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

***** literature review will focus on the communicative 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. Fur*****r, 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 ***** to ***** learning is based on the premise that the audiolingual method ***** teaching language, which relies primarily on drills and ***** repetition and memorization of words, in ineffective 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 language or the stringing together of those words that ***** imperative to language instruction, ***** also the substance of what is *****ing conveyed.

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

***** result ***** these *****s is know in *****'s ***** ***** EFL classrooms as the communicative approach to ***** *****struction. ***** learning methods employ real-life situations and real-life ***** within a classroom. Rather than simple learning techniques ***** l*****ts of memorized words, the educa*****r designs ***** that require students to communicate in complete thoughts and ideas (*****, 29). These situations mimic those students would encounter in their normal, daily lives (Galloway, *****).

Communicative approaches to learning have two

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