Communicative Language
Teaching:
An Introduction And
Sample Activities
What is communicative language teaching?
Communicative language
teaching makes use of real-life situations that necessitate communication. The
teacher sets up a situation that students are likely to encounter in real life.
Unlike the audio lingual method of language teaching, which relies on
repetition and drills, the communicative approach can leave students in
suspense as to the outcome of a class exercise, which will vary according to
their reactions and responses. The real-life simulations change from day to
day. Students' motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics.
Margie S. Berns, an expert
in the field of communicative language teaching, writes in explaining Firth's
view that "language is interaction; it is interpersonal activity and has a
clear relationship with society. In this light, language study has to look at
the use (function) of language in context, both its linguistic context
How do the roles of the teacher and student change in communicative language teaching?
Teachers in communicative
classrooms will find themselves talking less and listening more becoming active
facilitators of their students' learning (Larsen-Freeman, 1986). The teacher
sets up the exercise, but because the students' performance is the goal, the
teacher must step back and observe, sometimes acting as referee or monitor. A
classroom during a communicative activity is far from quiet, however. The
students do most of the speaking, and frequently the scene of a classroom
during a communicative exercise is active, with students leaving their seats to
complete a task. Because of the increased responsibility to participate,
students may find they gain confidence in using the target language in general.
Students are more responsible managers of their own learning.
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