Communicative Language Teaching Essay

communicatory row dogmaThe aim of this building block To make you think nigh communicatory flack to t from each one system dictions To croupvass the tendency of communicatory competence To state a hop upon the communicatory instruction techniquesWhat do you produce to do in this unit? Warming up raillerys comment tuition Self-assessment questions (SAQS) wildcat line of works structured t conductWarming up discourse 0Warm up the impression of a communicative stance (situation, in which it is necessary to communicate spoken examly and/or by dint of indite in order to achieve a certain destruction). Produce a mind map of the concept listing most true communicative situations in your own in truth world communicative situationsIn determined study 1The elbow room towards communicative directionWarming-up discussion 1.1Rate in order of enormousness the items that the assimilators requirement in order to master the linguistic communion com municatively ( more than ane item hind end get iodine rank) Items Rating diction Grammar Pronunciation cognition of typical situations Target glossiness Skills in utter Skills in writing Skills in reading material Skills in listening Non-verbal core of communication (gestures etc) Knowledge of how to deal with tidy sum image of qualification terminations in communicative situations Experience in playing a role Experience in riddle-solving Experience in playing communicative games Pre-communication modesThe representation towards communicative precept has been a long and disputable one with advances and set backs. The steering of attention was gradually shifting from the dustup as a opinionated code to the row as a means of communication with the face for an in effect(p) system acting of instruction and consideration of the bookmans personality. (The put up of command methods in this module is based on Richards, J., and Th. Roger s.1995. play up neargons and Methods in lyric poem commandment. shape).Grammar translation (H.Olendorf) or Prussian method included detailed outline of grammar rules, translating sentences and text editions into and out of the steer wording, memorizing rules and manipulating morphology and syntax, reading and writing.Direct method (M.Berlitz) encourage the intent of foreign quarrel in the schoolroom. Classroom teaching was conducted in the fundament diction precisely. Learning wait on was mostly based on imitation and memorization.Oral ascend or situational run-in teaching (Palmer, H. 1940. The pedagogics of Oral side. Longman) was based on selection and organization of the situations. Situations were make with the apply of concrete things and pictures. They were pulmonary tuberculosisd to introduce the new grammar structures.Audio-lingual method (Fries, Ch. 1945. breeding and Learning English as a Foreign wording. University of Michigan force) employ the principles of structural linguistics to oral communication teaching. Pattern commit became a stick outonic schoolroom technique. Audio-lingual method was the combination of structural linguistic speculation and fundamentals of styleism (stimulus, response, reinforcement).The Natural Approach (Krashen, S.1981. Second lyric poem accomplishment and Second address Learning. OUP) put emphasis on the expo veritable to language (comprehensible input) rather than formal exercises. The representing hypotheses were put into the foundation of the Natural Approach the acquisition/ encyclopaedism hypothesis ( only when natural-like acquisition undersurface result in mastering the language objet dart learnedness dish ups getting the doledge almost the language), the monitor hypothesis (explicit knowledge has only one function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predictable order), th e input hypothesis (the relationship amongst the input and language acquisition shows that scholarly persons need comprehensible input), the affective filter hypothesis ( prentices with last demand, self-confidence, low disquiet generally do cave in in language acquisition).SAQ 1.1Match the interest methods of instruction with their essential features Method Features Grammar-translation method imposture Direct method Memorizing rules Oral sexual climaxMotivating prentices Audio-lingual method Use of situations Natural apostrophize Memorizing patterns Humanistic go onWarming-up discussion 1.1 gossip on the following revelation of a teacherif a scholar heartyly works hard, and yet there is a danger of this schoolchild failing a test, although he or she has studied intensively for it, so I cheat. I take a pen that has the homogeneous warp ink as the student used to write the test and I correct slightly of the mistakes so that the student does non nonice and I piece of ass give a positive mark. And then I follow this up with a lot of appraisal and support (Puchta, H. 1999. prentices belief, identity and success. IATEFL 1999. Edinburgh league Selections. P. 71-72)Humanistic glide slope emerged as a reaction to the behaviorist approach to teaching with the rigid teachers control over the learners behavior. The maintenance of mercifulistic tendencies was to enhance peoples self-actualization and their role in direct their own lives (Kelly, Maslow, Rogers cited in Roth. I. 1994. Introduction to Psychology. deal 1. The leave University. P. 419).Humanistic approach to language teaching emphasized the value of flummoxing self-coloured learners personality, socialization of an individual in a root word, nonional activities with music, arts etc. It was further developed in community language teaching. The method was based on counseling techniques (Curran, C. 1976. Counseling-Learning A building block Person sticker for Educatio n. N.Y.) In lay terms, counseling is grownup support to an another(prenominal)wise person. Thismethod was described as humanistic with self-actualization and secured self-esteem of the learners.The priorities of the method were to develop learners relationships in the group, to guarantee in learners the feeling of security and belonging to the group as well as asserting ones personal identity. Learner autonomy became a new and much discussed concept. Affective learning and learner anxiety were taken seriously as an important doer of effectiveness. kind of of the formulaic knowledge (the product of behaviorism) teachers tried to develop in learners heuristic knowledge ( later on Fox, J. 1992. New Perspectives in innovative language Learning. University of East Anglia. P. 87). special(prenominal) attention was disposed to the issue of debilitating anxiety, which unlike facilitating anxiety could hinder and even block the process of language acquisition. As a result of the debi litating anxiety in the lesson the learners usually develop a defense mechanism against it. Some of them pull back from the work of the class, make a game of a line of work, fidget and let their attention wander or plunge into the world of fantasy. They washbasin challenge the teacher with the unacceptable behavior or passive aggression in the form of silent jib. Some learners accuse others of their own learning problems. As expression of kvetch the learners join subgroups of other failure-learners (See Madeline, E. 1996. Under jibing Second Language Learning Difficulties. sharp Publications).An important issue, which is tackled by the humanistic approach to teaching is the rejection of the learners by their teachers. The rejection of this character reference washbowl be hidden and show itself indirectly. These teachers prefer not to touch at the learners, which they dislike (gaze of overturnance). The whole teachers body ordure is in the direction opposite to the learner s they dislike. The teachers keep a longer animal(prenominal) keep with these learners and give them less verbal finish ups and addresses. These learners atomic number 18 denied teachers supportive intervention and detailed feed-back that other learners normally enjoy. They be given a reduced teachers waiting quantify. Humanistic approach advocated non-conflict, non-judgement and empathy in the relations of the teacher and learners. The importance of the humanisticapproach lies not just in the effectiveness of language learning but similarly in the development of the personality.Humanistic approach facilitates self-actualization of learners. Self-actualized people have a healthier psyche and atomic number 18 more capable of a creative non-stereotyped behavior. This helps them to identify easily with the group. They demonstrate a more accurate information of the reality and accept it without unnecessary conflicts. They focus more on the cognitive problems and less on themsel ves. These learners stimulate the capacity for peak bring forths (through love, music, art, nature etc.) and a greater adroitness for empathy with other people. They are able to see things other than in black and white. searching parturiency 1.1 instruction the following descriptions of the learners and reflect on the possible reasons that explain their learning difficulties. Suggest recommendations to remedy the teaching situation. What individual features of the learners have to be respected by the teacher? Descriptions Reflections Recommended abrupt is shy, withdrawn and obtuse. When called upon for an answer in class, he hesitates a lot and slightly fourth dimensions does not respond at all. When pushed, his answers are usually incorrect. However he does well with written grooming. Mark is a delightful student. Very combat-ready and enthusiastic in class. He never has enough prison term to nab the t demand in class and rarely finishes the test on judgment of conviction Mary is inattentive and never followsexplanations in class. She does not seem to guess the grammar rules. However, the next day she knows the rule perfectly. Clara is very actuated to study English but finds it meansless to take start up in communicative activities. After communicative lessons she feels frustrated. Vera is clever and likes to take sidetrack in discussions. However slice bawl outing she oftentimes makes slips such as forgetting, blurring or mixing up word endings. (Some examples are adapted from Leaver, B. 1993. Teaching the Whole Class. The AGSI inspire. P. 4-8)Intensification tendency resume fleshly Response (TPR) is the combination in the teaching method of speech and action (Asher, J. 1969. The total corp spoken response approach to blurb language learning. Modern Language Journal. 533-17). The method combined verbal narration with motor activities.The mum Way (Gategno, C. 1972. Teaching Foreign Languages in Schools The Silent Way. N.Y.) was based on the premise that the teacher should be silent as much as possible in the classroom, era the learners will let on more language. A typical feature of the Silent Way is the use of color charts and rods as memorable images and signals to help in verbal responses. The marriage offer underlying this method of instruction was that learning is facilitated if the learners discover or take in even with the minimal language rather than rehearse and remember.Suggestopedy (Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y.) aimed at optimizing learning by music and rhythm, authoritative teachers behavior and infantalisations of learners, physiologic and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors deepen 25 times over conventional learning.Another example of exploiting resources of human psyche in teaching languages is neuro-linguistic programming (NLP). NLP is shaping ones inner world through re-evaluating ones experience and using the power of the word. It aims at opening up ones inner resources as a way towards accelerated learning (Beaver. D. superfluous Language Learning).explorative job 1.2Try to memorize the following groups of haggling using different techniques. Recall the oral communication a minute later(prenominal) all the occupations have been done. keep the payoff of memorized words in the set provided and share the results in the group. Reflect on the reasons for diversity in the results (the meaning of the words should be made clear startle) designate 1 Task 2 Task 3 Task 4 Memorize the words by marking Memorize the words by Memorizing the words in Memorize the words by imagining rhythm with your reach out associating them with physical get by relaxation clearly and visualizing what objects that you hold in your these words mean hand Wary tortuous, dupe, hype, Balk, upshot, slobber, freak, Fl oss, tryst, mediocre, tassel,Zap, trammel, largess, thud, lumber virile tacky gullible Number of recalled words communicatory language teaching is based on a chip of typical features ofthe communication process (Littlewood, W. 1981. communicative language Teaching. CUP. Savignon,S. 1983. communicatory competence Theory and Classroom Practice. Mass. Widdowson, H. 1979. Teaching language as Communication. OUP).Language learning is unders in like mannerd as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the people who communicate in order to achieve a certain goal. Language for learning is derived from communicative experience in a variety of real world situations.Fluency is put over accuracy. Interactive learning is support as the way towards acquiring communication skills. The learners are taught negotiating the meaning ( on the job(p) towards better understanding each other), and using communication st rategies (e.g. circumlocution). searching chore 1.3What features of communicative teaching peck you detect in the following activities?Activities Features Find the differences betwixt the pictures that you and your partner has without looking at these pictures and only by asking questions component part play a job interview, in which you want the job as soon as possible while the manager is taking time and is hoping to find a better stinkpotdi booking Agree or differ with the given statements by marking them as true, false or debatableand give reasons for every answer Each of you have hear only a little bit of the announcement at the airport. frame up your bits of knowledge together to know what you need. Hold an opinion poll in the group by asking everybody questions and report the results (every learner has a set of their own questions) communicative teaching is a way of teaching a language through communication. The way towards communicative tea ching method gutter be traced in the chart belowMethod Grammar-translation Audio-lingual method Natural approach Communicative activities Subject Language forms Language patterns Whole language Human discourse Learning Language analysis memorization Exposure to the input Communication experienceSAQ 1.2Match the following tasks the methodsTasks Methods take heed to the tape and react to questions in the pauses Grammar translation provided Find the ways to empathize the sentences in your native Audio-lingual language Prepare a group presentation and show it to the class Natural Listen to the conversation and enlarge it Communicative Any method can be described as result-oriented or process-oriented with some teaching methods occupying an intermediate position. A result-oriented method advocates the mind of a final goal with the emphasis on its speediest achievement and the incumbent on(predicate) equal results achieved by all the learners. A process-oriented method foc uses on the teaching/learning procedure with the individual pace of learning and the final results alter according to individual learner differences.Form-focused methods concentrate teachers and learners attention on the grammar forms of the target language. Form-defocused methods focus on speech patterns rather than on grammar structures. alpha task 1.4Find the adequate place on the axes for the following method grammar translation, oral approach, audio lingual and communicative (grammar-translation method has been done for you)Form-focusedYGrammar-translation methodResult-oriented. x X Process-orientedyForm-defocusedCommunicative approach is used otherwise in different teaching tillages. Teaching culture is the collective teaching experience, beliefs and practices, which are typical of a certain community or hostelry.Communicative approach is not universally germane(predicate) for different teaching cultures. The learners can question the effectiveness of the lesson during wh ich they practice communication but do not learn eachthing concrete. What have we learned during this lesson of incessant talk?, is a typical question asked by the learners in Asian communities.In Japan languages are taught in the typically teacher-fronted and teacher-centered classrooms. A typical lesson consists of the teachers checking the learners sentence by sentence translations of a text. Chinese students can be unwilling to ask questions during a communicative lesson because students they do not want to interrupt other students or the teacher, it is better to ask after the lesson etc. (Coleman H. 1996.Society and the Language Classroom. CUP).A lesson of English in Russia often includes homework check up, presentation of the new material and reinforcement of the new material. The teacher, who signals when a special learner is invited to speak, will regulate learners participation in the lesson (Millrood, R. 1999. How subjective English Speakers Can be Better English Teache rs in Russia. The profits TESL Journal. Vol..5 No 1 1999. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3. P. 213-218)Exploratory task 1.5 hark backn below are the features of the BANA (British, Australian and North-American) teaching culture. What is to be found in your local teaching culture? BANA teaching culture Local teaching culture Learner-centered Learner-autonomy Focus on the whole language Critical thinking Inductive teaching insert reading 2Communicative competenceWarming up discussion 2.1Brain-storm the concept of communicative competence i.e. the knowledge and skills a learner necessitate for prospering communication and draw a tree diagram of this concept Communicative competenceThe idea of communicative competence started to develop with the have of linguistic competence. Linguistic competence is understood as natural knowledge of language (Chomsky, N. 1986. Knowledge of Language Its Nature, Origin and Use. N. Y. P. 24. Aitchison, J. 1999. The explicate Mammal. An Introduction to Psycholinguistics. L.,N.Y.P.180-182. Harley,T. 1997. The Psychology of Language. Psychology Press. P.141). Linguistic competence is only part of what is needed for communication.Communicative competence encompasses the knowledge of how to use the language in the real world, without which the rules of grammar would be useless. (Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press. Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P.87).Communicative competence can be described as including grammar competence (knowledge of grammar rules, lexis and phonetics), pragmatic competence (knowledge of how to express a message), strategic competence (knowledge of how to express a message in a variety of wad), social-cultural competence (knowledge of social etiquette, national mind-set and values etc.) (another description of communicative competence can be found in Canale, M., and M. Swain. 1980. hypothetic bases of communicative approaches to second language teaching and testing. Applied linguistics 1 1-47). Communicative competence breaks down into the two major components of the knowledge knowledge of the language and knowledge of how to achieve the goal of communicationCommunicative competence Knowledge of the language Knowledge of how to use the language Competence is not the same(p) as ability. In order to be able to communicate, people need psycho-physiological mechanisms, i.e. communicative skills (After Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P. 84-85).Communication is the process of social interaction and requires the knowledge of social conventions i.e. the knowledge of rules about proper ways to communicate with people.In accordance with the social conventions, participants in communication effect communicative functions (to socialize, to inform, to persuade, to elicit information, to manipulate behavior a nd opinions, to perform rituals etc), communicative roles (leader, informer, witness, participant, catalyst, entertainer etc) (Ellis, R. 1994. The Study of Second Language acquisition. OUP. P. 160). In order to perform these functions a vocalizer needs more than just the knowledge of the language.Exploratory task 2.1Give examples of the knowledge you need for successful communication in a number of recent situationsKnowledge for communication Rules of etiquette Spoken language Grammar and vocabulary The process of communication is characterized with communicative strategies of achieving a goal through communication (Pollak A. Communicative strategies at work. NJ 1995).Success of communication depends very much on the knowledge of successful strategies chosen by the speakers. E.g. the Prince (in The Prince and the Pauper by M.Twain) was unable to ask because he was only competent in how to give orders.Successful strategies are known as the four maxims of good commun ication (Grice, H., 1975. Logic and conversation. linguistic communication Acts. N.Y. Academic Press.) These maxims include quality ( reckon only what is supported by evidence), measuring (say no more and no less than you think is needed), relevance (say what is germane(predicate) to the point of communication) and manner (present your ideas clearly an unambiguously) The four maxims of successful communication can be used in teaching how to communicate effectively (Brown, G. and G.Yule. 1983. Teaching the Spoken Language. CUP. P. 71)Exploratory task 2.2Imagine that you want to borrow some money from the bank and have to explain to a bank shop clerk the reasons for taking the loan. Role-play your talk and let your group mates comment on what you say using the four maxims Maxims of communication Comment Quality measurement Relevance Manner Communication strategies can be goal-oriented (having a particular goal in mind), partner-oriented (with the partner and his comprehension in mind, using negotiation of meaning, persuasion, self-correction, repetition, circumlocution etc) and circumstances-oriented (behaving according to the situation) (Wood B. Children and communication. NJ. 1981).In choosing a strategy the participants in communication can prefer either an achievement strategy (guessing, paraphrasing but achieving the goal) or a reduction strategy (co-operation, avoidance and sometimes giving up ones goal partially or completely) (Bygate, M. 1987. Speaking. OUP).Exploratory task 2.3 break communicative strategies in the following conversation. One has been done for you communication Strategies Hello Goal-oriented Can I have a return to capital of the United Kingdom? Partner-oriented Yeah. Are you coming back today?Circumstances-oriented Erm I an not sure A days return is 6.50. Otherwise its 8.80 Id better take a normal return OK. Thats 8.80 then Fine Thanks. 1.20 neuter please Thanks An integral part of communicati ve competence (the knowledge of how to communicate with people) is the non-verbal communication. It includes proxemics (physical distance and bread and butter quadriceps femoris in the process of communication), kinesics (body language, gestures and postures), facial expression (smiles, eye-contact), haptics (the use of touch in communication), clothing and physical style in the process of communication (the concept of decency in clothing and physical appearance), oleactics (communication via smell), paralanguage (um-m, uh-huh etc).Many non-verbal expressions vary from culture to culture, and it is often the cause of cultural misinterpretation. E.g. a physical distance can be too close or somebodys toffee-nosed space can be trespassed. Gestures and postures can be inappropriate, there can be a lack of smile and eye-contact. Touching somebodys body during conversation can be taken as offensive. The dressing habit can be alien. Some smells (e.g. sweat or breath) can be found into lerable. Vocal confirmation of following the conversations (Aha Etc.) can in like manner be inappropriate. In some cultures humble bows are part of etiquette while others support a proud upright posture.Exploratory task 2.4Describe non-verbal communication in your native cultureFeatures Description Physical distance Gestures Use of touches Decent clothing Appropriate smell Smiles Eye contact Exploratory task 2.5How would you say the following sentences without words, using the gestures only?Communicative goal Description of the gestures Its too hot. Im too cold SSHHH Be quiet. Come here. Come here quickly tour of duty back Its dangerous Im impatient Im tired What did you say? Exploratory task 2.6Mark as appropriate or inappropriateStatements Appropriate or not A/ A man not opening the door to the charwoman B/ Man and woman walking together, woman carrying a heavy sweetheart C/ A man not helping a woman out of the bus D/ A man not giving up the seat in the bus for a woman E/ A person telling the police the truth about his friends involvement in the crime F/ A conjoin man living with his parents G/ A young married twin paying more attention to themselves than to their newly born child Exploratory task 2.7Read the following description of the American character and draw comparisons with your home culture American culture Learners home culture Physical appearance is a key to U.S. culture. Americans are obsessed with body hygiene. They take many showers, wash their hair often and usually wear habit only once. People who have body odor, bad breath, oily hair, and do not wear fresh clothes every day whitethorn be rejected because of their odor. Americans are likely to be extremely restrained whenthey meet a new person who seems to want to get closely involved with them. What does this person want? they seem to be asking. How much of my time will it take? Will I be able to withdraw from the relationsh ip if it gets too demanding? Americans are explicitly taught not to discuss devotion or politics. Politics and religion are thought to be controversial, and discussing a controversial topic can lead to an argument. Americans are taught to avoid arguments, unlike other people who consider politics to be an thin topic for discussion and debate. Input reading 3Communicative teachingCommunicative teaching can be successful if the teaching techniques help to replicate authentic communication in the classroomExploratory task 3.1What makes real-world and classroom communication authentic, i.e. genuine and natural? List the features in the spaces belowAuthenticity of real-world communication Authenticity of classroom communication Exploratory task 3.2Do these activities help replicate authentic communication in the classroom? If, yes, what makes the classroom communication authentic in each object lesson? Activity Comment A bottle has been found in the sea with a letter in it. The text has been damaged by pissing and is therefore blurred. In groups decide what the message says You are to entertain guests onwardshand lunch. Role-play the conversation You have always worn glasses but have now decided on switching to contact lenses. Prove your decision Each participant has a picture, which is part of the whole story. Without showing your pictures talk to each other and make up the whole story keep open a letter of complaint to the hotel about their service and demand a compensation for the spoiled holiday Communicative techniquesA technique is a way for a teacher to organize a learner action mechanism. The purpose of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP).Communicative techniques can develop in learners productive, receptive and interactive skills that are necessary for effective communication. Activities with listening and reading aim at developing in learners skills of receiving information. Activities with speech and writing develop in learners skills of producing information. Both can be learner interactive and thus promote communication.Communicative techniques fall down into a number of groupsA. Language arts are oriented towards a communicative task but are not communicative in themselves. B. Language for a purpose is what thelearners susceptibility need to learn how to request information, how to change somebodys behavior or train of thought, how to co-ordinate efforts in a team, how to express ones emotions etc. C. Communicative games can be alternative communicative techniques with a challenge, rules, procedure and winners. D. Personal language use develops in learners the skill of expressing ones own attitudes and values. E. menage art develops communicative skills in dissemblings such as role-plays. F. Debating society teaches problem-solving skills.G. beyond the classroom activities imply contacts with the native speakers and using the mass media available to the learners and relevant to their level of language studies (Adapted from Savignon, S. cited in Berns, M. 1990. Contexts of Competence. social and Cultural Considerations in Communicative Language Teaching. N.Y. P. 88-89)SAQ 3.1Match the following techniques and their featuresTechniques Features Language arts Exposure to the whole language Language for a purpose Cause-and-consequence reasoning Communicative games Attaining a communicative goal Personal language Winning in a competing application Theatre art Presenting ones case Debating society Vocabulary and grammar build-up Beyond the classroom Taking up a communicative role Some activities are more associated with reading and listening (receptiveskills), while others are more often used with language and writing (productive skills). randomness gaolbreak is organized to promote speaking activities. cultivation gap is a situation when a participant or a group possess the information, which others do not have, while others command the information that the other fellowship is missing. E.g. a student in a pair with the other student might have the train timetable for odd numbers, while her partner might have the train timetable for even numbers. Their task is to use communication for determination out complete information on how the train runs. Information gap can take the format of an opinion gap when the participants differ in their opinions. The gap is filled in the course of active communication.Any activity with an information gap can be turned into a communicative game if there are rules to name the winner. Information gap is a frequent technique used in order to organize a communicative game. E.g. you have new neighbors. They can tell you about themselves only what is given on their role cards. Try to guess their professions. choose any questions. Direct questions about professions are excluded.A popular speaking activity is reading from cues . It is organized when the participants write information about themselves on steamy labels in the form of separate words, dates, names etc. Other students ask questions trying to find as much as possible about the person, To achieve this goal they have to think first what a date on the sticky label might mean and ask a question like Were you married in 1991?, May be you got your first job in 1991? etc.Reading and speaking processes can be boosted by a matching activity, in which the participants are to match pictures and texts, pictures and pictures, texts and texts (both oral and written) by using questions.Jig-saw reading activity is organized most often with the texts that are meant for reading or listening (jig-saw reading and jig-saw listening). A text is divided into several parts. Every participant has access to onlyone part of the oral or written text. They ask each other questions and provide information to pocket billiards the parts of the text together and to know the contents of the whole text. Another variant is a jig-saw listening when each participant or a trivial group listens to only some information as part of the whole. These pieces can be brought together only in the course of active communication efforts.Another activity for reading is sequencing (re-ordering). The task consists in asking the learners to restore the logical order between parts of the text. This can produce an opinion gap and boost communication. cultivable skills of speaking and writing are developed in simulations. A simulation means that an episode of the real world is reproduced in the classroom environment in the form of the role-play, discussion (problem solving), piece of writing or a project work.SAQ 3.2Give examples of communicative simulations that can be used to develop productive communicative skills in learners cloak of productive skills Examples of activities Simulation of speaking Simulation of writing An important aspect of communicative teac hing is classroom interaction. This form of communication develops between the learners and the teacher. Learners interaction is organized in pairs, small groups, moving circles, collimate lines of pairs etc. Classroom interaction is a factor in creating a communicative classroom atmosphere and successful communicative teachingExploratory task 3.2Recall your own experience of classroom interaction and complete the evaluation form. What can be done to improve interaction in the classroom? Classroom communication Usually sometimes Never 1. The teacher asks the class questions. 2. Students volunteer to raise problems for discussion 3. Students say their opinions freely in class. 4. Teachers ask students to express their opinions. 5. Students speak only when the teacher calls on them. 6. Students tell the teacher in class when they dont understand. 7. Students listen passively when the teacher talks. 8. Students listen passively when classmates talk. 9. Students speak blasting enough for the whole class to hear and address the classmates. 10. Students consult with classmates before answering teacher. 11. Students are afraid to make mistakes. 12. Teachers encourage students to risk making mistakes and to speak freely 13. Students ask for the teachers opinions on the problem in class. 14. Teachers organize students interaction in pairs, small groups, moving circles, parallel lines. 15. Students copy answers from others during tests. 16. Students coach each other for a test 17. Teachers are open to informal communication Communicative teaching is often organized in the trinity-phase framework. Three-phase framework means subdivision of the teaching process into three phases pre-activity, while-activity and post activity. Pre-activity is organized to arouse interest in the learners towards the main task, to motivate performance, to activate in learners their prior knowledge and to prepare them for the language that can be necessary to perform the main task. While-activity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase to a fault includes additional language drill and integration with other skills. The three phases of teaching are shown in the table Phases Procedures Teacher Learners Pre-activity Increasing motivation for the activity. activating of prior knowledge in learners. Language preparation. While-activity Oral or written communication. Information gap techniques. Simulation techniques. Reflection on the language and ideas produced during the while-activity phase. cogitate on 3. Post-activity the language. Integration with other skills. (Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg)Exploratory task 3.3Match the following communicative tasks with the pre- while- or post-activity phases Tasks Phases Write down all the reasons you can think of for getting marriedPre-activity A husband wants his wife to stay at home because he is earning While-activity more than enough. The wife wants to be self-reliant. What Post-activity should they do? Agree or disagree with the following statements Interview a working woman and a housewife (a pensioner). calculate on the findings Look at these pictures of the families. Which family seems happiest and why? Write an essay, Coral gardens of family life Think of positive and negative words when you think of family life Integrated task Give a rationale for communicative language teaching Illustrate the tasks for teaching pronunciation, grammar and lexis (indicate the source) Describe the tasks for teaching speaking and writing, listening and reading Work out a three-phase framework for any one of the tasks Ask your peers to evaluate your three-phase framework task a ccording to the evaluation form and adjoin it Points of analysis Comment The explanations to tasks are quite clear The task motivates communication The task provides information gap for the learners The task simulates the real world The task develops language knowledge in learners The task develops world knowledge in learners The task creates a reasonable challenge for the learners The three phases of the task are quite logical The tasks provide for a good communicative practice Answer keysSAQ 1.11B 2A 3D 4E 5CSAQ 1.21B 2A 3D 4CSAQ 3.11F 2C 3D 4E 5G 6B 7ASAQ 3.2Information gap Simulation Matching, jig-saw, interviews, reading the cues, communicative Role-play, problem-solving,socialization, project work etc. games etc Exploratory task 1.11 Frank is a learner who needs more time to think the task over. 2 Mark cant stand the time limits because he is usually overactive. 3 Mary prefers working with examples and deriving a rule from them. 4 Clara is a deductive lear ner and prefers working with grammar rules. 5. Vera has problems with her phonological development and needs special attendance to her needs Exploratory task 1.4Oral approach YX audio-lingual xy communicative yXExploratory task 1.51 Teacher-centered, 2 learner-dependence, 3 focus on form and text, 4 memorization, 5 deductive teaching from rule to examples Exploratory task 2.3A 2 3 5 7 9 B 1 8 10 C 3 4 6Exploratory task 2.81 test-tube babies, 2 AIDS, 3 Nuclear powerExploratory task 3.31A 2B 3A 4C 5A 6C 7AGlossaryAudio-lingual method is the way to teach a foreign language through intense repetitions of language patterns Communicative approach is a conjecture of teaching and learning foreign languages that recognizes the primacy of communication as the goal and the media of instruction Communicative competence is the knowledge that is necessary for successful communication Communicative method is a way to teach a foreign language through communication for the purpose of communication Communicative principles are guiding rules of instruction in the framework of communicative approach Communicative situation is a set of circumstances, in which it is necessary to use the language for communication in order to achieve the desired goal Communicative strategies are the means and maneuvers of communication todeal with the goal, partner and circumstances Communicative techniques are the devices to organize teaching in compliance with communicative principles Community language teaching is a teaching approach that emphasizes the importance of students co-operation, support and interaction Direct method is the way to teach a foreign language by switching over exclusively to the target language in the classroom and intense grammar structure practicing Grammar-translation method is a way to teach a foreign language with the help of contrasting native and target grammar analysis Humanistic approach is an education theory that recognizes the necessity to facilitate free and creative development of the personality Information gap is a technique to give the students complementary information, which they have to pool together in the process of communication in order to bring to pass the task Interactive learning is instruction with the tasks that cant be fulfilled by the isolated students but require co-operation Natural approach is a way to teach a foreign language through massive exposure to the comprehensible language input in the classroom Neuro-linguistic programming is a teaching way that combines mental imagery with the language Non-verbal communication uses physical distance between the participants, facial expressions, eye contact, gestures, appearance and clothes, smell and perfume etc. Oral approach is a way to teach a foreign language through oral world and practice of the language structures with the help of objects and pictures to create situations Process-oriented teaching focuses on the motivation and involvement in the activities with t he expectation of different results in learners according to their aptitude Result-oriented teaching is the shortest way for all the learners in the classroom to achieve the same result Silent way is a method a teaching that attempts to combine creative thinking with the minimum of language resources available to the learners (using moody rods etc) Simulation is a technique to replicate in the classroom real world situations for the purposes of communicative language teaching Suggestopedy is a teaching way attempting to utilize the hidden cognitive resources in students through relaxation, music and elements of significative therapy Total physical response is a way of teaching that combines language rehearsals with physical activitiesReferences and further readingAitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y. Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 533-17 Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP Beaver. D. Lazy Language LearningBerns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y.Brown, G. and G. Yule. 1983. Discourse Analysis. CUPBygate, M. 1987. Speaking. OUPCanale, M., and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 1-47 Chomsky, N. 1986. Knowledge of Language Its Nature, Origin and Use. N.Y. Coleman H. 1996.Society and the Language Classroom. CUPCook, G. 1989. Discourse. OUP.Crystal, D. 1992. Introducing Linguistics. L. Penguin.Curran, C. 1976. Counseling-Learning A Whole Person Model for Education. N.Y. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3Ellis, R. 1994. The Study of Second Language Acquisition. CUPFox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia Fries, Ch. 1945. Teaching and Learning En glish as a Foreign Language. University of Michigan Press Gategno, C. 1972. Teaching Foreign Languages in Schools The Silent Way. N.Y. Haines, S. 1995. Projects for the EFL Classrooms. LongmanHarley,T. 1997. The Psychology of Language. Psychology Press Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press Krashen, S. 1981. Second language Acquisition and Second Language Learning. OUP Leaver,B. 1993. Teaching the Whole Class. The AGSI PressLittlewood, W. 1981. Communicative language Teaching. CUPLozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y. Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications Millrood, R. 1999. How primaeval English Speakers Can be Better English Teachers in Russia. The profit TESL Journal. Vol..5 No 1 1999. Nunan, D. 1993. Discourse Analysis. Penguin Books.Palmer, H. 1940. The Teaching of Oral English. LongmanPollak A. Communicative strategies at work. NJ 1995Richards, J., and Th. Roge rs.1995. Approaches and Methods in language Teaching. CUP Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University Savignon, S. 1983. Communicative Competence Theory and Classroom Practice. Mass. Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg Widdowson, H. 1979. Teaching Language as Communication. OUPWood B. 1981. Children and communication. NJ.