Communicative Language Teaching Essay

communicatory wording TeachingThe aim of this unit To posit you think about communicative shape up to precept linguistic converses To analyse the concept of communicative competency To reflect upon the communicative educational activity techniquesWhat do you rescue to do in this unit? Warming up preachings Input adaptation Self-assessment questions (SAQS) exploratory capers Integrated work oning classWarming up discussion 0Warm up the concept of a communicative situation (situation, in which it is unavoidable to communicate orally and/or by dint of writing in society to arrive at a certain goal). Produce a mind map of the concept listing most regular(prenominal) communicative situations in your own real worldcommunicatory situationsInput reading 1The focal point towards communicative pedagogyWarming-up discussion 1.1Rate in exhibition of importance the items that the scholarly persons need in order to defeat the dustup communicatively (more than one item corporation get one rank) Items Rating Vocabulary Grammar Pronunciation Knowledge of natural situations Target nicety Skills in utterance Skills in writing Skills in reading Skills in auditory modality Non-verbal means of communication (gestures etc) Knowledge of how to deal with people Experience of making decisions in communicative situations Experience in playing a role Experience in problem-solving Experience in playing communicative games Pre-communication methodsThe way towards communicative get winding has been a long and controersial one with advances and set backs. The focus of attention was gradually shifting from the wording as a systematic code to the lecture as a means of communication with the search for an effective method of instruction and consideration of the disciples personality. (The digest of teaching methods in this module is ground on Richards, J., and Th. Rogers.1995. Approaches and Methods in dustup Teaching. CUP).Gr ammar translation (H.Olendorf) or Prussian method included detailed digest of grammar rules, translating sentences and texts into and out of the target spoken communication, memorizing rules and manipulating morphology and syntax, reading and writing. localise method (M.Berlitz) encouraged the do of foreign language in the classroom. Classroom teaching was conducted in the target language getly. acquire process was mostly establish on imitation and memorization.Oral approach or situational language teaching (Palmer, H. 1940. The Teaching of Oral side. Longman) was establish on selection and organization of the situations. Situations were organized with the use of concrete things and pictures. They were apply to introduce the fresh grammar structures.Audio-lingual method (Fries, Ch. 1945. Teaching and Learning English as a Foreign wrangle. University of Michigan offer) applied the principles of structural linguistics to language teaching. Pattern practice became a basic cla ssroom technique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviourism (stimulus, response, reinforcement).The Natural Approach (Krashen, S.1981. Second language Acquisition and Second Language Learning. OUP) put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The adjacent hypotheses were put into the foundation of the Natural Approach the acquisition/ acquirement venture (only natural- same(p) acquisition female genitals result in mastering the language while learning helps getting the association about the language), the monitor hypothesis (explicit familiarity has only one function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures restoration in a predictable order), the input hypothesis (the relationship between the input and language acquisition shows that apprentices need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do punter in language acquisition).SAQ 1.1 touch on the following methods of instruction with their essential features Method Features Grammar-translation method off-key Direct method Memorizing rules Oral approachMotivating learners Audio-lingual method Use of situations Natural approach Memorizing patterns Humanistic approachWarming-up discussion 1.1Comment on the following revelation of a teacherif a student really works hard, and yet at that place is a danger of this student failing a test, although he or she has studied intensively for it, then I cheat. I take a pen that has the same color ink as the student used to write the test and I correct some of the mistakes so that the student does not notice and I cig atomic number 18tte get around a certifyive mark. And then I follow this up with a lot of appraisal and support (Puchta, H. 1999. Learners belief, identity and success. IATEFL 1999. Edinburgh Conference Selections. P. 71-72)Humanistic approach emerged as a reply to the behaviorist approach to teaching with the rigid teachers control over the learners behavior. The concern of humanistic tendencies was to enhance peoples self-actualization and their role in directing their own lives (Kelly, Maslow, Rogers cited in Roth. I. 1994. Introduction to Psychology. account book 1. The Open University. P. 419).Humanistic approach to language teaching emphasized the value of developing consentient learners personality, socialization of an individual in a group, creative 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 Whole Person Model for Education. N.Y.) In lay terms, counseling is giving support to an oppositewise 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 assert ones personal identity. Learner autonomy became a new and oft seasons discussed concept. Affective learning and learner anxiety were taken seriously as an important factor of effectiveness. Instead of the formulaic sense (the product of behaviorism) teachers tried to develop in learners heuristic intimacy (After Fox, J. 1992. New Perspectives in sophisticated Language Learning. University of East Anglia. P. 87).Special attention was given 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 debilitating anxiety in the lesson the learners usually develop a defense mechanism against it. Some of them withdraw from the work of the class, make a game of a line, fidget and let their attention wander or plunge int o the world of fantasy. They displace challenge the teacher with the unacceptable behavior or passive aggression in the form of silent protest. Some learners accuse other(a)s of their own learning problems. As expression of protest the learners join subgroups of other failure-learners (See Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage 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 type hobo be hide and show itself indirectly. These teachers prefer not to look at the learners, which they dislike (gaze of avoidance). The whole teachers body movement is in the direction opposite to the learners they dislike. The teachers encumber a longer fleshly distance with these learners and give them less verbal contacts and addresses. These learners atomic number 18 denied teachers supportive intervention and detailed feed-back that other learn ers usually enjoy. They atomic number 18 given a reduced teachers waiting fourth dimension. 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 still also in the development of the personality.Humanistic approach facilitates self-actualization of learners. Self-actualized people have a healthier brain mightiness and are more capable of a creative non-stereotyped behavior. This helps them to identify easily with the group. They demonstrate a more accurate perception of the creation and accept it without unnecessary conflicts. They focus more on the cognitive problems and less on themselves. These learners possess the capacity for peak experiences ( done love, music, art, nature etc.) and a greater readiness for empathy with other people. They are able to see things other than in black and white.Exploratory t implore 1. 1Study the following descriptions of the learners and reflect on the possible reasons that explain their learning difficulties. Suggest recommendations to improve the teaching situation. What individual features of the learners have to be respected by the teacher? Descriptions Reflections Recommended Frank is shy, withdrawn and obtuse. When called upon for an answer in class, he hesitates a lot and sometimes does not respond at all. When pushed, his answers are usually incorrect. However he does well with written homework. Mark is a delectable student. Very active and enthusiastic in class. He never has enough time to complete the t film in class and rarely finishes the test on time Mary is inattentive and never followsexplanations in class. She does not seem to understand the grammar rules. However, the next day she knows the rule perfectly. Clara is very motivated to study English but finds it meaningless to take part in communicative ac tivities. After communicative lessons she feels frustrated. Vera is clever and likes to take part in discussions. However while public lecture she often 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 Press. P. 4-8)Intensification tendencyTotal Physical response (TPR) is the combination in the teaching method of lyric and action (Asher, J. 1969. The total corporeal response approach to second language learning. Modern Language Journal. 533-17). The method combined verbal rehearsal with motor activities.The profound 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, while the learners will produce 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 resp onses. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or create 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, physical and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors accelerated 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. Lazy Language Learning).Exploratory line 1.2Try to memorize the following groups of wrangling using different techniques. Recal l the words a minute after all the tasks have been done. Write the tot up of memorized words in the space brookd 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 first) lying-in 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 leave associating them with physical complete relaxation clearly and visualizing what objects that you hold in your these words mean hand Wary tortuous, dupe, hype, Balk, upshot, slobber, freak, Floss, tryst, mediocre, tassel,Zap, trammel, largess, thud, lumber virile tacky gullible Number of recalled words communicatory language teaching is based on a number of typical features ofthe communication process (Littlewood, W. 1981. Communicative language Teaching. CUP. Savignon,S. 1983. Communicative Competence Theory and Classroom Practice. Mass. Widdowson, H. 1 979. Teaching language as Communication. OUP).Language learning is understood 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 encouraged as the way towards acquiring communication skills. The learners are taught negotiating the meaning (working towards better understanding each other), and using communication strategies (e.g. circumlocution).Exploratory task 1.3What features of communicative teaching can you detect in the following activities?Activities Features Find the differences between the pictures that you and your partner has without looking at these pictures and only by enquire questions Role 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 candidate Agree or disagree with the given statements by marking them as true, false or problematicand give reasons for every answer separately of you have heard only a little bit of the announcement at the airport. Put your bits of knowledge unitedly 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 teaching method can be traced in the chart on a lower floorMethod Grammar-translation Audio-lingual method Natural approach Communicative activities Subject Language forms Language patterns Whole language Human discourse Learning Language synopsis Memorization Exposure to the input Communication experienceSAQ 1.2Match the following tasks the methodsTasks Methods Listen 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 Prepare a group presentation and show it to the class Natural Listen to the conversation and set off 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 idea of a final goal 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 bit with the individual pace of learning and the final results varying 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.Exploratory task 1.4Find the adequate place on the axes for the following method gra mmar 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 differently in different teaching cultures. Teaching culture is the collective teaching experience, beliefs and practices, which are typical of a certain community or society.Communicative approach is not universally relevant for different teaching cultures. The learners can question the effectiveness of the lesson during which they practice communication but do not learn anything 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 fall apart 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 particular learner is invited to speak, will regulate learners participation in the lesson (Millrood, R. 1999. How Native English Speakers Can be give out English Teachers in Russia. The Internet 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 1.5Given on a lower floor 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 way on the whole language Critical thinking Inductive teaching Input reading 2Communicative competenceWarming up discussion 2.1Brain-storm the concept of communicative competence i.e. the knowledge and skills a learner needs for successful communication and draw a tree diagram of this concept Communicative competenceThe idea of communicative competence started to develop with the construct of linguistic competence. Linguistic competence is understood as innate knowledge of language (Chomsky, N. 1986. Knowledge of Language Its Nature, Origin and Use. N.Y. P. 24. Aitchison, J. 1999. The Articulate 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 Comp etence. 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 fate), 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.Theoretical 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 as ability. In o rder 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 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, participants in communication perform communicative functions (to socialize, to inform, to persuade, to elicit in arrangeion, to pull strings behavior and 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 speaker 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 fo r 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 communication (Grice, H., 1975. Logic and conversation. Speech Acts. N.Y. Academic Press.) These maxims include quality ( dictate only what is supported by evidence), quantity (say no more and no less than you think is needed), relevance (say what is relevant 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 effe ctively (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 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 Quantity 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 com pletely) (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 return to London? Partner-oriented Yeah. ar 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 flip-flop 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 aliveness 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 smell), p aralanguage (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 private 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 fertilization habit can be alien. Some smells (e.g. sweat 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 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?Communicati ve goal Description of the gestures Its too hot. Im too cold SSHHH Be quiet. produce here. Come here quickly Stay 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 charr B/ Man and fair sex walking together, woman carrying a heavy bag 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 married man breathing with his parents G/ A young married couple 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 shower s, wash their hair often and usually wear clothes only once. People who have body odor, vainglorious breath, oily hair, and do not wear fresh clothes every day may be rejected because of their odor. Americans are likely to be passing cautious 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 relationship if it gets too demanding? Americans are explicitly taught not to discuss religion 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 excellent topic for discussion and debate. Input reading 3Communicative teachingCommunicative teaching can be successful if the teaching techniques help to double up regular(a) communication in the classroomExplorato ry task 3.1What makes real-world and classroom communication authentic, i.e. actual 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 case? Activity Comment A bottle has been found in the sea with a garner in it. The text has been damaged by water and is therefore blurred. In groups decide what the message says You are to entertain guests onwards 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 Write a letter of complaint to the hotel about their service and demand a compensation for the s poiled holiday Communicative techniquesA technique is a way for a teacher to organize a learner activity. The affair of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP).Communicative techniques can develop in learners productive, receptive and synergetic skills that are necessary for effective communication. Activities with audience and reading aim at developing in learners skills of receiving information. Activities with speaking 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 innovation is what thelearners might need to learn how to request information, how to change somebodys behavior or admit of thought, how to co-ordinate efforts in a team, how to expres s 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 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 activity 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 auditory modality (receptiveskills), while others are more often used with speaking and writing (productive skills).Information respite is organized to promote speaking activities. Information 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 party 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 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 gap is filled in the course of active communication.Any activity with an information gap c an 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. read 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 embarrassing 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 duplicate activity, in which the participants are to match pictures and texts, pictures and pictures, texts and te xts (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 move. 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 small 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.Productive skills of speaking and writing are developed in simulations. A simulation means that an fact of the real world i s 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 Simulation of productive skills Examples of activities Simulation of speaking Simulation of writing An important case of communicative teaching is classroom interaction. This form of communication develops between the learners and the teacher. Learners interaction is organized in pairs, small groups, moving circles, parallel 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 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 copy answers from others during tests. 16. Students coach each other for a test 17. Teachers are open t o informal communication Communicative teaching is often organized in the three-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 also 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. Activation of prior knowledge in learners. Language preparation. Wh ile-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 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). 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 w hen 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 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 Simulatio n 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 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 lan guage patterns Communicative approach is a theory 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 m ethod 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 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 betwee n 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 thinking with the minimum of language resources available to the learners (using colored 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 o f 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. 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 Lingui stics. 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 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 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.