TEMA:

“COMMUNICATIVE APPROACH”

AREA: CURRICULO Y DIDACTICA APLICADA AL INGLES I

TEACHER: Efrain Champi Condori.
NAMES: Dalila Evelyn Suca Cardenas
Diana Valeryn Mamani mas
ESPECIALITY: English Language v
YEAR 2019
 COMMUNICATIVE APPROACH
The Communicative Language Teaching is an approach in which emphasis is
placed on helping students to use the language in a wide variety of contexts and
gives importance to learning the functions of the language.
Its main objective is to help students create sentences with meaning (instead
of helping them to build perfectly correct grammatical structures or to get a perfect
pronunciation). This means that the learning of the foreign language is evaluated
taking into account how the student develops his communicative competence,
which could be defined as the ability that the student has to use their knowledge
and thus communicate in an appropriate way.
Some characteristics of this effective method:
 It emphasizes communication in the foreign language through interaction.
 Enter real texts in the learning situation.
 It gives importance to the personal experiences of the students as elements
that contribute to the learning of the classroom.
 It tries to relate the language learned in the classroom with activities carried
out outside of it, in real social contexts.
These characteristics show that those who use this teaching method are as
interested in the needs and desires of our students as in the relationship that
exists between the language taught in our classes and that which is used
outside the classroom.
The activities carried out in the classes based on the communicative method
usually include: activities in pairs.
 In group (in which the negotiation and cooperation of the students is
required)
 Activities focused on acquiring fluency that encourage students to increase
their confidence.
 Simulation games (role playing) in which students practice and develop the
functions of the language.
 Activities focused on acquiring a good use of grammar and pronunciation.
The communicative approach seeks to help students to use the language of
learning in a variety of contexts and gives importance to learning the functions of
the language. Its main objective is to help students create sentences with meaning
instead of helping them to build perfectly correct grammatical structures or to get a
perfect pronunciation.
It is characterized as a general teaching approach and not a teaching method
with clearly defined class practices. It is often defined by means of a list of
general principles or characteristics. One of the best known lists is that of the five
characteristics of the communicative method, elaborated by David Nunan (1991):
 It emphasizes communication in the foreign language through interaction.
 Enter real texts in the learning situation.
 It offers students opportunities to think about the learning process and not
just the language.
 It gives importance to the personal experiences of the students as elements
that contribute to the learning of the classroom.
 Try to relate the language learned in the classroom with activities performed
outside of it.
To illustrate more clearly what the communicative approach is, a list of
characteristics that Brown (2000, p.43) describes is included:
 The objectives of the class focus on all the components (grammar,
discourse, functions, sociolinguistics and strategies) of communicative
competence. The objectives should intertwine the organizational aspects of
the language with the pragmatic.
 Language techniques are designed to capture attention in the pragmatic,
authenticity and language functions with a meaningful purpose.
 Fluency and accuracy are seen as complementary principles underlying
communication techniques. On occasion, fluency may be more important
than accuracy, as it keeps students significantly engaged in the use of
language.
 In a communicative class, students have to use the language productively
and receptively in contexts not yet practiced outside the classroom. This is
why the activities in class must equip the student with the necessary
communication skills in those contexts.
 Students can focus on their individual learning process, since they are given
the opportunity to understand their own styles to achieve it, and they
develop appropriate strategies for autonomous learning.
 The teacher's role is that of facilitator and guide, not of the one who knows
everything and who is the only possessor of knowledge. This is why
students are motivated to build meaning through genuine linguistic
interaction with others.
It is necessary to mention that a communicative class, in addition to what Brown
mentions as support elements, such as autonomy and strategies, must also
consider motivation important, this is essential to create an ideal learning
environment in which they include very varied elements, such as drawings, films,
significant tasks for the student, variety of activities, recreational activities,
competition, etcetera.
The communicative approach (in English, Communicative Approach) is also
known as communicative teaching of the language (in English, Communicative
Language Teaching), as a notional-functional approach (in English, Notional-
functional Approach) or as a functional approach (in English, Functional Approach).
From its name it is clear that with this didactic model it is intended to train the
learner for a real communication -not only in the oral aspect, but also in the written
one- with other speakers of the LE; for this purpose, in the instructional process
often texts, recordings and authentic materials are used and activities are carried
out that try to faithfully imitate the reality outside the classroom.

The weakening of the oral approach and the audiolingual method favors the
flourishing of new didactic proposals. In the late 60s of the twentieth century some
British linguists -Candlin and Widdowson, among others- believed that the
objective in learning LE should be the development of communicative competence
and not just of linguistic competence. This new conception of teaching / learning of
the LE gathers the contributions of several fields of research, such as the British
functional linguistics (for example, Firth and Halliday), the American sociolinguistics
(for example, Hymes, Gumperz and Labov) and the philosophy of language or
pragmalinguistics (for example, Austin and Searle). At the request of the Council of
Europe, European academics join forces to develop an alternative in accordance
with the social, economic, political and cultural reality of modern Europe; the fruit is
called communicative approach.
Communication is not a mere product, but rather a process, carried out for a
specific purpose, between specific interlocutors, in a specific situation. Therefore, it
is not enough for the learners to assimilate an accumulation of data - vocabulary,
rules, functions ...-; It is also essential that they learn to use that knowledge to
negotiate the meaning. For this they must participate in real tasks, in which the
language is a means to reach an end, not an end in itself; p. For example, check a
flight schedule to see if there is a direct flight from Barcelona to Singapore, and no,
p. example, to be able to answer the questions in the book. Oral interaction among
students is very frequent: in pairs, in trios, in larger groups or among the whole
class.
To guarantee a real communication, the tasks are governed by these three
principles:
 Information void There is a real need for communication between the
interlocutors, since each one has to find out something that only his partner
knows, and if he does not find out, he can not do his own task.
 Freedom of expression. The speaker decides the content (what he will say),
the form (how he will say it), the tone, the moment, etc.
 Feedback The verbal and non-verbal reactions of the interlocutor indicate to
the student to what extent they are reaching their goal in the conversation.
 Theatrical or role-playing games approach real communication, in which
participants receive immediate (verbal or physical) feedback from peers, thus
gauging success in the game and in the use of the game. of the tongue. It is
estimated that games, in addition to developing communicative competence, can
have a beneficial effect on motivation.
The projects are typical tasks of the communicative approach that can last from
a while to an academic course. In the realization of a typical project begins by
deciding the theme and the participants; a scheme and a work schedule are
elaborated and the papers are distributed; information is sought and processed; a
final report is written and / or exposed to the class.
The syllabus is usually designed based on notions and / or functions, but
situations, themes, structures, etc. can also be incorporated. The language is
worked on the level of the text or the speech, beyond the sentences. The basic unit
is the paragraph in the written language and the statement in the oral. This implies
that we must take care of such important components in communication as
cohesion and coherence.
The LE is a vehicle for communication in class, not just the object of study. For
this reason, it is used both in the execution of tasks and for explanations,
clarifications, etc., reserving the L1 for special cases.
The presentation of grammar is usually inductive, although some brief grammatical
explanations are also given when deemed appropriate.
The textbook is considered a valuable material support, but not the axis of
instruction. Other types of teaching materials are also used -p. example, cards for
group problem-solving tasks and authentic ones -reviews, tourist brochures, public
transport tickets, etc.-, as well as everyday objects: a camera, an alarm clock, etc.
(if the occasion requires, with the corresponding instruction manuals).
The repertoire of roles played by the teacher is quite broad: analyze the needs
of students, create communication situations, organize activities, advise,
participate as a partner, observe the development of tasks in the classroom,
develop materials, etc. In short, the role of the teacher is to facilitate learning, while
promoting cooperation among students, who are the real protagonists; This is,
then, a focus on the student.
In the evaluation of students, attention is paid to both correction and fluency.
The evaluation is not limited to the product, but covers the entire process; it is
about determining when or in what sense it is convenient to modify some aspect of
the instructional process.
The communicative approach has been widely accepted during the 80s and 90s
of the 20th century, although over recent years it has been losing ground to the
task approach, which may well be considered his heir. It is often taken as a model
against traditional methods and approaches, centered on grammar. In reality, it
constitutes an overcoming of the previous models, since it does not deny the
importance of the linguistic competence, but it goes further, in search of an
authentic communicative competence.
Related terms
Communicative activity;
Authenticity;
Conversation;
Program focused on the student;
Nociofunctional program.

Class activities used in the communicative method

Some examples of activities are:
 Simulation games (role playing).
 Interviews
 Exchange of information distributed among students.
 Games
 Language exchange
 Surveys
 Work in pairs.
 Learn by teaching.
Not all courses that apply the communicative method are limited to these
activities only. Some teachers, for example, occasionally ask their students to
perform grammar exercises or do non-communicative automatism exercises at
home. As this approach is one of the most current, teachers do not know how to
use it or its maximum use, that is, do not take advantage of what it offers and
cause a rare interpretation of it.
Conclusions
The teaching of a language and its efficiency depends partly on the ability to
understand the methodology that is being used and the effects that this can cause
with students and their needs.
If on the one hand the student's primary need is to communicate orally, then
opportunities must be provided for him to develop this skill, focusing on language
as a means of communication, and for the student to have something to say when
You need to help the student to use the different language functions from the first
levels.
On the other hand, we must guide the student to seek their own growth as an
apprentice of the language and their own opportunities, to be aware of their
responsibility in this process of instruction and to develop autonomy, since it is he
who will receive the benefits of this learning.
GLOSSARY
Accounts :accounting list of financial information: a detailed list of everything that
a person or company earns or spends, kept primarily for tax purposes
Approach: method: a way of doing or solving something
an incremental approach to reform.

Focused: concentrated: concentrated on a particular thing

single-minded: single-minded and determined

Current:existing now: happening, existing, or in force at the present

In my current job, I am in charge of 25 people.valid: accepted as legally valid
presently accepted: widely known, accepted, or believed
The theory is no longer current.finance up-to-date with payments: having made all
the payments required for the present time

Explanation: statement explaining something: a statement giving reasons for

something or details of somethingan explanation of how the machine Works giving
details or reasons: the act of giving details about something or reasons for
something The explanation of what had happened took some time.
Proposal :suggested idea or plan: a suggestion or intention, especially one put
forward formally or officially act of proposing: the act of making a suggestion or
stating an intention request to marry somebody: a request for somebody to enter
into marriage
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