Communicative approach

Various developments have taken place in the last twenty years. Now there is more emphasis on individualised instruction, authenticity in language learning, a greater focus on the learner, and on the development of communicative, as opposed to merely linguistic, competence that can only be acquired through using it to do real-world-type things, such as asking for information that you need. The structure of most communicative based coursebooks is the Notional Functional Syllabus. The Notional Functional Syllabus is distinguished by its attention to ‘functions’ as the organising elements of English language. The NFS focused strongly and exclusively on the pragmatic purposes to which we put language. What it does is

to give what second language learners should focus on. For example, a NFS textbook would be organised in the following sequence of functional topics: • Introductions, greetings, good-byes; • Invitations, Apologies, Condolences; • Gratitude, Compliments, Congratulations; • Requests, Commands, Warnings, Directions; • Offers, Seeking Permission; • Advice, Intention; • Pleasure, Displeasure; • Expressing your opinion. A typical unit of such a textbook would include presentation of dialogues, conversation practice with classmate, situations in which the student figures out ‘what would I say’, role plays, etc. The teacher is seen as the facilitator who makes learning happen by setting up tasks for the students to do. The learner is seen as an active participant. To put is shortly, ~ is a way of teaching and practising language which is based on the principle that learning a language successfully involves communication rather than just memorising a series of rules. Teachers try to focus on meaningful communication, rather than focusing on accuracy and correcting mistakes. In other words, it is an approach concerned with the needs of students to communicate outside the classroom; teaching techniques reflect this in the choice of language content and materials, with emphasis on role play, pair and group work, among others.

Competence

Ability to apply knowledge, know-how and skills in a habitual or changing work situation. It is the ability to function according to the cultural rules of more than one cultural system; ability to respond in culturally sensitive and appropriate ways according to the cultural demands of a given situation.

Comprehension

Understanding a spoken or written text.