Coram unicaAiVe approach
—lhet is the notute of o longuoge.2
~lonquoge- fitst.ond.feremost oS asystem for
Comm uniCotion .Whenerey Pssible, “authentic longuase™
-languoge oS it is Used ino teal. Context Sheulo! be inthecluced-
; —The totgetlanquoge is o Vehicle fer CloSstoom
Communicotien, Not Just the obiect of Study. It'S assumed
the Joal of language teaching Is leornerability to Communi cet
in the fotget longquage.
~ . =~ LHS assumed thot the Gntent of a lan3uage
Gutse will inclode.semontic Netiens.ond Social Functions
Mot just linguistic Structures.
_ -Somre of the choocteristics of the Communicative
view of a bnquege follow +
j- Languose As aSystem for the eXPtession of meaning-
2. The. Primory PunctiaN of lenquage iS for interaction and
Communi Cation. —.-.-- s
2z- Me Sttuctute of lonQuogje teflects its functional
ond Ginmuni rive Uses.
Y4- The Pkimory units of language ote Net merely its
Syommeti Col ond Stiyctutel Peotubes, but GreAoties
of Functional and Gmmuni@tiVe meoning.
References %
ApPhooches ond Methods in lanquade Teaching . Tack ¢.Richatds
| And Theodote S.Rodders _Gmbtidge LonSuage _Teeching Li brary
-l._ The Qool of the Communicetive language tes ching
is He teaching of “Cemmunicetive ComPetence®.
_ Communi Cative GomPetence includes the Fellewing
sPects of londuade Knowledge: = :
1 knowing how te use lanquage fob a tende sf
different Pur PoSes and functions - :
— 2. knowing how.te Vaty our USe of -language.accerding
tothe Setting and the Particifoots. .(&.g-, Koouings
when ts USe formal and tnfotmal SPeech)
z-knowing hou te Ptoduce and understend dif fereat
types of texts (e3, Narratives, tePerts ,intekviews, -
ConVek Sotiens..)- Sno ieeed— How if lansucde leotnt P
-- Almost eNelything is done with a CommuniccAdive
intent. Students use the longuaje o Yect deat through
Communicative activities Such as Yomes, tele-Playg,and
eblem-Seving fasks.
Students requictly Work in Stoups ot Paits te
Treas fer (ond if NeCessaly N29 sViore) Meaning 1n S\judions
here one PerSen hes information thot the others Jack.
w- Students often enqate in tole-Pley of
fomatiZetion te adjust their uSe of Whe A¥det londuase
te different Sociol Contexts: ”
e-Classtoom Metekiols and activities ofe of ten
outhentic te beflect teol_\ife Situations and demands.
«_ Skills ote integrated Flom the beginning ; o diVer
activity Must inVelVe teading sPeaking ,Wistening pond PerhaPs
la\Se Whiting LHRIS oSsumes the \eorners ate educated ond
lite tate).
o_ Students oe Communi caters . They leotn Yt» Communi —
Cote by Communi Cation - Students oke YeSPonSiWe menaYers
of their own \eotning-
e—Jhe teachers Yele 15 Primotily te Facilitete
CommuniCertion ond only SeCondatily te Celtect errats. The
teacher is o traradel of CleSstoom a cXiviies. He Senctims
Communi Coot