Communicative Approach
Language functions might be emphasized over forms. Typically, although not always, a functional syllabus is used. A variety of forms are introduced for each function. Only the simpler forms would be presented at first, but as students get more proficient in the target language, the functions are reintroduced and more complex forms are learned.Students work on all four skills from the beginning. Just as oral communication is seen to take place through negotiating between speaker and listener, so too is meaning thought to be derived from the written word through an interaction between the reader and the writer.
The structure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.Principles or features are:
1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities outside the classroom.
The Communicative Approach emphasizes that the ability to use language appropriately is another essential aspect of communicative competence. The principle applied here is that grammatical competence and lexical knowledge are not enough to enable students to operate efficiently in the target language. They must be able to use the language appropriate to the speech event they find themselves in. Some variables that decide the appropriateness of their language use are the purpose of their interaction, the role relationships between them, the topic they are engaged in and the shared knowledge they have. In
The structure of language reflects its functional and communicative uses. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.Principles or features are:
1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities outside the classroom.
The Communicative Approach emphasizes that the ability to use language appropriately is another essential aspect of communicative competence. The principle applied here is that grammatical competence and lexical knowledge are not enough to enable students to operate efficiently in the target language. They must be able to use the language appropriate to the speech event they find themselves in. Some variables that decide the appropriateness of their language use are the purpose of their interaction, the role relationships between them, the topic they are engaged in and the shared knowledge they have. In