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COMMUNICATIVE APPROACH IN TEACHING LANGUAGE.
Xakimov Shamsiddin
TSTU named after Islam Karimov Almalyk branch, assistant-teacher
Yuldashev Jahongir
TSTU named after Islam Karimov Almalyk branch, student
https://doi.org/10.5281/zenodo.12527256
Communication is a way of interaction between people during which an
exchange of something new (e.g. of information) takes place. The beginning of
communicative approach lies in the early 1970s and is connected to so-called
‘communicative movement’ in foreign language teaching during which
communicative ability was set as the main goal of foreign language learning and
implications of this goal were explored and described more than they had been
before. Unlike traditional language-centered methods communicative approach
opens new perspectives on language teaching and is rather learner-centered.
(Hanušová, 2008)
As communicative approach is the current mainstream method of
language teaching, there are numerous books and studies that comment on it,
explore it and define it. In attempt to summarize the main principles Brown
(2000) defines communicative language teaching through the following four
characteristics.
1. Classroom goals are focused on all of the components of communicative
competence and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes. Organizational
language forms are not the central focus but rather aspects of language that
enable the learner to accomplish those purposes.
3. Fluency and accuracy are seen as complementary principles underlying
communicative techniques. At times fluency may have to take on more
importance than accuracy in order to keep learner meaningfully engaged in
language use.
4. In the communicative classroom, students ultimately have to use the
language, productively and receptively, in unrehearsed contexts. (Brown, 2000,
p. 266-267)
The existence of new approach requiring different types of in-class
activities also implied new roles for a teacher. In Breen and Candlin (1980) a
teacher is seen “first, as an organizer of resources and as a resource himself,
second as a guide within the classroom procedures and activities” who is
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supposed to enrich the class with “appropriate knowledge and abilities, actual
and observed experience of the nature of learning and organizational
capacities.” (Breen and Candlin, 1980, p.99) Richards and Rodgers (1991) added
three more roles, namely need analyst, counselor and group process manager.
The main responsibility of a teacher as need analyst is to determine his or her
learners’ needs connected with language learning and respond to them in a
suitable way. In the role of counselor a teacher is expected to be a model and
example of “an effective communicator seeking to maximize the meshing of
speaker intention and hearer interpretation, through the use of paraphrase,
confirmation, and feedback.” (Richards and Rodgers, 1991, p. 78) As the group
process manager a teacher is supposed to reduce teacher-centred classroom
management and establish the classroom as a setting for communication during
which he or she monitors and encourages.
Although it is impossible to generalize due to every teacher’s personal
uniqueness, his or her teaching techniques, pupils with various needs and many
other aspects, there are some phenomena appearing throughout English classes.
One of them being that it is hardly ever possible to find two or more pupils in a
class whose knowledge, abilities or skills are on the same level. These
differences are reflected in several areas of pupils’ school lives, including
communication. Even while using mother tongue, speakers show various
degrees of fluency and differ in other aspects of speech.
According to Thornbury (2005), the differences between speakers are
even more noticeable when it comes to speaking in another language and the
inevitable lack of fluency makes pupils feel frustrated, embarrassed or anxious.
Tsui (1996) claims that many learners perceive language learning not only as a
process of acquiring linguistic rules or participating in communication activities
but as a process in which they are “constantly putting themselves in a vulnerable
position of having their own self-concept undermined and subjecting themselves
to negative evaluations.” (Tsui in Bailey, 1996, p. 155)
Conclusion. It is obvious that second language learners are exposed to a
considerable amount of disruptive influence of either internal or external origin
which makes their learning very difficult and demanding. Learners are
influenced especially by speech anxiety, lack of genuine speaking opportunities
or inability to access acquired language knowledge which leads to the necessity
of applying communication strategies. As for some implications this may have
for language teachers, it seems necessary to create a positive learning
environment, to provide the learners with as much opportunities for spoken
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interaction as possible and to help them gradually develop their communicative
competence so that they feel more self-confident.
References:
1.
Breen, M., & Candlin, C. N. (1980). The essentials of a communicative
curriculuum in language teaching. Applied Linguitics 1(2), 89-112.
2.
Brown, H. D. (2000). Principles of language learning and teaching. White
Plains, NY: Longman.
3.
Japporova,S.,&Xakimova , M. (2024). IMPROVING INTERCULTURAL
COMPETENCE OF STUDENTS IN FOREIGN LANGUAGE CLASSROOM.
Interpretation
and
Researches,(3).извлечено
от
https://interpretationandresearches.uz/index.php/iar/article/view/2826
4.
Hanušová, S. (2008) Developing communicative competence in learners
with specific learning difficulties. In Grenarová, R., & Vítková, M. (2008).
Komunikativní přístup v cizojazyčné výuce u žáků s SPU = Communicative
approach in foreign language teaching in learners with SLD. Brno: Masarykova
univerzita.
5.
Richards, J. C., & Rodgers, T. S. (1991). Approaches and methods in
language teaching: a description and analysis. Cambridge: Cambridge University
Press.
6.
Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.
