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 teaching methods and learning approaches in place, designed to assist the students in maximizing their ***** ***** potential. Most educators in the field ***** *****/EFL currently agree that curriculums involving more than just the mechanics of language are vital to improving ***** 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 ***** are turning ***** the communicative approach to language in an ef*****t to improve the discourse level of spoken ***** to ESL and EFL students.

This literature review will focus on the ***** approach to language learn*****g, and will include a discussion on ***** basic tenants ***** the *****ory. Additionally, methods utilizing ***** concept within the classroom setting will be explored. Further, this review 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?

***** communicative ***** to language learning ***** based on the premise that the audiolingual method ***** teaching language, which relies primarily ***** drills and the repetition and memorization of words, in ineffective in terms ***** actual language comprehension (Galloway, 1). The underly*****g principle, *****n, is that language 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 ***** social world (Johnston, 29). It is ***** just the ***** of ***** ***** or the stringing together of those words that ***** imperative to l*****guage *****, but also the substance of what is being conveyed.

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

The result ***** *****se efforts is know in today's ***** ***** ***** classrooms as the communicative approach to language instruction. Communicative learning methods employ real-life situations and real-life conversations within a classroom. Rather than simple ***** techniques ***** l*****ts of memorized words, the educator designs ***** that require ***** to communicate in complete ***** and ideas (Johns*****n, 29). These situations mimic those students would encounter in their normal, daily lives (Galloway, 1).

Communicative approaches to learning have two


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