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 te*****ching methods and learning approaches in place, designed to assist the students in maximizing their ***** learning 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 ***** more suited for this goal. In light of this, many ESL and EFL ***** are turning to the communicative approach to language in an effort to improve the discourse level of spoken ***** to ESL and ***** students.

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

What is the Communicative *****?

The communicative approach to language learning is based on the prem*****e that the audiolingual method ***** teaching *****, ***** relies primarily on drills and the repetition and memorization of words, in *****effective 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 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 ***** just the ***** ***** ***** language or the stringing toge*****r of those words that are imperative to language *****, ***** also the substance of what is *****ing conveyed.

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

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

Communicative approaches to ***** have two


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