the substance of that information was often fragmented, consisting of short bursts of learned phrases rather than an entire conceptual idea. While students could speak the language they were learning, they did not possess the ability to use appropriate ***** gestures to help convey thoughts, *****ir facial expressions did ***** convey emotion, and their ***** did not flow smoothly from concept to ***** (Gallo*****, 1). Thus, educators developed communicative-style ***** **********, which promoted genuine language use ***** real conversations within the classroom *****.

***** result of ********** efforts is know in today's ESL and EFL classrooms as the communicative ***** to ***** instruction. ***** learning methods employ real-life situations and real-life conversations within a cl*****sroom. Rather than simple ***** techniques involving lists of memorized words, the educator designs ***** that require students to communicate in complete ***** and *****s (Johns*****n, 29). These situations mimic those students would encounter in their normal, daily lives (Galloway, 1).

Communicative approaches to learning have two

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