Characteristics Of Communicative Language Teaching English Language Essay

Characteristics Of communicatory lecture T sever entirelyying incline Language EssayThe focus of both lesson or ramify of a lesson should be the performing of some action encyclopaedism how to do something, to over condense something which he/she could not do before encyclopedism the lesson. Learner foot get answer to his/her question i.e. why is he/she packing a particular lesson or whatsoever lingual item. The student understands the importance of attainment the same as it is going to help him/her in day-today colloquy. So, here a learner understands and then acts.All these actions fuckful be approached on a variety of different levels of sophistication, and bearing them in mind throughout the commandment/ knowledge act upon.The Whole is more than the sum of its parts angiotensin converting enzyme of the some evidential features of communication is that it is a dynamic and maturateing phenomenon. In opposite(a) words it washbasinnot easily be analyzed into c omp binglent features without its nature creation destroyed in the process. It is possible to identify sundry(a) formal features of the mode oral communication is spend communicatoryly and these can be studied mort everyy. But the exp singlent to handle these elements in isolation is no indication of ability to communicate. What is infallible is the ability to deal with strings of execrations and predilections and in the oral modes processed in real life attitudes.Thus, a crucial feature of a communicative rule is that it operates with stretches of row above the sentence level, and operates with real diction in real situations. Interestingly, this principle may lead to procedures which argon themselves all artificial or analytic. A synthetic procedure would involve students in teaching forms individually and then practicing how to combine them an analytic procedure would introduce cope interactions of texts and focus for learning excogitations on the focus the se argon constructed.So, row utilize in the whole stage setting is more useful than only perusal the parts of it.The processes argon as key as the formsA method which aims at developing the capacity of the learners to communicate in a south dustup bequeath focus at repeating continuously until they argon able to communicate fountainhead in a target linguistic communication. So that the learners argon able to practice the forms of the target oral communication, i.e. side of meat within a given frame live on. It simply means when the lyric is used for communication, the vocabulary forms are used for a process of communication. There are three much(prenominal) processes Information gapCommunication is part and parcel of every human race being. When 2 or more people are conversing in day-today life, one may know something which is not known to the former(a). The purpose of the communication is to yoke this information gap. In schoolroom situation pair work undertaken to finish up an incomplete picture is the best example of transferring information as each member of the pair has a part of total information and attempts to incur it verbally to the other.ChoiceAnother crucial feature of communication is that the learners induce option, both in terms of what they will say and, more particularly, how they will say it. From the point of view of the speaker this means that s/he essential choose the ideas which s/he wants to express with appropriate lingual forms. Foreign language learners may face problems in making choice in this regard.Feed backThis process is implicit in the above two processes. When two persons take part in an interaction, in that location is normally some aim behind communicating and in what way other person reacts is evaluated in terms of that aim. So, the strategies involved in this process are important.Learning by doingIt is now widely accepted that education must(prenominal) be ultimately learner-centred more than th e teacher-centered. The teacher may go on teach, but if the learner is not making any effort, then there is no point of tenet. The teacher must involve the learner and must be judged in terms of its effects on him/her. Another upshot is that learning becomes to a large extent the learners responsibility. The teacher helps, advises, and teaches, guides, the learners themselves harbour to learn. The learner has to be involved in the activity. Only by practicing, acting, actually doing, the learners can learn to communicate.Mistakes are not always a mistake man developing communicative ability of the learners, trivial mistakes of grammar or pronunciation does not matter as long as the learner gets his/her pass on across. In the initial stage of learning to communicate in a contradictory language, mistakes are bound to happen. The learners commit mistakes because they are showing to do something which they switch not been told or shown how to do, how to speak which they render n ot mastered. It means they are not really making mistakes. If the teacher corrects each and everything at every level, the learners may lose their confidence of utilise the language for communication.3.6.4 Principles of communicatory Language TeachingRichards (2006) summarizes the following principles of CLTAuthentic language in real context should be introduced in the classroom whenever possible. It is the language used for day-today communication or functional purpose.By teaching language, learner should be able to contract out speakers or writers intention. So that they will be communicatively competent.There should be connectivity among all the language skills such as listening, speaking, reading and writing unneurotic since they are regularly used in real life.The target language is a vehicle for classroom communication, not just the object of study. Hence, attention should be given to teaching language for communication.One function may have different lingual forms. As t he language is taught for the functional purpose, a variety of linguistic forms are presented together.Students have to learn language properties i.e. viscidness and coherence which are helpful to combine sentences together. It is essential for them as they work with language at the discourse or super sentential (above sentence) level.In CLT, games, lineament plays, group work, pair work, etc. play an important role as they have certain feature in common to learn language effectively.Errors are tolerated and treated as a natural termination of the development of communication skills.Proper situations should be created by the teacher so as to promote communication in the classroom.The sociable contexts of the communicative situations are essential for big(p) meaning to the utterances.The grammar and vocabulary that the students learn follow from the functions, situational context and the role of the interlocutors.3.6.5 communicative Ability and Communicative competenceFor effec tive communication one must have ability to communicate properly and have communicative competence.According to H. G. Widdowson, communicative abilities are those skills in which the system is effected as use. Communicative abilities embrace linguistic skills but not the reverse. Communicative abilities are ways of creating or recreating discourse in different modes. (Widdowson, 1978. 67)These opinions some communicative abilities suggest that these are the abilities which involve linguistic as come up as other skills essential for conversation, communication or discourse to take place.On the other hand communicative competence has been defined in various ways. According to Littlewood, communicative competence means, a degree of command of a very considerable range of linguistic and well-disposed skills which see in part on the learners sensitivity to meaning and appropriacy in language and on his/her ability to develop effective strategies for communicating in the succor lan guage. (Littlewood, 1981.87)K. Johnson and K. Marlow say that communicative competence is the ability to be appropriate, to know the dependable thing to say at the mature time. (Johnson and Morrow, 1981.2)International Encyclopedia of upbringing defines communicative competence as the effective use of language in social contexts. (The International Encyclopedia, 1985.834)According to Widdowson, communicative competency is the ability to flummox sentences for communicative effect. (Widdowson, 1978.1)It is revealed from the above definitions that communicative competence is The ability to use language appropriately in a given social context.The ability to be appropriate to know the right thing at the right time.linguistic competence plus an understanding of proper use of language in various contexts.Knowledge which is additional to linguistic competence.Ability to communicate something which is grammatical, proper, socially accepted, formally possible, fluent in a particular conte xt.In this way communicative competence includes both grammatical knowledge and the ability to use this knowledge to perform different kinds of functions like enquiring, suggesting, greeting, denying, advising, reporting, apologizing, inviting and promising.3.6.6 Dimension of Communicative Competencegrammatic CompetenceSociolinguistic CompetenceCommunicative Competence strategicalCompetenceDiscourse CompetenceFig No.3.3 Components of Communicative CompetenceGrammatical CompetenceGrammatical competence, which refers to Chomskys design of linguistic competence, is indispensable for the practice of linguistic formation of the language. The focus is on suitable structure which helps the learners to use the language appropriately and freely.Sociolinguistic CompetenceSociolinguistic competence refers to an understanding of the social context in which communication takes place, including role-relationships, the shared information of the participants and the communicative purpose for their interaction.Discourse CompetenceDiscourse competence refers to the version of individual message elements in terms of their inter-connectedness and of how meaning is represented in relationship to the faultless discourse or text.Strategic CompetenceStrategic competence refers to the manage strategies that communicators employ to initiate, terminate, maintain, repair, and re-direct communication.In CLT classrooms, the teachers claim to create activities that would necessitate learners to practice well in the target language.3.6.7 Classroom Activities in CLTThere are various types of exercises and activities in communicative approach which help students to achieve the communicative competence, and lodge in learners in communication (Richards, 2001). Communicative activities play rattling role in communicative language teaching. These activities are helpful for the teachers to broaden their repertoire of techniques and activities so as to enable the learners to communicate more effectively in remote language. Communicative activities are purposeful and objective oriented.According to Littlewood, the communicative activities can be represented diagrammatically as follows. (Littlewood, 2003.86)Structural activitiesPre-Communicative activitiesQuasi Communicative activitiesFunctional Communicative activitiesCommunicative activities kindly interaction activities(This diagram is choose from Littlewoods Communicative Language Teaching, P.86)In these two major categories, the first types (Pre-communicative activities) manage to cram the learner for later communication. The two sub-categories of pre-communicative activities areStructural activities focalisation is on the grammatical system and on ways in which linguistic items can be combined.Quasi- Communicative activities Focus is on one or more typical conversation exchanges. Some resemble drills, but other is closer to dialogues. Drills and dialogues can be combined so as to lead a bridge from formal exer cise to communicative use.Communicative Activities as well have two sub-categoriesFunctional Communicative activities include such tasks as comparing sets of pictures, noting similarities and differences, working out continuously following directions and so on. In these activities learners must work towards a definite solution for a problem.Social interaction activities comprise exchange of words, converse with others, improvisations and debates. Here, teachers prepare learners about the vary social contexts in which they will need to perform outside the classroom using different social interaction activities.There is no unclutter dividing line in reality amid these different categories and subcategories they represent differences of ferocity and orientation rather than distinct divisions. E.g. cued dialogues can be undertaken both as pre-communicative activity and as communicative activity. Similarly it would be arbitrary if we try to specify how much attention must be paid t o communicative function before an activity can be called quasi- communicative, or how significant social meaning must become before it falls into the social interaction sub category. This distinction depends on the varying orientation of individual learner.Difference between pre-communicative and communicative activitiesThe following chart shows the difference between pre-communicative and communicative activities.Pre-communicative (non-communicative) activitiesCommunicative activitiesAAims to develop grammatical competenceAims to develop communicative competenceBFocus on the product of degage utterances.Focus on the appropriate selection of utterances for communication.CPractice of language patterns or elementsPractice of total skill of communication.DFunction is to prepare the learner for later communication.Function is to make the learner to actually communicate.ELearners have controlled practice.Learners use language creatively.FTeacher interventionNo teacher interventionGEmph asis on form, not on context.Emphasis in on context, not on form.HOne long itemVariety of language items.IExamples drilling, question answers, sentence patterns, etc.Examples Role simulation, dramatization, group discussion, dialogue, debate, etc.3.6.8 Learners/Teachers Role in Communicative Language TeachingIn CLT classroom teachers play a vital role in teaching/learning process of side. Teachers select learning activities according to the interest of the learners and engage them in meaningful and authentic language use.There are various roles to be played by the teachers in order to facilitate the language learning process. According to Hedge (2000.63), a communicative classroom involves the teacher in setting up activities, organizing stuff resources, guiding students in group works, engaging contributions, monitoring activities, and diagnosing the nurture needs of students.Richards Rodgers (2001) also describes the roles of the teacher as needs analyst, counselor, and group p rocess manager. Similarly, Harmer (1991) as cited in Nunan and Land (1996) describes the roles of the teacher as Controller, assessor, promoter, participant, resource, tutor and investigator. Of all these roles, Nunan and Lamb suggest that it is the teacher as organizer that is the most important and difficult from the perspective of classroom management.In order to perform all these roles effectively, teachers should be competent enough in all aspects of language teaching. In line with this, Hedge (2000.67) states that, teachers need to build competence and confidence in fulfilling these various roles and in-service nurture is necessary within institutions to ensure that, in any moves towards implementing communicative approaches in the classroom, teachers are properly supported.3.6.9 Role and Relevance of CLT Concepts in Present ResearchSince the main aim of the present seek is to suss out teachers and students difficulties in teaching/learning process of side of meat language , and support the teachers with an in-service training programme by using Communicative Approach which is essential in an ESL (English as a second language) environment, it is noteworthy to furnish the role and relevancy of CLT concepts in the present study.Language is an inevitable phenomenon which permeates the human life. Of all languages, English is the most important language for communication. Naturally, English has become the language of planetary communication rather than a language of literature. Hence the prime need of the learners is not to know the theoretical knowledge of English but to have an ability to understand and be understood in that language.In the medieval it was sufficient to focus only on structural accuracy when learning a language was an entirely academic advantage and an obsession to presume a new language. But in todays world, language teaching is no longer considered a luxury but an obvious need. The language teaching methods in the past were based o n linguistic competence. The establishment of raw material principles of CLT was a reaction in opposition to the previously prevailing language teaching methods. Communicative language teaching aims at developing and alter knowledge and skills that facilitate the learners to make their message effective and victoryful.The main conclusion of communication is the successful transmission of information, not the achievement of grammatical rightness. By widening the horizons with other kinds of competence, CLT initiated progressive and effective ways of teaching. CLT uses and teaches as it is used in every day real life. Students are given the notion of language as real, lived experience. Socio-linguistic, discourse and strategic competences are integral part of communicative language teaching.The use of CLT in the second language classroom is a means of changing the attitude of the students towards language learning as well as positively influencing their way of learning. Over-emph asis on grammatical correctness and fear of making grammatical mistakes has negative effects on students. such as being stressed at class and experiencing sense of failure. CLT creates welcome atmosphere in the classroom in different ways the teachers emphasise on fluency and correctness to learn the target language than correcting the structures and giving instructions on language rules or grammar (Mangubai etal, 2004.292)The focus of CLT is on success rather than failure. The students are encouraged to rely on their own tact and performance skills namely their strategic competence when speaking. Its emphasis is on the learner. (Savignan cited in Magngubhai 2004, 292)The four basic components of communicative competence summarized by Hymes (as cited in Cook, 2003) are argued by some applied linguists as vague theoretical ideas which can hardly be put into practice. The applied linguists draw attention to the accompaniment that ideas of appropriateness and correctness very muc h depend on the ethnic norms of a particular society. They are in a way right in their argument. Language itself is an intrinsic part of finis. Hence, learning a language also implies learning a culture as well. CLT integrates socio-cultural context with language teaching programmes and thus aims at developing students sense of what is right and what is faulty in English.Linguists have pointed out, according to academic query that they have not found one single best method for all learners in all contexts and that no single method appears to be naturally superordinate word to other methods.It is neither possible always nor appropriate to apply one and the same methodology to all learners whose objectives, environments and learning needs are varied and different.CLT is considered one of the best methods for use in the second language classroom for several reasons One, it gives confidence to the students to learn the second language and use it as and when required. Two, CLT draw s attention to the importance of socio cultural skills. Three, the learners are given the realistic idea of language and are provided with a sense of what is appropriate and right in a given culture. Four, the learners learn English language and English culture simultaneously. It is vital and imperative both for teachers and learners, living as they do in a globalized world, to adopt and maintain the effective methods of language teaching/learning offered by CLT.Constant migration of people has become part and parcel of todays globalized world. Hence, English teaching/learning has become inevitable for anyone intending to move onto other states/countries either for higher studies or better careers. In this context, it is necessary to consider the send back between the aspiration for better prospects in life and the existing situation of teaching/learning of English language in schools especially the municipal corporation schools. Hence, the present research study is undertaken to bridge this gap by finding ways and means to know the difficulties of teachers and learners and develop a methodology that will enable them to improve the standards of teaching/learning process of English at school level.3.7 Procedure of the Test to the StudentsA total turn of events of 200 students from class VIII and IX standard of various municipal Corporation Schools were gathered in one of the municipal schools in two spells and the tests on four language skills were given, information was collected, analysed and interpreted in the following chapter.3. 8 menseschart of the Research DesignThe research work during July 2008 to attest 2011 was done as per the steps shown in the following flowchart.A Flow ChartSubmission of the research reportSelection of the problemDTP and vertebral column of final computerized research reportReview of related literature governance of objectivesWriting rough research reports and corrections in itFormation of dead reckoningSuggestions for fu rther research studySample selectionFindings, conclusions and recommendationsPreparation of research tools execution of Pilot studyVerification of ObjectivesTesting of hypothesis entropy collection with the help of questionnaires and its abbreviationAnalysis and recital dataPre-observation of the lessons and its analysisData collection from students tests in all four language skillsImplementation of the training programme for the teachersPost-observation of the teachers lessonsDiscussion with the teachers and Guidance to the teachers3.9 SummaryThis chapter has discussed about the methods and procedures of the research study. It includes research design, the methodology employed for the teachers, procedure used for the research, the sampling design, participants, data collection, in-service training programme, its benefits, and communicative approach for the teachers and its relevance in the present research and analysis techniques. It has also discussed the procedure of the test f or the learners.The next chapter includes analysis and interpretation of the data collected through the questionnaires from the teachers and observation of their lessons and also analysis and interpretation of the students tests in all four language skills questionnaire. Data was classified, analysed, interpreted using the statistical method and conclusions are drawn.