Communicative
- 1. COMMUNICATIVE PRINCIPLES AND ACTIVITIES By : Ola Mohammed Ahmed
- 2. Goal of Foreign Language to enable the learners to use the foreign language in work or life Therefore, we should teach that part of the language that will be used; in the way that is used in the real world.
- 3. Gaps between the use of language in real life and the traditional foreign language teaching pedagogy In real life: Language is used to perform certain communicative functions. The traditional pedagogy: focuses on forms rather than on functions. The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations.
- 4. In real life: We use all skills, including the receptive skills and the productive skills. The traditional pedagogy tends to focus on one or two language skills and ignore the others. The consequence: The learners cannot use the language in an integrated way
- 5. In real life: Language is always used in a certain context. The traditional pedagogy tends to isolate language from its context. e.g. the passive The consequence:The students are puzzled about how to use the language in a particular context.
- 6. Fostering communicative competence The goal of CLT is to develop students communicative competence. Communicative Competence vs. Linguistic Competence Linguistic Competence = grammatical knowledge or knowledge about the language form Communicative Competence =Knowledge & ability for: rules of form/grammar + rules of use
- 7. According to Hymes (1979), communicative competence includes four aspects: • knowing whether or not something is formally possible (grammaticality: grammatically acceptable • knowing whether something is understandable to human beings (feasibility • knowing whether something is in line with social norms (appropriateness in a social context • knowing whether or not something is in fact done (what the language performance entails).
- 8. • Communicative Competence includes knowledge/awareness of: 1. when to say 2. where to say 3. to whom to say 4. what to say 5. how to say
- 9. Features of CLT CLT stresses the need to allow students opportunities for authentic and creative use of the language; CLT focuses on meaning rather than on form; CLT suggests that learning should be relevant to the needs of the students; CLT advocates task-based language teaching (TBLT); CLT emphasizes a functional approach to language learning and culture awareness of the target language.
- 10. The implementation of language skills • The translation of communicative competence in language teaching practice is to develop the learners’ skills, namely, listening, speaking, reading and writing. • In traditional pedagogy, listening and speaking were treated as skills different from what takes place in reality. • Therefore, listening and speaking skills need to be redefined in terms of the real communicative use. • Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if ever possible.
- 11. Functional communicative activities e.g. Identifying pictures Pictures Pictures for for Student B Student A
- 12. language for the activity: • What colour …? • How many …? • Where …?
- 13. Social interactional activities e.g. Role-playing through cued dialogues Learner A Learner B You meet B in the street. You meet A in the street. A: Greet B. A: B: B: Greet A. A: Ask B where he is going. A: B: B: Say you are going for a walk. A: Suggest somewhere to go A: together. B: Reject A’s suggestion. Make a B: different suggestion. A: Accept B’s suggestion. A: B: B: Express pleasure.
- 14. Reading and writing are also communicative skills which are worth no less attention than listening and speaking Rod Ellis’ (1990) six criteria for communicative activities 1. Communicative purpose; (information gap) 2. Communicative desire; (real need) 3. (Focus on ) Content, not form; (message) 4. Variety of language; (not just one language form, free to improvise/create) 5. No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the ‘product’ or on communicative purpose rather than on the language.) 6. No material control.