Communicative Language Learning - Essay Example

Details There are various methods of learning among which this article focuses is Communicative language learning. The theory on which it is based is elaborated in brief and practical sense of understanding. The article targets learners and teachers of TEFL. There can only be an emotional feeling to a language than a definition. An expression which needs to be expressed in a language not familiar or a foreign language is the most difficult time one could ever experience. One of the languages which most of the countries now have imbibed as an official one is English. So, now learning English for any professional or a student has become mandatory to excel in the selected trade. There are a number of ways a language that is usually foreign to students is taught. Language expertise or even little knowledge to communicate properly or rather thoroughly express is the intension. It is well known that human psychologist say a topic or a subject is well remembered or understood when it is taught in an interactive format for that matter in a communicative approach. Students were previously taught with the aid of audio media such as cassettes which spell the language and some times even translate the grammar of the foreign language. They were known as audio lingual and grammar translation methods. These did not give learning an enough realistic feeling that is they could not teach real time usage that is appropriate social language, gestures, expressions and were not able to communicate in the culture of the language studied. Slowly a new approach to teach foreign language has mushroomed in 1970s and it was named communicative-style of teaching where usage of authentic language and classroom exchanges took place. Students here were made to communicate with fellow students and teachers with mock situations being created. Language interaction is explained as“Language is interaction; it is interpersonal activity and has a clean relationship with the society. In this light , language study has to look at the use of language context, both its linguistic context(what is uttered before and after a given piece of discourse) and its social or situational, context (who is speaking, what their social roles are, why they have come together to speak).” (Berns, 1984) Communicative approach is followed based on theories that helps both learners and teachers get benefited to the maximum. They are TASK ORIENTED A teacher or an instructor would have already planned the schedule to follow and practice exercises. Here the focus is basically on implementing the procedures to learn the language rather than talking in it. The schedule scheduled needs to be practiced in pairs for the sake of practice. BASED ON THE NEED This basically is for the instructors. They are expected to think on the actual need of the language to the learner i.e. how often will the students use the language? How will they most likely use it? This is usually resolved by discussing and sharing the questions at hand with co instructors, students and speakers of the native language. LEARNING-CENTERED: (FOCUS IN LEARNING) Instructors are always expected to relate the subject or topic to the daily usage. This can be achieved by saying to them why this particular thing is done in a specified way; the situations are personalized when ever possible. The materials prepared are anticipated to be used to the fullest and scaffold learners so that they get to use it in the apt situation. Teachers are expected to maintain their own notes to keep the rapport with the class to say what actually happens and what was in the lesson plan. CONTEXTUALISED Here are the concepts of learning are expected to once again relate to the real life Experiences also show the relation between the course objectives, previous and future lessons. The activities are to inter linked and all the above speak about the same context. AUTHENTIC IN DISCOURSE The presentation of the language should not be stringent in its rendition and explanation. Their discourse should be friendly in its core and presentation which is possible with friendly conversation in between you are being informal discussion or a casual talk. Topics developed should be like we actually interact in social life. COMMUNICATIVE EVENTS: Learners are expected to be engaged in using the language in the real world. The mock situation created should be faithful to reality and so easy that everyone in the class can relate to. LEARNING EXPERIENCES: The essence of various learning strategies would titillate a new learning experience so they are intended to be on the instructors back of mind to implement at the apt situation. ALIGNED WITH COURCE / INSRUCTION OBJECTIVES: The best courseware doesn’t give good results. Excellence in a program is achieved once it is followed in its true sense. SITUATED IN DISCOURSE Learning the language is a part of the whole scenario. Its actual charm would come only when we could inhibit the behaviors, conventions, roles and practices that go with the language. SOURCES OF COMPREHENSIBLE, ACCOMPLISHED INPUT Initially the lecture on the topic or the language is expected to give more space to the usage of the language but not on talking about it. Group discussions and sometimes discussing in pairs gives more chance to implement what they have learnt. Activities planned shall give scope for experimenting with the language but proper clarity in the subjects needs to be given at times. Universally in communicative approach scaffolding is given high value and debriefing is encouraged. RECURSIVE Lexical issues are reiterated in every chapter of activity. Previously taught lessons and activities are revised again and again to ensure that the learners remember how and when to apply. CONCENTRATING ON LEARNING AND ACCESSION This approach has shifted the perspective of learning a language from discovering aspects and deduces its implications to elaborated clear explanation and live models to practice. Another major shift in the mode of learning is acquisition activities to learning activities: 1. Acquisition Activities: the learners are engaged in an authentic discourse for the sake of learning the language; the instructor develops a frame work for the students revealing process instead of following unambiguous, focused and predefined activity. 2. Learning Activities: a sequence of activities which are unambiguous in explanation and model aids students in learning and allows them to acquire language known to them. 3. learning the language skills and strategies that are required to carry out any unavoidable situations, an authentic job interview role play are mandatory and they are expected to have taught in this approach. REFERENCES About lingual links. 21st March 1999. SIL International. March 10th 2008. http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearning/CommunicativeLanguageTeaching.htm Jatin, S. “How we learn?” Education Times. 9th march: Vol11, 15-16. Communicative Language Teaching Approach. 1994. March 10th 2008. http://aeonline.coe.utk.edu/PDFramework/Instructional%20Approaches/Communicative-ESOL.pdf Read More