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

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Communicative Approach


***** today's ESL (English as a second language) and EFL (English ***** a foreign language) 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 language are vital to improving the level of discourse among students, and as such, agree that certain ***** ***** instruction ***** more suited for this goal. In light of this, many ESL ***** EFL ***** are turning ***** ***** communicative approach to language in an effort ***** improve the discourse level of spoken English to ***** and EFL students.

This literature review will focus on the communicative approach to language learn*****g, and will include a discussion on ***** basic tenants of the *****ory. Additionally, methods utilizing ***** concept within the classroom setting will be explored. Further, this review will analyze the discourse level of spoken *****, and will examine ways in which educators today instruct students in this discourse level.

What is the Communicative Approach?

***** communicative approach to ***** learning is based on the premise that the audiolingual method of teaching language, which relies primarily ***** 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 be understood as a tool for conveying information and maintaining relationships in an interactive way with the rest of ***** social world (Johnston, 29). It is not just the ***** ***** the language or the stringing together of those words that are imperative to ***** *****, but also the substance of what is *****ing conveyed.

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

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

Communicative approaches to learning have two


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