Essay - Communicative Approach Introduction in Today's Esl (English as a Second...

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Communicative Approach


In today's ESL (English as a second language) and EFL (English ***** a foreign language) classrooms, there are a number of te*****ching methods ***** learning approaches in place, designed to assist the students ***** maximizing their ***** learning potential. Most educators in the field ***** *****/EFL currently agree that curriculums involving more than just ***** mechanics of language are vital to improving the level ***** discourse among students, and as such, agree ***** certain ***** of instruction are more suited for this goal. In light of this, many ESL ***** EFL ***** are turning to the communicative approach ***** language in an ef*****t to improve the discourse level of spoken ***** to ***** and EFL students.

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

What is the Communicative *****?

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

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

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

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


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