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 ***** a foreign l*****nguage) classrooms, there are a number of te*****ching methods ***** learning approaches in place, designed to assist the students ***** maximizing their language ***** potential. Most educators in the field of *****/EFL currently agree that curriculums involving more than just the mechanics ***** language are vital to improving the level of discourse among *****, and as such, agree ***** certain methods ***** instruction are more suited for this goal. In light of this, many ESL ***** EFL educators are turning to 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 learning, and will include a discussion on the basic tenants ***** the *****ory. Additionally, methods utilizing this concept within the classroom setting will be explored. Further, this ***** will analyze the discourse level of spoken *****, and will examine ways in which educators today instruct students in this discourse level.

What is the Communicative Approach?

The communicative ***** to ***** learning ***** based on the premise that the audiolingual method ***** teaching language, which relies primarily on drills and ***** repetition and memorization of words, in *****effective in terms of actual language comprehension (Galloway, 1). The underly*****g principle, then, is that ***** ***** 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 ***** social world (Johnston, 29). It is not just the words ***** the language or the stringing toge*****r of those words that are imperative to ***** instruction, but also the substance of what is *****ing conveyed.

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

***** result of these *****s is know in *****'s ***** ***** ***** classrooms as the communicative approach to ***** instruction. Communicative learning methods employ real-life situations and real-life conversations within a cl*****sroom. Rather than simple learning techniques ***** lists of memorized words, the educator designs situations that require students to communicate in complete thoughts and ideas (*****, 29). These situations mimic ***** students would encounter ***** their normal, daily lives (Galloway, 1).

Communicative approaches ***** learning have two

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