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 ***** a foreign l*****nguage) classrooms, there are a number of teaching methods and learning approaches in place, designed to assist the students ***** maximizing their language ***** 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 ***** discourse among students, and as such, agree that certain methods of instruction are more suited for this goal. In light of this, many ESL and EFL educators are turning to ***** communicative approach ***** language in an ef*****t to improve the discourse level of spoken English to ESL and EFL students.

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

What is the Communicative Approach?

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

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

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

Communicative approaches to learning have two

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