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

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

What is the Communicative Approach?

***** communicative approach to ***** learning is based on the premise that the audiolingual method ***** teaching language, which relies primarily on drills and the repetition and memorization of words, in ineffective in terms of actual language comprehension (Galloway, 1). The underly*****g principle, *****n, 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 ***** just the words of ***** language or the stringing toge*****r ***** those words that ***** imperative to language *****, but also the substance of what is being conveyed.

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

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

Communicative approaches to ***** have two

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