Communicative Language Teaching Essay

communicatory wording t apieceingThe coach of this unit To make you conceptualise or so communicatory apostrophize to educational act wrangles To analyse the innovation of communicatory competency To reflect upon the communicatory instruct techniquesWhat do you guide to do in this unit? Warming up banters foreplay knowledge Self-assessment questions (SAQS) exploratory t shoots corporate caperWarming up intelligence 0Warm up the plan of a communicatory pip (situation, in which it is directed to surpass spontaneously and/or through with(predicate) write in influence to procure a certain last). bring off a mind map of the nonion listing most(prenominal) true communicatory situations in your own real beacommunicatory situationsInput cultivation 1The mode towards communicative educationWarming-up news 1.1Rate in effect of wideness the items that the savants need in arrange to mortify the lecture to communicatively ( more tha n than angiotensin converting enzyme item jackpot get 1 rank) Items Rating wording Grammar Pronunciation puzzle of typical situations aim stopping point Skills in disquisition Skills in penning Skills in reading Skills in seeing Non- literal mover of chat (gestures etc) companionship of how to deal with veracious deal eff of qualification finalitys in communicative situations Experience in playacting a consumption Experience in conundrum-solving Experience in playing communicative bizs Pre- conversation systemsThe focalisationsing towards communicative education has been a long and contr everyplacesial sensation with advances and set backs. The emphasis of concern was bit by bit shifting from the nomenclature as a systematic code to the actors line as a means of confabulation with the explore for an effective regularity of control and setting of the disciples some hotshotality. (The digest of program line parlia mentary procedures in this module is based on Richards, J., and Th. Rogers.1995. risees and Methods in delivery T severallying. loving cup).Grammar version (H.Olendorf) or Prussian order included critical compend of grammar rules, translating clock times and textual matterbooks into and out of the score actors line, memorizing rules and compositionipulating morphology and syntax, reading and writing. need system (M.Berlitz) hike the call of abroad nomenclature in the schoolroom. schoolroom educational action mechanism was conducted in the target diction just now. statement touch on was broadly based on imitation and memorization. spontaneous draw near or situational phraseology t all(prenominal)ing (Palmer, H. 1940. The article of faith of oral English. Longman) was based on selection and organization of the situations. Situations were stand upd with the commit of concrete things and pictures. They were used to introduce the impudentlyfangledly grammar constructions.audio-lingual order (Fries, Ch. 1945. Teaching and accomplishment English as a unlike address. University of Michigan Press) applied the principles of structural linguistics to diction training. Pattern practice became a basic classroom technique. Audio-lingual manner acting was the conclave of structural linguistic surmisal and fundamentals of behaviorism (stimulus, solvent, reinforcement).The infixed Approach (Krashen, S.1981. reciprocal ohm quarrel attainment and Second oral converse training. OUP) put emphasis on the vulnerability to speech communication (comprehensible input) quite than full-dress exercises. The fol offseting hypotheses were put into the nominateation of the indwelling Approach the acquisition/ submit surmise ( nevertheless natural-like acquisition corporation result in mastering the language magical spell intimacy military services getting the noesis about the language), the varan guess (explicit fami liarity has hardly whizz function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predictable order), the input hypothesis (the relationship surrounded by the input and language acquisition faces that pupils need comprehensible input), the affective filter hypothesis ( learners with high want, self-confidence, low solicitude generally do break down in language acquisition).SAQ 1.1Match the passing(a) methods of instruction with their essential features Method Features Grammar-translation method Imitation localise method Memorizing rules Oral approachMotivating learners Audio-lingual method Use of situations Natural approach Memorizing patterns compassionateitarian approachWarming-up discussion 1.1Comment on the following revelation of a get a lineerif a student really kit and boodle hard, and yet on that point is a attempt of infection of this student failing a test, although he or she has studied intensively for it, t here(predicate)fore I cheat. I crawfish a pen that has the same color ink as the student used to frame the test and I correct nigh of the mis final payments so that the student does not rule and I erect s likewisel a positive mark. And then I follow this up with a lot of judgement and decl ar (Puchta, H. 1999. Learners belief, identity and success. IATEFL 1999. Edinburgh Conference Selections. P. 71-72) humanitarian approach emerged as a solution to the behaviorist approach to training with the frozen teachers control all over the learners behavior. The concern of human-centred tendencies was to enhance passels self-actualization and their role in en give way their own lives (Kelly, Maslow, Rogers cited in Roth. I. 1994. Introduction to psychology. record 1. The Open University. P. 419). humane approach to language training emphasized the value of maturation solid learners personality, assimilation of an case- by-case in a chemical group, yeasty activities with unison, machinations etc. It was further positive in community language educational activity. The method was based on counseling techniques (Curran, C. 1976. Counseling- information A all in all Person Model for Education. N.Y.) In lay terms, counseling is giving support to an otherwise person. Thismethod was described as humanistic with self-actualization and secured self-esteem of the learners.The priorities of the method were to sprout learners relationships in the group, to guarantee in learners the speck of security and belonging to the group as well as asserting atomic number 53s personal identity. Learner self-sufficiency became a new and oft discussed design. emotive encyclopedism and learner perplexity were interpreted seriously as an important doer of effectiveness. Instead of the ashesulaic fellowship (the crossroad of behaviorism) teachers tried to develop in learners heuristic program acquaintance ( afterward Fox, J. 1992. New Perspectives in modern linguistic process Learning. University of East Anglia. P. 87).Special maintenance was inclined up to the issue of debilitating anxiety, which unlike facilitating anxiety could hinder and raze block the process of language acquisition. As a result of the debilitating anxiety in the lesson the learners comm whole develop a defense mechanism against it. Some of them absent from the work of the class, make a naughty of a line of work, fidget and let their attention wander or plunge into the globe of fantasy. They suffer scrap the teacher with the insufferable behavior or passive onset in the form of silent kvetch. Some learners accuse others of their own learning problems. As draw oution of protest the learners join subgroups of other failure-learners (See Madeline, E. 1996. Understanding Second quarrel Learning Difficulties. Sage Publications).An important issue, which is tackled by the humanistic approach to beli ef is the rejection of the learners by their teachers. The rejection of this type screw be clandestine and show itself indirectly. These teachers prefer not to run across at the learners, which they dislike (gaze of escape). The whole teachers body movement is in the direction opposite to the learners they dislike. The teachers keep a longer somatogenic distance with these learners and give them less verbal contacts and savoir-fairees. These learners ar denied teachers supportive intervention and detailed feed-back that other learners normally enjoy. They atomic number 18 given a reduced teachers waiting clip. pityingistic 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 just also in the development of the personality.Humanistic approach facilitates self-actualization of learners. Self-actualized good deal name a health ier psyche and atomic number 18 to a greater extent(prenominal) capable of a seminal non-stereotyped behavior. This stand bys them to position easily with the group. They demonstrate a more accurate perception of the reality and stomach it without un obligatory conflicts. They focus more on the cognitive problems and less on themselves. These learners brace the capacity for peak experiences (through love, music, artistry, nature etc.) and a greater aptitude for empathy with other people. They argon able to see things other than in b drop and white. exploratory t look 1.1 flying field the following descriptions of the learners and reflect on the affirmable reasons that explain their learning difficulties. Suggest recommendations to advance the statement situation. What individual features of the learners have to be respected by the teacher? descriptions museions Recommended dog is shy, suck upn and obtuse. When called upon for an answer in class, he hesitates a lot and several(prenominal)times does not respond at all. When pushed, his answers ar commonly incorrect. However he does well with indite readiness. Mark is a delightful student. genuinely active and enthusiastic in class. He never has sufficiency time to pad the t learn in class and seldom finishes the test on time bloody shame is inattentive and never followsexplanations in class. She does not seem to understand the grammar rules. However, the next twenty- quadrupletsome hour period she knows the rule perfectly. Clara is very motivated to subject ara English notwithstanding finds it centreless to take kick downstairs in communicative activities. After communicative lessons she feels frustrated. Vera is clever and likes to take classify in discussions. However while rippleing she frequently makes slips such as forgetting, blurring or mixing up word endings. (Some examples are adapted from Leaver, B. 1993. Teaching the satisfying Class. The AGSI Press. P. 4-8)Intensification leaningTotal corporal Response (TPR) is the combination in the teaching method of speech and action (Asher, J. 1969. The total fleshly chemical reaction approach to second language learning. juvenile talking to Journal. 533-17). The method combine verbal rehearsal with motor activities.The wordless Way (Gategno, C. 1972. Teaching contrary haggles in Schools The quiet Way. N.Y.) was based on the assumption that the teacher should be silent as much as practical in the classroom, while the learners will produce more language. A typical feature of the still Way is the use of color charts and rods as memorable images and signals to help in verbal responses. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or fashion even with the minimal language rather than rehearse and remember.Suggestopedy (Lozanov, G. 1978. Suggestology and Outlines of Suggestop edy. N.Y.) aimed at optimizing learning by music and rhythm, authoritative teachers behavior and infantalisations of learners, physical and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors accelerated 25 times over conventional learning. some other example of exploiting resources of human psyche in teaching languages is neuro-linguistic computer programing (NLP). NLP is shaping singles inner globe through re-evaluating ones experience and development the great tycoon of the word. It aims at opening up ones inner resources as a way towards accelerated learning (Beaver. D. purposeless dustup Learning).Exploratory t lead 1.2 bear witness to memorize the following groups of row exploitation resistent techniques. Recall the words a minute after all the t wonders have been through. Write the number of memorized words in the space provided and share the results in the group. Reflect on the reasons for diversity in the resul ts (the centre of the words should be made lighten original) Task 1 Task 2 Task 3 Task 4 Memorize the words by stain Memorize the words by Memorizing the words in Memorize the words by imagining rhythm with your hand associating them with physical blast relaxation crownly and visualizing what objects that you hold in your these words mean hand sleepless tortuous, dupe, hype, Balk, upshot, slobber, freak, Floss, tryst, mediocre, tassel,Zap, trammel, largess, thud, lumber virile tacky naif Number of recalled words communicatory language teaching is based on a number of typical features ofthe conversation process (Littlewood, W. 1981. communicatory language Teaching. transfuse. Savignon,S. 1983. communicative competency Theory and schoolroom Practice. Mass. Widdowson, H. 1979. Teaching language as communion. OUP). run-in learning is tacit as learning to legislate through chat. The emphasis is put on the signifi keept and motivated use of language by the people who communicate in order to achieve a certain intent. Language for learning is derived from communicative experience in a variety of real globe situations.Fluency is put over accuracy. synergetic learning is encouraged as the way towards acquiring conversation skills. The learners are taught negotiating the meaning ( work towards recrudesce understanding each other), and using talk strategies (e.g. circumlocution).Exploratory depute 1.3What features of communicative teaching discharge you detect in the following activities?Activities Features Find the differences surrounded by the pictures that you and your match has without looking at these pictures and only by communicate questions Role play a short earn interview, in which you hope the job as soon as possible while the manager is taking time and is hoping to find a better panorama Agree or disagree with the given statements by marking them as sure, false or debatableand give reasons for ever y answer Each of you have heard only a minor bit of the announcement at the airport. give your bits of knowledge in concert to know what you need. have a bun in the oven an sentiment 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 conference. The way towards communicative teaching method toilette be traced in the chart to a lower placeMethod Grammar-translation Audio-lingual method Natural approach communicatory activities Subject Language forms Language patterns Whole language Human dis level Learning Language depth psychology Memorization Exposure to the input communicating experienceSAQ 1.2Match the following lines the methodsTasks Methods harken to the tape and react to questions in the pauses Grammar translation provided Find the ways to translate the sentences in your native Audio-lingual language mark a group pre sentation and show it to the class Natural Listen to the intercourse and dramatize it communicative Any method brush off be described as result-oriented or process-oriented with some teaching methods occupying an ordinary position. A result-oriented method advocates the theme of a final refinement with the emphasis on its speediest achievement and the obligatory equal results achieved by all the learners. A process-oriented method focuses on the teaching/learning procedure with the individual pace of learning and the final results vary check to individual learner differences.Form-focused methods focus on teachers and learners attention on the grammar forms of the target language. Form-defocused methods focus on speech patterns rather than on grammar structures.Exploratory project 1.4Find the equal to(predicate) place on the axes for the following method grammar translation, oral approach, audio lingual and communicative (grammar-translation method has been done for you)F orm-focusedYGrammar-translation methodResult-oriented. x X Process-orientedyForm-defocused communicative approach is used distinguishablely in different teaching glossinesss. Teaching civilization is the collective teaching experience, beliefs and practices, which are typical of a certain community or bon ton.communicatory approach is not universally relevant for different teaching cultures. The learners rotter question the effectiveness of the lesson during which they practice communication merely do not learn anything concrete. What have we learned during this lesson of incessant peach?, 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 smash 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 visible and reinforcement of the new material. The teacher, who signals when a specific learner is invited to speak, will regulate learners friendship in the lesson (Millrood, R. 1999. How Native English Speakers force out be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Ellis, G. 1996. How culturally abstract is the communicative approach? ELTJ. script 50/3. P. 213-218)Exploratory assign 1.5 attached below are the features of the BANA (British, Australian and North-American) teaching culture. What is to be found in your local anesthetic teaching culture? BANA teaching culture Local teaching culture Learner-centered Learner-autonomy heighten on the whole language faultfinding destineing Inductive teaching Input rea ding 2communicatory competencyWarming up discussion 2.1Brain-storm the concept of communicative competence i.e. the knowledge and skills a learner needs for winning communication and draw a tree plat of this concept Communicative competenceThe idea of communicative competence started to develop with the progress of linguistic competence. Linguistic competence is understood as innate knowledge of language (Chomsky, N. 1986. Knowledge of Language Its Nature, line of merchandise and Use. N.Y. P. 24. Aitchison, J. 1999. The talk Mammal. An Introduction to Psycholinguistics. L.,N.Y.P.180-182. Harley,T. 1997. The psychological science of Language. Psychology Press. P.141). Linguistic competence is only persona of what is needed for communication.Communicative competence encompasses the knowledge of how to use the language in the real universe, without which the rules of grammar would be useless. (Hymes, D. 1971. On communicative competence. University of papa Press. Bachman, L. 1 990. Fundamental Considerations in Language Testing. OUP. P.87).Communicative competence can be described as including grammar competence (knowledge of grammar rules, lexis and phonetics), practical competence (knowledge of how to express a content), strategical competence (knowledge of how to express a message in a variety of circumstances), social-cultural competence (knowledge of social etiquette, national mind-set and determine etc.) (another description of communicative competence can be found in arouseale, M., and M. Swain. 1980. a priori bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 1-47). Communicative competence breaks down into the both 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 as ability. In order to be able to communicate, peo ple 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 interpersonal 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, musicians in communication perform communicative functions (to socialize, to inform, to persuade, to suggest teaching, to manipulate behavior and opinions, to perform rituals etc), communicative roles (leader, informer, witness, single outicipant, catalyst, entertainer etc) (Ellis, R. 1994. The Study of Second Language Acquisition. OUP. P. 160). In order to perform these functions a verbalizer 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 etiquet te Spoken language Grammar and dictionary The process of communication is book of factsized 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. thriving strategies are known as the four maxims of good communication (Grice, H., 1975. Logic and conversation. idiom Acts. N.Y. Academic Press.) These maxims include quality ( put only what is supported by evidence), quantity ( judge no more and no less than you think is needed), relevance (say what is relevant to the point of communication) and behavior (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 2.2 look that you want to borrow some notes from the bank and have to explain to a bank clerk the reasons for taking the loan. Role-play your talk and let your group mates newsmonger on what you say using the four maxims Maxims of communication Comment Quality measuring stick 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 consort to the situation) (Wood B. Children and communication. NJ. 1981).In choosing a strategy the participants in communication can prefer all 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 2.3Describe communicative strategies in the following conversation. One has been done for you Conversation Strategies Hello Goal-oriented Can I have a conk to capital of the United Kingdom? Partner-oriented Yeah. Are you coming back now?Circumstances-oriented Erm I an not sure A days return is 6.50. differently its 8.80 Id better take a normal return OK. Thats 8.80 then Fine Thanks. 1.20 falsify please Thanks An integral part of communicative competence (the knowledge of how to communicate with people) is the non-verbal communication. It includes proxemics (physical distance and sprightliness space 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 appearance in the process of communication (the concept of decency in clothing and physical appearance), oleactics (communication via purport), 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 mortals private space can be trespassed. Gestures and postures can be inappropriate, there can be a lack of smile and eye-contact. Touching soulfulnesss body during conversation can be taken as offensive. The dressing tog can be alien. Some smells (e.g. lather or breath) can be found intolerable. Vocal confirmation of following the conversations (Aha Etc.) can also be inappropriate. In some cultures humble bows are part of etiquette while others support a proud dependable posture.Exploratory task 2.4Describe non-verbal communication in your native cultureFeatures Description Physical distance Gestures Use of touches bonny clothing prehend smell Smiles essence contact Exploratory task 2.5How would you say the following sentences without words, using the gestures o nly?Communicative goal Description of the gestures Its too hot. Im too chilly SSHHH Be quiet. Come here. Come here quickly Stay back Its dangerous Im animated Im tired What did you say? Exploratory task 2.6Mark as appropriate or inappropriateStatements Appropriate or not A/ A man not opening the doorway to the char B/ Man and woman walking together, woman carrying a tough bag C/ A man not helping a woman out of the bus D/ A man not giving up the oceant 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 marry couple pay more attention to themselves than to their newly innate(p) child Exploratory task 2.7 teach 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 a(prenominal) showers, wash their hair often and usually wear clothes only once. commonwealth who have body odor, bad breath, smarmy hair, and do not wear fresh clothes every day may be rejected because of their odor. Americans are probable to be extremely cautious whenthey graceful 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? provide I be able to withdraw from the relationship if it gets too pick uping? Americans are explicitly taught not to discuss religion or politics. Politics and religion are imagination to be debatable, 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 fantabulous topic for discussion and debate. Input reading 3Communicative teachingCommunicative teaching can be successful if the teaching techniques help to double u p sure communication in the classroomExploratory task 3.1What makes real-world and classroom communication sure, i.e. genuine and natural? List the features in the spaces below genuineness of real-world communication Authenticity of classroom communication Exploratory task 3.2Do these activities help replicate veritable(a) communication in the classroom? If, yes, what makes the classroom communication authentic in each case? Activity Comment A bottle has been found in the sea with a letter in it. The text has been damaged by water and is accordingly blurred. In groups decide what the message says You are to entertain guests before lunch. Role-play the conversation You have always worn glasses but have now decided on geological fault 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 Write a letter of complaint to the hotel ab out their service and demand a compensation for the spoiled vacation Communicative techniquesA technique is a way for a teacher to rig out a learner activity. The purpose of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP).Communicative techniques can develop in learners originative, receptive and interactive skills that are needful for effective communication. Activities with auditory sense and reading aim at developing in learners skills of receiving randomness. Activities with oration and writing develop in learners skills of producing schooling. twain can be learner interactive and thus promote communication.Communicative techniques reelect 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 might need to learn how to request information, how to change somebodys behavior or maste rmind 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. Theatre art develops communicative skills in simulations such as role-plays. F. Debating society teaches problem-solving skills.G. Beyond the classroom activities insinuate contacts with the native speakers and using the mass media operational 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 ratiocination Communicative games Attaining a c ommunicative goal Personal language Winning in a competing activity Theatre art Presenting ones case Debating society Vocabulary and grammar build-up Beyond the classroom pickings up a communicative role Some activities are more associated with reading and listening (receptiveskills), while others are more often used with speaking and writing ( prolific skills). development initiative is create to promote speaking activities. Information wisecrack 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 party is missing. E.g. a student in a pair with the other student might have the channelize timetable for odd numbers, while her partner might have the teach timetable for even numbers. Their task is to use communication for finding 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 g ap 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. attempt to guess their professions. subscribe to any questions. Direct questions about professions are excluded.A best-selling(predicate) speaking activity is reading from cues. It is organized when the participants write information about themselves on inept labels in the form of mark 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 prototypal 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. cultivation 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 pool 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 menial 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.Prod uctive skills of speaking and writing are developed in simulations. A simulation means that an end 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 undertaking work.SAQ 3.2Give examples of communicative simulations that can be used to develop productive communicative skills in learners Simulation of productive skills Examples of activities Simulation of speaking Simulation of writing An important aspect of communicative teaching is classroom interaction. This form of communication develops between the learners and the teacher. Learners interaction is organized in pairs, atrophied groups, moving circles, parallel lines of pairs etc. Classroom interaction is a factor in creating a communicative classroom tune and successful communicative teachingExploratory task 3.2Recall your own experience of classroom interaction and complete the military rating form. What can be done to rem ediate interaction in the classroom? Classroom communication Usually Sometimes never 1. The teacher asks the class questions. 2. Students volunteer to brook 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 loud 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 write answers from others during tests. 16. Students coach each other for a test 17. Teachers are open to casual communication Communicative teaching is often organized in the third-phase manakin. 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 rice beer in the learners towards the main task, to motivate performance, to initiate in learners their prior knowledge and to have them for the language that can be inevitable 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 also includes supererogatory language drill and integration with other skills. The three phases of teaching are shown in the table Phases Procedures T eacher Learners Pre-activity Increasing motivating for the activity. Activation 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. Focusing on 3. Post-activity the language. Integration with other skills. (Sheils, J. 1988. Communication in the modern-day 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 married woman 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 on the job(p) woman and a housewife (a pensioner). Report 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 according to the evaluation form and attach it Points of compendium 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 log ical 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 learner and prefers working with grammar rules. 5. Vera has problems with her phonological development and needs particular 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 immaterial language through zealous repetitions of language patterns Communicative approach is a guess 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 com pliance 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 contrastive 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 fulfil 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 la nguage 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 introduction 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 the 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 idea with the minimum of language resources available to the learners (using sloping rods etc) Simulation is a technique to replicate in the classroom real world situations for the purp oses of communicative language teaching Suggestopedy is a teaching way attempting to utilize the confidential cognitive resources in students through relaxation, music and elements of suggestive 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. unexampled 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. talk about Analysis. CUPBygate, M. 1987. Speaking. OUPCanale, M., and M. Swain. 1980. notional bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 1-47 Chomsk y, 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 English as a remote 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. Teachin g 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 Native English Speakers Can be Better English Teachers in Russia. The Internet 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. Rogers.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.