The communicative approach to language teaching presents the language in realistic situations and focuses on usage and semantics rather than the traditional formal structure. This allows students to more easily communicate verbally, but can result in a lack of written skills.
The aim is to enable students to communicate in the target language just as a native speaker learns his language. It eliminates the need of the linguistic forms, meanings, and functions in its syntax . Communicative languages stresses on the semantics of a language .They need to know the different forms in meaning that can be used to perform a function as a medium of communication and also that a single form can often serve a variety of functions. They must be able to choose from among these the most appropriate forms, given the social context and the roles of the interlocutors. They must also be able to manage the process of negotiating meaning with their interlocutors. Communication is a process; knowledge of the forms of language ,structure in grammar is insufficient. To achieve these aims the teacher might need to use some teaching aids for help,such as some teaching software. For example, by using Language Lab, the teacher can talk to all the students or any of them in a big class freely, this helps communication in lectures, thus the effect of the lesson would be improved. So, in a word, the aim of Communicative Language Teaching is to make students master the language better as a native speaker than learn it as a second language.
Behaviourism focuses on actions as habits. Audiolingual teaching of language is meant to develop speaking habits by repeating sentence patterns over and over. Another approach, sometimes referred to as a cognitive approach, focuses more on understanding the mechanism of the grammar. Behaviourism has been tried and discredited as a theory to language teaching and learning.
What is defination of activity based curriculum?Best Answer - Chosen by Voters"Why use an Activity or Task based approach ?" The principles behind the activity based approach is that children are "doers" and learn language primarily because they need it and remember newlanguage better because they have encountered and used it in a realistic situation. Activity based learning recognizes that young children are physical, tactile and use all their senses. It aims to teach language and address a child'slinguistic intelligence while at the same time, developing a child's other intelligences [Gardner, 1988]Source(s):
The Structural Approach is based on the assumption that language can best be learnt through a scientific selection and grading of structures or patterns of sentences and vocabulary. The stress is on the learning of essential structures of English.In the words of Menon and Patel: "The Structural Approach is based on the belief that in the learning of a foreign language, mastery of structures is more important than the acquisition of vocabulary." This approach employs techniques of the Direct Method of teaching but the use of translation is not wholly discarded. Teaching is done in situations. Speech is mainly stressed but reading and writing are not neglected.Structural Approach is essentially what the term implies-an approach and not a method as such. There is scope for limitless experimentation in imaginative ways of applying the Structural Approach in the class-room. Prof. C.S. Bhandari has rightly remarked: "It is not proper and correct to call the Structural Approach a method of teaching. It is not a method; it is an approach. Any method can be used with it"The Objectives of the Structural ApproachAccording to Menon and Patel the following are the objectives of the new Structural Approach:1. To lay the foundation of English by establishing through drill and repetition about 275 graded structures.2. To enable the children to attain mastery over an essential vocabulary of about 3,000 root words for active use.3. To correlate the teaching of grammar and composition with the reading lessons.4. To teach the four fundamental skills, namely understanding, speaking, reading and writing in the order named.5. To lay proper emphasis on the aural-oral approach, active methods and the condemnation of formal grammar for its own sake.Characteristics of the Structural ApproachThe concept of English structure system depends upon three main characteristics which are briefly discussed below in order of importance.1. Word Order.Word Order or the "patterns of form" is of primary importance in learning English language. It is the order of words in a pattern that makes true meaning clear.2. Presence of Function Words. The structural devices make use of another important principle. This is the essential use of 'function words' or "structural words". Observe the following structures:(i) I kill the snake.(ii) I shall kill the snake.(iii) I shall be killing the snake.(iv) I shall have killed the snake.(v) I have killed the snake.(vi) I have to kill the snake.(vii) I might have killed the snake.(viii) I can kill the snake.In the second sentence, the word 'shall' tells the action is going to happen and the third and the fourth sentences convey the meaning of futurity in a different way.The fifth sentence makes use of 'have' which tells us that the action is now over. Similarly, the meaning is modified by the use of structural words 'have to', 'might' and 'can' in the sixth, seventh and eighth sentence.The structural words which help the construction of utterances with content words are:(i) The pronouns such as I, me, he, her, their some, any etc.(ii) The prepositions such as in, on, of, under, at, from etc.(iii) The helping verbs as do, have, be, will, can, may etc.(iv) The adjectives and adverbs such as this, that, all, each, every, ago, again, also even, ever etc.3. Use of a small number of Inflections. Another important characteristic is that English language makes use of a small number of inflections as compared to other languages. Inflectional changes are prominent in the following examples:(i) In Verbs: I play: he plays; I am playing; I played.(ii) In Nouns: one boy, two boys, that boy's cap; one man, two men, men's food.(iii) In Adjectives and Adverbs:(a) great ... greater ... greatest good ... better ... best(b) Great ... greatly; beautiful ... beautifully.Principles of the structural approachThe principles of the Structural Approach may be as under:1. Forming language habits. The Structural Approach gives due importance to the forming of language habits. The learners should acquire the habit of arranging words in English standard sentence patterns through language drills.2. Important of speech. The Structural Approach regards speech as more important than reading and writing. Speech is the necessary means of fixing firmly all ground work.3. Importance of pupil's activity. The Structural Approach puts more emphasis on pupil's activity than on the teacher's. It is the child who is the learner, so he must be actively involved in the teaching-learning process.From the above three principles, we observe that speech and oral work are the core of the structural way. The pupil himself assumes prominence in every activity connected in the new way of teaching and learning the language. Oral work, in fact, is the sheet-anchor of the approach.The whole approach is based on the principle "that language is learnt through use, and that the use of it is almost always accompanied by activity of some kind. Pleasurable activity is the secret of success in language assimilation."
The left side of the brain controls the right side of the body. It also controls spoken and written language, logic, reasoning, and scientific and mathematical abilities.
Some of the strengths of inter-language theory are that it is systematic and universal by nature. It has liberated language teaching methods and paved the way for a communicative teaching approach. Some of the weakness of the inter-language theory are that it is extremely criticized for it's limited explanatory powers. It is based on fault learning, which can lead to a lack of motivation, especially if criticism is not constructive. The theory cannot place an exact emphasis on correct interpretation between the speaker and the listener.
weaknesses: can not controll language, actions around certain people
The Communicative Approach is the focus on other activities in which a student learns a second language other than just using traditional teaching measures like proper grammar. It focuses on interaction with natives of that language to gain skill in proper pronunciation and understanding.
Akane Uematsu has written: 'Exploring ways of using IT in a communicative language teaching approach'
Communicative language teaching differs from other methods as the objective in communicative language has situational interactive mode and limits the language content in its syntax structure and semantics. Communicative language teaching is a face to face interaction with immediate response with scope for corrections. The other pedagogic modes of teaching language is more tedious in the expanse of time frame with no clarity of the language structure or semantics itself.
Communicative Language Teaching contains all of the components of language like grammar, discourse, and strategy. It also places importance fluency and accuracy.
Anyone attempting to learn a foreign language can benefit from communicative language teaching. This type of teaching focuses on interaction and is more effective. You can learn more about this type of language teaching at the Wikipedia.
Mabel Rice has written: 'Child language and cognition' -- subject(s): Cognition, Communicative competence, Communicative competence in children, Language acquisition 'Cognition to language' -- subject(s): Children, Cognition in children, Language
Philip S. Dale has written: 'Macarthur Communicative Development Inventories Complete Set' 'Macarthur Communicative Development Inventories' 'Macarthur Communicative Development Inventories (Cdis): Words And Sentences (Package of 20)' 'Language development; structure and function' 'Language development; structure and function' -- subject(s): Language acquisition, Philosophy, Language, Children, Language and languages, Langage, Language Development, Taalontwikkeling, Enfants, Philosophie, Langage et langues 'Macarthur Communicative Development Inventories (Cdis): Words And Gestures (Package of 20)' 'Macarthur Communicative Development Inventories (Cdis)'
The key features of language are that it is communicative, arbitrary, structured, generative and dynamic.
Paul Hellgren has written: 'Communicative proficiency in a foreign language and its evaluation' -- subject(s): Ability testing, Communicative competence, Language and languages, Oral communication, Study and teaching
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