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 ***** a foreign language) classrooms, there are a number of teaching methods ***** learning approaches in place, designed to assist the students ***** maximizing their language learning potential. Most educators in the field of *****/EFL currently agree that curriculums involving more than just ***** mechanics of ***** 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 ***** EFL educators are turning to ***** communicative approach ***** language in an effort to improve the discourse level of spoken English to ***** and EFL students.

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

What is the Communicative *****?

The communicative ***** to ***** learning is based on the prem*****e that the audiolingual method of teaching language, ***** relies primarily ***** drills and the repetition and memorization of words, in *****effective in terms ***** actual language comprehension (Galloway, 1). The underlying principle, then, is that ***** is not simply words and 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 not just the ***** ***** the l*****guage or the stringing toge*****r of those words that are imperative to language instruction, but also the substance of what is being conveyed.

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

***** result ***** ********** *****s is know in *****'s ESL and ***** 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 ***** techniques involving lists of memorized words, the educator designs ***** that require ***** to communicate in complete ***** and ********** (*****, 29). These situations mimic those students would encounter in their normal, daily lives (Galloway, *****).

Communicative approaches to learning have two

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