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 l*****nguage) classrooms, there are a number of te*****ching methods ***** learning approaches in place, designed to assist the students in maximizing their language learning potential. Most educators in the field ***** ESL/EFL currently agree that curriculums involving more than just the mechanics of language are vital to improving the level of discourse among students, and as such, agree ***** certain methods of instruction ***** more suited for this goal. In light of this, many ESL ***** EFL educators are turning to the communicative approach ***** language in an effort to improve the discourse level of spoken ***** to ***** and ***** 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 ***** concept within the classroom setting will be explored. Further, 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 Approach?

The communicative approach to ***** learning is based on the prem*****e that the audiolingual method ***** teaching language, which relies primarily ***** drills and ***** repetition and memorization of words, in *****effective in terms ***** actual language comprehension (Galloway, 1). The underlying principle, then, is that language 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 ***** social world (Johnston, 29). It is ***** 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 being conveyed.

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

***** result ***** *****se *****s is know in *****'s ESL ***** EFL classrooms as the communicative ***** to ***** instruction. Communicative learning methods employ real-life situations and real-life ***** within a cl*****sroom. Rather ***** simple ***** techniques involving l*****ts of memorized words, the educator designs ***** that require students to communicate in complete ***** and ********** (Johnston, 29). These situations mimic those students would encounter in their normal, daily lives (Galloway, *****).

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


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