Communicative language teaching

 

The late 1960s saw a shift in focus from the audio-lingual method and its prototypes to communicative language teaching, this shift evolved partly as a result of studies

carried out by the council of Europe, which began to identify the language needed in a variety of social situations by someone integrating to Common Market countries. The studies sought to evaluate how language itself is used how native speakers of a language express themselves in various situations. The studies had a major impact on the teaching of English as a foreign language. The teachers and curriculum designers began to look at content, at the kind of language needed when greeting or shopping. The emphasis on form, on explicitly learning grammar rules or practicing grammatical patterns, was downplayed in favorer’s needs when using the language in daily interaction.

 

There is no single text or authority on communicative language teaching. It’s make communication the goal of language teaching. Several models have evolved around this principle: the Communicative Approach. Total Physical Response, Natural approach, and competency based approach. These approaches overlap.

COMMUNICATIVE APPROACH. BACKGROUND.

The emphases are placed on using the target language to accomplish a function such as complaining, advising, or asking for information. Attention is also paid to the social context in which this function take place. For instance, different language will be used when complaining to a teacher than when complaining to a close friend.

 

DISTINGUISH FEATURES: all four language skills are taught from the beginning.In speaking skills the aim is to be understood, not to speak like a native. In the sequencing of lessons, priority is given to learner interests and needs. This is in contrast to the grammar translating method which may start with verb tenses and work through from the present simple to the conditionals. In the COMMUNICATIVE APPROACH, if a learner needs to know how to gives advice (“If I were you, I would…”) then this conditional is taught. Interaction between speakers and listeners or readers and writers is at the root of all activities. Learners usually work in pairs or group for role play, information sharing, or problem sharing, or problem solving. Exercises using authentic materials, such as newspapers or recording from the radio, are selected so that learners can practice language in real situations where possible.

SUGGESTOPEDIA. BACKGROUND.

The founder of Suggestopedia, George Lozanov, believes that language learning can be made more efficient if the psychological barriers to learning are lowered; he believes that learners raise these barriers and limit themselves because of a fear of failure. In order to make better use of learners’ capabilities Lozanov has developed a process of “decongestion”, which he has applied to language learning. This process is designed to promote a relaxed frame of mind and to convert learners’ fears into positive energy and enthusiasm for language learning.

DISTINGUISHING FEATURES.

In suggestopedia, great attention is paid to the environment, the seating is as comfortable as possible, the lightning is not harsh, and music plays in the background.

Colorful posters and charts are pinned to the wall. The posters show attractive sights in target language country, the charts contain grammatical information which, in casual readings, the students will absorb without conscious effort. The suggestopedia teacher’s tone is always calm as lightning is not harsh, and music plays in the background. Colorful posters and charts are pinned to the wall. The posters show attractive sights in target language country, the charts contain grammatical information which, in casual readings, the students will absorb without conscious effort. The suggestopedia teacher’s tone is always calm as students are reassured that language learning is easy and fun. At the beginning of the lesson, the teacher briefly presents the vocabulary and grammar. the tent for the end day is given to the student: in the left column the text is in the target language: in the right column it is in the students’ mother tongue. the teacher reads the text, while music plays in the background, the students relax, close their eyes and listen. For homework, the students are asked to read the text just before going to bed and getting up in the morning. The teacher leads the class in role play, question and answer, and other activities based on the text. During these activities, students are invited to use the imaginations and to take on new names and new personalities in the target languages. They are encouraged to visualize themselves as successful people in their new identities, with exciting jobs and a good standing in the community.

 

 

Lecture 7

 

Theme: The History of Methods of Foreign Language Teaching in the former Soviet Union.

 

 

Problems:

 

1. Soviet method of Foreign Language Teaching

 

 

2. The Comparative Method.

 

3. A scientific approach

 

4. A short history of foreign Language Teaching in Uzbekistan