CHAPTER 6 Communicative Approach to Language Teaching. Language, as we know, is a means of communication. When we use language for communication, we must have a knowledge of the linguistic forms of the language. The user of a language, to make communication effective, requires a knowledge of the social meaning of the linguistic forms and their functions. If the user of a language has only the knowledge of language rules and forms, then he is said to have ‘linguistic competence’, and if he also has the knowledge that enables him to communicate functionally and interactively then he is said to have ‘communicate competence’. The term ‘communicative competence’ has now become a household word in second language teaching. What is Communicative Competence? It is that aspect of our competence that enables us to convey and interpret messages and to negotiate meaning interpersonally within specific contexts, ‘communicate competence is relative, not absolute, and depends on the cooperation of all the participants involved’ (Savignon 1983). It is an interpersonal construct that can only be examined by means of the overt performance of two or more individuals in the process of negotiating meaning. It is an ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also know when and where to use these sentences and to whom. Communicative competence includes: (a) knowledge of the grammar and vocabulary of the language158. Teaching of English 0) Knowledge of ‘rules of speaking” {knowing how to use and respond to different types of pooch sets such ne requests apologies, thanks ete. and (2) moving how to use the language appropriately owe canconcladeand s3ythatcommunicative competence includes (a) grammatical competence () discourse competence @) strategic competence and (€) sociolinguistic competence, ‘Grammatical or Kingustie competence isthe communicative nowledge of grammar and vocabulary. Discourse competence fers to the interpretation of individual message elements in terms of (a) the content, (b) elation in which the discourse takes place and (c) the interconnectedness employed to initiate, terminate, maintain, repair and redirect communication. Socio- linguistic competence refers to an undestanding of the social context in which communication takes place and of the role lationship of the participants ‘Communicative Approach to language teaching alms at developing the communicative competence of the learners which ‘would include the learners acquiring the knowledge. The Communicative Approach to Language Teaching The basic idea that communicative ability is the goal of foreign language leaming is not a new one. The structural approach and the audio-lingual method stressed communicative ability. “If developments since the 1970s have special claim to the label ‘communicative’, itis because the implications of ‘goal have been explored more thoroughly and expliitly than before.” ‘The communicative approach to language teaching is based ‘on the belief that acquiring a language means to communicate confidently and flueetly in the language. Perspective on Language and Language Learning 1. Communicative approach opens up a wider perspective (on language learning. In particular, it makes us move strongly amare that itis not enough to teach learners how to manipulate structures of the foreign language. They must also develop Communicative Approach to Teaching English 159 strategies for relating these stuctutes to theie communicative functions in real situations and geal time ics of the communicative view of 2, The main character language are: (i) Language is a system of the expression of meaning. (i). The primary function of language is for interaction and communication. (ii) The structure of language reflects its functional anc Gv) The primary units of language ate not merely is (9 ammatcl and stractural fenures, Bat etegore ot Fintona and communicative meaning 3s examples in discoure Communicative Approach aims at developing commansntive competence othe leamers which would ede thelenmers asjuling the rowledge of communicative functors tthe language and the linguistic means to perfor the diferest, kinds of functions Fanaions ‘ing language to ge Bins 2. The regulatory function sing language to conte be Tange The intramentlFancions sing language to crea, 3. The interactional function using language to express 4. The personal functions: personal feelings and meanings, 5. The heuristic fonctions tusing language to Fearn and discover. 6, The imaginative functions using language to create Weel ‘of the imagination 7. The representational functions : using language #9 ‘Communicative Functions of Language The term ‘Functions’ refers to ‘What the speaker uses language for as opposed to how he does160 Tracking of English ‘The term function refers tothe purpose for which an ut for unit of langage i= deed. In language teaching, functions are often described as categories of behaviour such as requests, apologies, complaints, suggestions, offers, compliments and # function may be expressed using different [grammatical forms Give me that pen——(orden), Pass the salt————{request). Turn to the left and proceed —— instruction). Try this cycle { suggestions) Come home on Sunday ———( invitation). (a) Be quiet — is in order. () Have some coffee — is an offer (©) Give ws this day our daly bread — is a plea. ‘Also a function like a greeting can be expressed using various forms as given below: Notional-Functional Syllabus ‘The earlier approaches to language teaching were grammar based, but Wilkins in 1976 brought out a ‘Notional syllabus’. A notional syllabus, is an arrangement of pieces of language functions and notions and not forms. ‘That language syllabus, in which the language content is arranged in terms of functions or specch acts-together with the language items needed for them is called a functional syllabus. ‘what do the learners communicate through language? Instead of asking how the speakers of the language express themselves or when and where they use the language, we ask ‘what they communicate through language. We are then able to lrganize language teaching in terms of content rather than the form of the language.’ (Wilkins 1976). What are Notions? We know ‘functions’ are labels attached to sentences saying what they do. In sentences, there may be other units of content, Communicative Approach 19 Teaching Engh voy called concepts. These concepts which also help ta conse Sfeaning ofthe sentence and meaning ae called rotons ies, re eategories of meaning such as time, durtion, at Sha location. For example the preposition “ina rowea Lused to express time and space sin the evening, In hey ‘A notional functional syllabus can then be described as a syllabus that isbased on an analysis of what notions o Particular learners need to express themselves in Binguage and the language items ‘meaning, ‘A ntionlfntiona slabs is need based fakes ito account the needs of the letnetss N asares ceeie Stemuniction snke the grammer based yay cheeses Gre mere knowledge ef srcure and les ene functional slab nso focuses mare on wing eae fara purpose. This Kind of yas best sual for epee tourss lke English fr Doctors, Engh or Engineers Sapich fer Englsh for Scents ct Aetna faker ayes {io focus on giving minimus adequate renner. wrmeanings the target required to express these Difference between Communicative Approach and Structural Approach The following table will summarise the difference between the two: Toad Tngual method Cvaive Apres eh Ty Focuses on tructare and) Meaning is paramount form more than meaning. 2. Memorsing dialogues that No such demand on memorisstion srebased on structures is of dialogues that centre around encouraged and demanded functions. 3. Language tems are not con- Contextualistion isa base texualised. premise, 4. Language lesming is viewed Language latring is wiewed as as leaming, learn to communicate 5, Mastery of structures is __ Effective communication f= sought stressed,162 Teaching of English © Dring stahenas prime Daingay occur priphera Deni ingmay our but pecpheray, 7 Natwesreoer ke pronun- Conprehensible pronunciation i atom sought sour & Grammatical explanations _Any device whch helpsthe learners seo ised re 9. Meuse ofthe kamer'sative_Juiows us ofthe ive angus language is forbidden. race 2 10. Reading and wong are Reading ad verng can sat ftom set aside til speech is mastered, the begining 1, Linguistic competence isthe Communicative competence goal the gol _—S—$iese Communicate Approach to Language Teaching Communicative language teaching looks at language as a system for the expression of meaning using functions sed vetione The primary function of language is interaction ond communication, the structure of a language is not merely ie ‘grammatical and structural features, ut categories of funtion] and communicative meaning as exemplified in discourse (Richards 1986), Communicative language teaching is an approach that focusses onal the components ofthe comerunicatveee tenet of the leaner and isnot resected to grammatical o eens competence, In this approach, form’ is not primase, bee ‘functions’ are primary. Tt holds the view tat Hanctigs” the framework thvough Which ‘orm are taught Strong and Weak Versions There are two versions of communicative language teaching: strong and weak. Howatt distinguishes between the two versions in the following words “There is ina sense, a ‘strong’ version ofthe communicative approach and a ‘weak’ version. The weak version which has become more or less standard practice in the last ten years, stresses the importance of providing learners with opportunities fo use their English for communicative purposes and Communities ArroachoTeding tng fa acteristic tems 1 inept sch sing iter peogram of language the th nw Snmrictive ching om ciher hae a i that angunse i seared through communication sore rotmerlya question facing aneastng tat fake language, ut of simchtng the deere se faagoase 290M sll. the former cou bra ‘eaming t0 use’ English, the later ens “wring Eaeg yearn i Features ofthe Communicate Approach “The major distinctive features of the commuriaive approach as contested With the audio-ingual method athe ee 1. Meaning is paramount. Dialogues, if used, centre around communictive > Tandtions and ste not nonally memosaed, 43. Contextualization isa premise. 44. Language learning is learning to communicate. 5. Effective communication is sought 6. Drilling may occur, but pesiphealy. 7. Comprehensive pronunciation i sought {8 Any device whichelps the lamersisaccepled {varying "according to their age interest, et) _ 9, Attempts to communicate may be encouraged from very beginning a 10. Judicious use of native language is accepted whe feasible. : 11, Translation may be used where students need or benefit eons 7 first day, if aut from the 12. Reading and writing can start f oa stem willbe leamed best hough 18. ‘The argettingusics st rece of sgn SI cor ingltjstem flv APPRot Teaching of English 5 Linguist a ra methstogy vrouingveeterinet hy any consideration of content, fe ce ‘hich maintains interest, function oF meaning 12.Teachers help learners #9 any way that motivates them fevwsork with the language. 18. Language is created by the Individual after thorough tal and error. 18. Fluency, and acceptable Ianguage is the primary goal: secrecy: judged notin the abstract but in context 2? Siustents ate expected fo interact with other people, ‘hough pair and group work, or in their writings. The teacher cannot know exactly what language the students will use 122. Intinsic motivation will spring feom an interest in what fs being communicated by the language. Procedures in Communicative Language Teaching—While Presenting a Language Function 1. The teacher presents a brief dialogue or several mini dialogues preceded by motivation and a discussion of the function and situation, 2. The teacher allows oral practice of each utterance of the dialogues either in chorus, in groups or individually. ‘The oral practice is preceded by the teacher model 3. The teacher sets questions based on the dialogues practised and elicits answers. 4. The teacher sets questions on the students personal ‘experiences, He reads one of the basic communicative expressions or one of the structures which illustrates or exemplifies the function, Givesa few more examples ofthe functions using pictures real objets or dramatisation to clanfy the meaning of the function, Communicative Approves to Teaching Engh 45 rote fhe Teacher | tn communicative language teaching, the teacher neds vy adopt a vatety of tle. These cae the felony, 7 = _Asageneraloverser of his students earning, thet ing th ache ints 0 coordinate the aie woth ty 1 coherent progression, leading towards yroser on imnicative ability. J ao = sa clsrcom manages es espero pn Sivtes into esse snd for octng he ee Sisco onsnbea ws urea — Inmany activites, hesnay perons the fa eo thelangonge instartor tev remee se ere cocoa dre contol oer he ease pee, elute and coat tan an Tn other, he wil not Intervene aftr iting the proceeding, but wil et ering abe pe eh Eicpendat cctv ora ode Dest | When such an activi in progres he may aca» Mtoctant or edna beping'ebee nears) Bt tap | Sihomevesbot the dasoum in esto nonter tg | fowagl wd wetted ol Oe anes ose Po for parang fotze ening ates “= He wl sometimes wih oparcpate nan act as ‘Seconmutantor wit te lames ni le been SSESESEL ten poser ne lngunge nu ing | thea nae for ekg avy Bom te nes themveles > Advantages ’ ; ‘The following are the advantages of the communicative language approach: 4 More language practice: Pupils get more langusge practice ‘As most of the work in the communicative approach is done in * pairs apd small groups, pupils have more opportunities tointeract in the foreign language. 2. More involvement: Pupils are more involved in leasing,166 Tosching of Pnelich They feel eocure arnt ds not feel shy of speaking English in a mall group, Thus they get confidence to speak the language. ‘They share their nfeae with others. They get more opportunities to eaprese their oven indivicuality 3. Fluency in speech: As pupils concentrate on speaking, Enelish ther become fluent speakets. They lear the appropriate suse of lancuage 4 Co-operative relationships: The teacher’s role in the teaching learning process is Tess dominant. There are more cppertunities for coveperative relationship to emerge, both [etween the feacher and pupils, and among pupils. Limitations of the Communicative Approach fo Language Teaching, 1. The suggestion that grammatical structure might better be subsumed under various functional categories will make us pay considerably less attention to the overt presentation and discussion of grammatical rules than wwe traditionally did. 2. The use of authentic language may make it difficult for a non-native speaking teacher who is not Very proficient in the second language to teach dialogues elfectively. Drills, rehearsed excercise and discussions of grammatical rules are much simpler for the average non-native speaking teacher to start with Problems ‘Some of the problems of the communicative approach are 2s follows: 1. Teacher's competence: Itis doubtful whether an average teacher of English can make a success ofthis approach, ‘Some teachers themselves cannot speak English fluently. In any case the teacher has to be reoriented to use the new approach. 2. Neglect of reading skill: With its over-emphasis on ‘ral communication the communicative approach neglects reading. This drawback needs to be removed. 7 Fossinissming ion thelanguageas Communicative Approach to Teaching English V67 3. Over-crowded classes: The Indian «lassrnmins ate overflowing with pupils, It is not rasy to seat them properly for paie work an grip work 4, Unanswered questions: According, to Kicharty an Rogers the following questions eegarding the communicative approach age still debatable, () Con the communicative approach be applied at all levels in a language programme? Gi) Ts communicative approach equally suited to ESL. (English as a second language) and EPL (Fnglish a 18 foreign language) situations (il) Does the communicative approach require grammar- based syllabus to be abondoned or merely revised? Difference between the Traditional Approaches and Communicative Approaches Traditional Comnanitioe srpronces appro, Tsone communication Caracestes Sstructoredystem of grammatical pater. Selectionof _igdonecnlinguste onthe asisof what a citer Engng sent = Teter cet tordetogettigs done sequenng is determined onother signe Hogiegnans pour” tems imeaningand interes. coat aimstocoverthe——_tcoverony what Et tapitreot thelr aedsand IMgugesrctre ——andoessimpotnt byspstenatilnese Progression. the variety ot View oflanguage Language issen ss ne nied ent wih Taedgeammaeal mes and coe Eitan words for emmucaieeeeds. languagets accepted an fd som as determined by thecharacterat particule168 Teaching of Engtich remineeveryday tote formal bgfail Frnungeisempaiced = Tongs rntingandweriting spoken coat studentceneed paca onset nd ine fk Tonter/nun— teachercentered Aneto = re mectons complete uleanees are AGaeemomsel —Seenassuch ther than Sontndgrammae jst wrong sosmiy, mental ube trl Seco’ fieentyconcnt+— inthat the content ofthe oral ——Etonentheformof erancesisemphasised amine Shtemmcesrathrtian —ratherthan the fem. cnthecontent CHAPTER 7 The Situational Approach to Language Teaching In the situational approach English is taught tothe child in the ‘same way he learns his mother-tongue. Prof. P. Guerey while explaining the Direct Method says, “The principles may be explained as the associating of words with things or things with context, idea, event or whole situation.” In the opinion of H. Champion, “we employ means which make the students understand (events, ations, pictures, context and situations) they think in the same manner they do so in their mother-tongue. It is therefore necessary that English should ‘also be taught in the same manner by establishing a link between new words and real situations. The problem now is how to ‘reate situations in the classroom. Main Features of the Situational Approach "1. The new word is incidently intoduced in the class by the teacher. 2. Whatever the child understands and expresses is connected with his own life 3. The teacher offers many opportunities to the students to associate the meaning of new words with the corresponding situations ». Appropriate material are used to create proper situations. S. Contant rept seed eval done psn and aps 2. Totencher pu lege rumber fqn bot he created situation and himself answers them.170. Teaching of English Principles of Situational Approach Ta the wonds of A.S Hoenby, the situational approach is Ises om the fllsing principles. 1. Princes of Attention and Interest “hawaing to Ross “interest i Intent attention and attention i itenest in action “The feacher ean arouse the interest of the Icamer ty this method of presentation. It is sound linguistic ponsle that in language teaching we should begin with the Exmuliae objects, relations, activities and situations as these are text book or story book. Likely to arouse more interest than 2. Principle of Acton Chain Action chain isa sequence of activities inside the classroom. to present the meaning of new words content words or action swords. These action chains are the essenatial procedure for the rect association between the word and the situation But caution trust be used with this approach since this procedure if carried far too long tends to become boring, 3. Principles of Variety & Simplicity ‘The action chain selected by the class must be practical. There must be variety and simplicity and classroom activities should net tend to become uninteresting. Repetition has to be there but the changing situations should be such tha they enable the students to understand through the meanings. 4. Using Pictures to Create New Situations Pictures may be used to supply situations which are outside the classroom, because every picture tells its own story. The Picture may be designed in a series which can show the stages in the story and the teacher can put questions on that. 5. The Principles of Hearing In this approach the language teacher should do a lot of talking. The pinciples involved is thatthe students must hear and hear repeatedly al the words thatthe teacher is using. The pupils should also do a lot of talking about the action being. performed. The Situational Approach to Language Learning 74 In the words of Hornby, the situational approach makes a feat demand upon the teacher ile munt hare realy ison ‘nd eresteasituation—he must himself be fluent int lange Procedure of the Approach 1. For presenting a new vocabulary and syntax teacher ‘can make use of objects avaliable inthe classroom 2. The teacher can use the objects for presenting and recognising affirmative, negative and interrogative fort of speech eg What ot? 3. The teacher can ask questions pointing to the object in the class. Is this a letter?” rs * 9 4. Situation canbe crete by the teacher using imperative for eg. Iam closing the door. Am I going to lose the door? Merits of the Approach 1. Te follows the principle of interest. 2. Action chain make the clas lively 3. It follows the principles of variety and simplicity. 4. It makes use of leaning through hearing, 5. It makes use of teaching aids 6. It ays emphasis a learning through pl Demerits of the Situational Approach 1. The approach can be used to teach wel selected words and sentence pattems Its suitable for teaching lower classes. Its not possible to create situations for all words. Itis not possible to teach text book through this method, It is diffiult to teach prose, poetry and composition ‘through this method, Suggestions in Using the Approach “According to Homby, a teacher teaching by the situational should keep the following points in mind:172 Teaching of English 1. All new words must be presented clearly to the class in meaningful situations that make the meaning clear. The pupils must make numerous repetition before being asked to produce a situation. Action chains of long sequence action. The teacher must be efficient enou; gh to use the approach. oduced in the class should not be too much, h which is able to being assimilated by the are preferable to isolated Material intr’ only that muc pupils.