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 teaching methods and learning approaches in place, designed to assist the students in maximizing their language learning potential. Most educators in the field ***** *****/EFL currently agree that curriculums involving more than just the mechanics of ***** are vital to improving ***** level ***** discourse among *****, and as such, agree ***** certain ***** of instruction ***** more suited for this goal. In light of this, many ESL and EFL ***** are turning to the communicative approach ***** language in an effort 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 the basic tenants of ***** theory. Additionally, methods utilizing this concept within the classroom setting will be explored. Fur*****r, this review 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 *****?

***** communicative approach to ***** learning is based on the premise that the audiolingual method of teaching language, which relies primarily ***** drills and ***** repetition and memorization of words, in ineffective in terms ***** actual language comprehension (Galloway, 1). The underly*****g principle, then, is that language ***** not simply words and 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 not just the ***** of ***** language or the stringing toge*****r of those words that ***** imperative to ***** instruction, ***** also the substance of what is being conveyed.

During the 1970's, educators ***** lingu*****ts began to realize *****ir students were ***** learning "realistic" language, in the sense ***** *****ir second language students ***** not able to converse on a "whole" ***** (Gallo*****, 1). While the ***** could c*****vey information, the substance of that information w***** ********** fragmented, consisting of short bursts of learned phrases rather ***** an entire *****ual idea. ***** students could speak the language they were learning, they did ***** 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 (*****way, 1). Thus, educators developed communicative-style ***** methods, ***** promoted genuine language use ***** real conversations within the classroom setting.

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

Communicative approaches to learn*****g have two

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