new Applied Linguistic

Applied Linguistic
Communicative Approach

 Define As:
"The communicative approach is an approach to
teaching of second language and/or foreign language
that emphasizes interaction as both the means and the
ultimate goal of learning a language".
Communicative Approach

It is based on the idea that language comes through
communication.
Their natural strategies for language acquisition will
be used, this will allow them to learn to use the
language.
For Example: Asking questions by learner.
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In the classroom, classroom activities guided by the
communicative approach are characterized by trying to
produce meaningful and real communication, at all
levels. As a result there may be more emphasis on
skills than systems, lessons are more learner-centered,
and there may be use authentic materials.
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Language is a tool of communication.
Community and communication are two important words
in the discussion of language.
It’s studies covered more aspects with the
interdisciplinary approach.
D.A. Wilkins (1972). It suggested functional or
communicative syllabuses for language teaching.
Wilkins later revised and expanded his 1972 document
into a book called National Syllabuses, which had a
significant impact on the development of
Communicative Language Teaching.
Historical background

Meaning is given paramount importance in CLT.
Contextualization is a basic premise/assumption.
Drilling may occur but peripherally.
A good understandable pronunciation is sought.
Judicious use of native language is accepted where
feasible.
Reading and writing can start from the first day, if
desired.
Major features

If dialogues are used, they are centered around
communicative functions and are not normally
memorized.
Any device which helps the learners is acceptable
and used according to the age and interest of
learners.
Translation may be used where students need or
benefit from it.
Fluency and acceptable language is the primary goal.
Features Continue

 The communicative language teaching is based on the
communicative approach that deals language as a means of
communication. The goal of language teaching is to
 Implementation available;
 Whether (and to what degree) something is appropriate
(Adequate, happy, successful) in relation to a context in
which it is used and evaluated;
develop what Hymes (1972) referred to as “communicative
competence”.
The Underlying Linguistic Theory

According to Hymes:
 A person who acquires communicative competence
acquires both knowledge and ability for language use with
respect to;
 Whether (and what degree) something is formally possible;
 Whether (and to what degree) something is feasible in
virtue of the means of Whether (and to what degree)
something is in fact, actually performed, and what its doing
entails.
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The communicative view of language can be characterized
as under:
Language is a system for expression of meaning.
The primary function of language is for interaction and
communication.
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.
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 Inferred from CLT practices the first principle that may be
described in the theory underlying the communicative
language teaching is the communicative principle which
describes the activities related to real communication
promote learning. The second element is the task
principle:
Language based activities for carrying out meaningful
tasks promotes learning.
A third element is the meaningfulness principle:
Language that is meaningful to the learner supports the
learning process.
Theory of learning

 Retrieval Strategies:
These strategies are involved in recalling the language
material from mental storage through memory
searching techniques. Such techniques include a
combination of sounds and images, body movement
(Total Physical Response) and mechanical means
(e.g; flash cards).
Communicative strategies

 A second category of communicative or language
use strategies can be called rehearsal or practice
strategies. These strategies are employed for
rehearsing structures in the target language. As
vocabulary and pronunciation are important for
successful communication, so the activities should
be designed keeping in view these aspects of
language also.
Rehearsal strategies

 Cover strategies are those strategies that learners use
to create the impression that they have control over
material when they do not. Such strategies enable the
user of the language not to look unprepared, foolish or
even stupid.
Cover strategies

 The general term for the fourth group of communicative or
language use strategies are ‘communication’ strategies.
These strategies include over generalizing a grammar rule
or vocabulary meaning from one context to another where
it does not apply, avoiding or abandoning a topic that is
too difficult, reducing a message, switching to the native
language temporarily ( code switching), paraphrasing, or
using circumlocution. This basic dynamic is to capitalize on
the restricted amount that one knows while ignoring what
one does not know, with the ultimate goal of conveying a
meaningful message.
Communication strategies

 All activities are designed with communicative intent.
 Students use the target language through communicative
activities.
 The user of the language has a choice of what he wants
to say.
 The user can evaluate his own performance.
 The use of authentic material facilities the learners to
language effectively for the purpose of communication.
 Group activities build up confidence of the learners.
Advantages

 It is time consuming language teaching process.
 Most of the weak students and slow learners cannot
participate effectively.
 This method is difficult to use for large classes.
 Literary expressions are ignored.
 Reading and writing skills are not given much
attention at the early stage.
Disadvantages

 The learners are motivated to involve in the process of
language use through interesting activities.
 The authentic material is mostly used for developing
language skills.
 There is a shift of emphasis from language learning to
language use, The communicative approach deals the
language as a tool for communication.
 This approach emerged in 1970s, when new knowledge
in the domain of language studies was already
introduced. Language is taken as a social product.
Conclusion…

 A British Linguist, D.A. Willkins proposed functional or
communicative syllabuses for language teaching in
1972. Later on he revised his 1972 document into a
book called Notional syllabuses.
 Meaning is given maximum importance in CLT.
 Every attempt is executed to make the learners use
the target language.
 although learning sometimes occurs as a by-product
of employing communicative strategies.
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