Feremtacion Alcoholica

COMMUNICATIVE APPROACH
Origins of Approach
In 1960's and 70's foreign language learning was widely extended with the establishment of comprehensive schools. Led to the teaching of a foreign language to virtually all children. Created pressure for a change in teaching methods and curriculi to suit the needs of non-traditional groups of learners. Recognition of inadequacy of traditionalgrammar/translation methods and also of 'structural' methods with emphasis on meaningless pattern drills and repetition.
New syllabuses took into account needs of different pupils. Traditional academic syllabuses had assumed learner's goal was in-depth mastery of target language. But for less academic pupil a more immediate 'pay-off' was necessary, in terms of usefulness for practical purposes.Communicative Method
1     Focuses on language as a medium of communication. Recognises that all communication has a social purpose - learner has something to say or find out.
2     Communication embraces a whole spectrum of functions (e.g. seeking information/ apologising/ expressing likes and dislikes, etc) andnotions (e.g. apologising for being late / asking where the nearest post office is).
3    New syllabuses based on communicative method offered some communicative ability from early stage.
Graded Objectives in Modern Languages - movement which flourished in 1970's and 80's - raised pupils' motivation through short-term objectives and through teaching language appropriate to a range of relevant topics and situations (e.g. shopping/ hobbies/ exchanges).
5     Classroom activitiesmaximise opportunities for learners to use target language in a communicative way for meaningful activities. Emphasis on meaning (messages they are creating or task they are completing) rather than form (correctness of language and language structure) - as in first language acquisition.
6     Use of target language as normal medium for classroom management and instruction - reflects naturalisticlanguage acquisition.
7     Communicative approach is much more pupil-orientated, because dictated by pupils' needs and interests.
8 Accent is on functional/ usable language. Learners should be able to go to foreign country, prepared for reality they encounter there. Need to be able to cope / survive in a variety of everyday situations. 
 
9 Classroom should provide opportunities for rehearsal ofreal-life situations and provide opportunity for real communication. Emphasis on creative role-plays/ simulations/ surveys/ projects/ playlets - all produce spontaneity and improvisation - not just repetition and drills.

10 More emphasis on active modes of learning, including pairwork and group-work - often not exploited enough by teachers fearful of noisy class.
11  Primacy of oral work.Emphasis on oral and listening skills in the classroom. Contact time with language is all-important - paves way for more fluid command of the language / facility and ease of expression. Not just hearing teacher, but having personal contact themselves with language, practising sounds themselves, permutating sentence patterns and getting chance to make mistakes and learn from doing so.
12     Errors are anatural part of learning language. Learners trying their best to use the language creatively and spontaneously are bound to make errors. Constant correction is unnecessary and even counter-productive. Correction should be discreet / noted by teacher - let them talk and express themselves - form of language becomes secondary.
13     Communicative approach is not just limited to oral skills.Reading and writing skills need to be developed to promote pupils' confidence in all four skill areas. By using elements encountered in variety of ways (reading/ summarising/ translating/ discussion/ debates) - makes language more fluid and pupils' manipulation of language more fluent.
14     Grammar can still be taught, but less systematically, in traditional ways alongside more innovative...