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 ***** 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 of discourse among *****, and as such, agree ***** certain methods ***** instruction are more suited for this goal. In light of this, many ESL and EFL ***** are turning to the communicative approach ***** language in an ef*****t to improve the discourse level of spoken English to ***** and EFL students.

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

What is the Communicative *****?

***** communicative ***** to ***** learning ***** based on the premise that the audiolingual method ***** teaching language, ***** 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 ***** 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 ***** social world (Johnston, 29). It is not just the words ***** ***** language or the stringing toge*****r of those words that are imperative to ***** instruction, ***** also the substance of what is being conveyed.

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

***** result of these efforts is know in *****'s ESL and EFL classrooms as the communicative approach to ***** 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 educa*****r designs ***** that require students to communicate in complete thoughts and ideas (Johns*****n, 29). These situations mimic ***** students would encounter in their normal, daily lives (Galloway, 1).

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


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