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


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Communicative Approach

Introduction

In today's ESL (English as a second language) and EFL (English as a foreign language) classrooms, there are a number of teaching methods ***** learning approaches in place, designed to assist the students ***** maximizing their ***** learning potential. Most educators in the field ***** *****/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 ***** certain methods of instruction are more suited for this goal. In light of this, many ESL ***** EFL ***** are turning ***** ***** communicative approach to language in an ef*****t to improve the discourse level of spoken English to ***** and EFL students.

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

What is the Communicative *****?

***** communicative approach to ***** learning ***** based on the premise that the audiolingual method of teaching language, which relies primarily on drills and ***** repetition and memorization of words, in *****effective in terms ***** actual language comprehension (Galloway, 1). The underly*****g 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 the social world (Johnston, 29). It is not just the words ***** ***** language or the stringing toge*****r of those words that ***** imperative to ***** instruction, ***** also the substance of what is being conveyed.

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

***** result of *****se efforts is know in today's ESL and ***** classrooms as the communicative approach to ***** **********. ***** learning methods employ real-life situations and real-life conversations within a classroom. Rather than simple ***** techniques ***** l*****ts of memorized words, the educa*****r designs situations that require ***** to communicate in complete ***** and ideas (*****, 29). These ***** mimic ***** students would encounter ***** their normal, daily lives (Galloway, *****).

Communicative approaches ***** learning have two

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