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

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

What is the Communicative Approach?

The communicative approach to ***** learning is based on the prem*****e that the audiolingual method ***** teaching language, ***** relies primarily ***** drills and ***** repetition and memorization of words, in ineffective in terms of 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 ***** ***** social world (Johnston, 29). It is not just the ***** of ***** l*****guage or the stringing together ***** those words that ***** imperative to language *****, but also the substance of what is being conveyed.

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

***** result ***** *****se efforts is know in today's ***** and EFL classrooms as the communicative approach to ***** instruction. ***** learning methods employ real-life situations and real-life ***** within a classroom. Rather ***** simple ***** techniques ***** lists of memorized words, the educa*****r designs situations that require students to communicate in complete ***** and ********** (*****, 29). These situations mimic ***** students would encounter in their normal, daily lives (Galloway, 1).

Communicative approaches ***** learning have two

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