What Is Communicative Language

  These 10 teaching ideas for the past simple tense will encourage your students to use the language in fun communicative ways. Grammar lessons can often be quite daunting and boring for students so it is important to have activities that students will enjoy doing. These ideas offer plenty of student-to-student interaction and allow students to draw on their own life experiences as well as encouraging them to use their imagination. Are you ready to live and teach abroad? Click here and get started today: https://www.teflcourse.net/?cu=YTDESCRIPTION Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching....  [Read more]

  So what we're going to do is to run through a series of methodologies that were created mainly in the 1900s that adopted the idea that language learning should be much more communicative, much more natural. The first one is called audiolingualism and it's also called the army method because of where it was developed. Basically, psychology, during the 1950s and 60s, was building up new theories about behaviorism. Perhaps the most famous experiments that were done in this particular area were by Pavlov, where he was showing that most animals undergo a stimulus response mechanism and he had a series of famous experiments, where by ringing a bell, he could cause a dog to salivate, that would be his response, in the expectation of getting some food. This behaviorist idea of stimulus...  [Read more]

Communicative Language Teaching. An approach to teaching a language which makes the use of the language in real life situations the goal. It is based on communicative competence rather than structural knowledge of the language.  [Read more]

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A teaching method which focuses on task completion rather than accuracy of language used. As a communicative methodology this method makes the successful language use outcome of the task, for example, buying a train ticket, the most important aspect. Communication competence is the goal.  [Read more]

A teaching method which focuses on task completion rather than accuracy of language used. As a communicative methodology this method makes the successful language use outcome of the task, for example, buying a train ticket, the most important aspect. Communication competence is the goal.  [Read more]

  CELTA is an internationally recognized teaching qualification in the field of teaching English as a foreign or second language. The course is aimed at potential teachers with little or no experience inside a classroom. CELTA courses can be studied in a number of locations around the world and are individually designed and organized by different language institutes. Although there may be some variety between individual courses, the fundamental specifics of the course are dictated by Cambridge ESOL, part of the University of Cambridge. Are you ready to live and teach abroad? Click here and get started today: https://www.teflcourse.net/?cu=YTDESCRIPTION Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our...  [Read more]

Lewis believed in a different approach to that of teaching English as a set of grammar structures into which vocabulary could be placed. He shifted the emphasis through 180 degrees, suggesting that the basis of language should be ‘lexis’, i.e. groups of words which are naturally put together (collocations). By learning about the lexical chunks of language these could be used for real communicative tasks rather than striving for grammatical mastery.  [Read more]

An over-arching term to describe the development of praxis from a theoretical framework. One way in which the term can be broken down with regard to ELT is in the framework of Approach – Method – Technique. For example, an approach could be Communicative Language Teaching and the method Engage, Study, Activate with a technique such as a mill drill activity.  [Read more]

A language learning method involving the direct translation between the native and target language and vice-versa. Originally designed to teach the dead languages of Ancient Greek and Latin, this became the most popular method of language training. Developments in psychology and learning theories have made this method outdated, as more communicative methods have developed.  [Read more]

Also notional-functional syllabus, is a method of the communicative language approach, pioneered by D. A. Wilkins. It was later developed further for the Council of Europe by van Ek and Trim. The syllabus was a reaction to the question, “What will the language learners need the language for?” and the notions relate to time and space, whilst functions would be agreeing, disagreeing, etc.  [Read more]

A move away from the traditional grammar syllabus in the 1970s to one which is based around communicative need. These are called functions and examples could be functions such as making offers, apologizing and making requests. This shift in emphasis to the functions and notions of the language was largely due to the work of D.A.Wilkins.  [Read more]

A teaching methodology attributed to Jeremy Harmer. It is a communicative approach which makes use of three phases of a lesson in different formats. The simplest format is known as the straight arrow and involves an Engage (E) phase, to get the students talking and thinking in English. The Study (S) phase is where new language and grammar is developed and checked for understanding. Finally students use their full language knowledge in a communication-based Activate (A) activity.  [Read more]

An approach to teaching English as a second or foreign language, making use of three phases within a lesson: Presentation, Practice and Production. Generally presentation sets up the context of the lesson and covers the teaching point. Practice covers examples of the material covered, typically using worksheets. Production puts the practice into use in some form of communicative task.  [Read more]

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  Our next consideration is going to be building and maintaining rapport. The importance of rapport is that within our communicative activities, we're asking the students to talk to each other. If they feel comfortable with each other and with us, then that interaction is much more likely to be useful. So how do we actually build and maintain rapport? Well, it's easiest if we consider two stages of the course itself. What we can do at the start of the course and what we can do throughout the course to help build and maintain that rapport. So at the start of the course, it's very useful if we ask the students to create a name card and to make that name card visible to everyone. Secondly we need to try to do some ice breaking activities that will allow the students to interact with...  [Read more]

Games in the Classroom Teachers and researchers have moved away from the separation of linguistic skills as the best and only way to instruct students learning other languages. Today, more emphasis is being placed on purposeful games in the classroom which create a more carefree and fun environment for its learners. This method, when carefully chosen, produces confidence, creates competition and teammanship, and promotes a desire to win the prize...which is fluency of a 'once' strange language. In the end, everyone wins, since the goal is fluency of a foreign language with a teacher who becomes the hero, because she makes her lessons meaningful and entertaining at the same time. Games can be wonderful communicative device in the classroom setting and should be a central part of educating...  [Read more]

Bilingual Education versus English Only Models Over the years, many debates have arisen in regards to second language instruction (L2), giving prominence to two main models: English Only versus Bilingual Education. English Only uses solely English as the medium for instruction, whereas Bilingual Education, as its name implies, uses both English and the student’s native language. While there are several aspects to the debate, this paper will briefly cover a certain few: cultural sensitivity, accuracy, and segregation. Proponents of the English Only model claim that the use of a student’s native language creates a “cycle of native language dependency,” meaning that the student, to some extent, gets “tethered” to his native tongue. Using solely English in the classroom, advocates...  [Read more]

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