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THE IMPORTANCE OF LEARNING AND TEACHING ACTIVITIES IN
COMMUNICATIVE APPROACH IN THE LEARNING PROCESS
Kenjebaev A.
Nukus, Uzbekistan
3
rd
year Student, English Language and Literature Department
Berdakh Karakalpak State University
Kewlimjaeva G.K.
Nukus, Uzbekistan
Scientific adviser, Berdakh KSU
Abstract
: The focus of the article is on how the communicative approach can be used
while teaching English to non-native speakers. The communicative approach’s goal is to
educate students on how to communicate effectively in a foreign language, taking into
account the participants, the situation, and the communication’s goals and objectives.
The essay goes through how to design training sessions and how to choose linguistic and
grammatical content in line with the demands of the communicative approach.
Keyword
s: Communicative language teaching (CLT), Communicative language teaching
approach, communicative, method, English as a foreign language, language learners.
“Communicative Approach in language learning is an approach that is used in
learning the second language or foreign language that emphasizes on the improvement of
communicative ability”, that is ”the ability of applying the language principle in order to
produce grammatical sentences and understand ‘when, where, and to whom’ the
sentences used” (Richard, 1997). Communicative method focuses on language as a
medium of communication. It recognises that communication has a social purpose –
learner which has something to say or find out.” Communication embraces a whole
spectrum of functions and notions” (Richards, Jack C. & Rogers, Theodore S., 2001).
The communicative method of teaching English as a foreign language has become
more popular recently. Depending on the goals and objectives of communication, the
participants, and the environment of communication, this method places a higher priority
on the capacity to use the studied foreign language as a means of productive
communication. Furthermore, the ability to carry on a discussion even in the face of
limitations brought on by inadequate language proficiency is stressed. The
communicative approach’s evident benefits include developing students’ communication
abilities, boosting enthusiasm to learn the language, and creating interdisciplinary
linkages. This aids in the growth of mental capacity, creativity, self-discipline, and
cooperative skills.
The communicative approach’s key component is that it has the teacher in a
foreign language setting model learning scenarios that aid in students’ knowledge
acquisition and skill development in a variety of speech activities. Only when employing
the proper tools in a certain setting can skills and habits be established. The term
«activity» in this context refers to deliberate, driven acts carried out by elements of
culture and society under specific conditions and in pursuit of different objectives.
Different kinds of connections are developed depending on the circumstances that occur
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in specific surroundings. Debates, even contentious ones on many subjects, can organize
speech communication. By fostering a live speech communication environment in the
classroom, speaking must be taught. The temperament, skills, life experience, and
worldview of the students should all be taken into consideration when teaching a foreign
language.
English as a foreign language instruction heavily involves the use of
communicative incentives. Students’ happiness with language use as a tool of
communication is referred to as communicative motivation. If the classroom is
welcoming and the interactions between the teacher and students and within the group are
polite, motivation will continue to be high enough.
In general, only a few teachers concentrate on only one of the four skills in their
language-learning classrooms. Most English teachers expect their language learners to
develop their communicative competence in reading, speaking, listening, and writing
skills as comprehensive outcomes and performances after completing the language
modules. However, different skills may appear to be more relevant for specific learners.
For example, different learners have different demands for language skills. International
graduate students may have the desire to develop their writing and speaking skills due to
the high demands of project writing and thesis pressures (Sottie, Mfoafo-M’Carthy, &
Moasun, 2018). On the other hand, preschool learners may tend to focus on general skills
for overall and comprehensive language development. English teachers should focus on
different aspects of communicative competence at different times, as student
communication needs are unlikely to remain the same throughout a longer course. A
large number of language teaching and learning courses and modules tend to focus on
one particular skill, such as CV writing. Thus, some branches of language courses were
developed to satisfy particular demands, such as English for Academic Purpose (EAP),
English for Specific Purpose (ESP), English for Business Purpose (EBP), and English for
Nursing Students, etc. Although many different branches and factors have been
developed during the last few decades, the CLT approach may apply to most of the
demands in language teaching and learning classrooms.
The role-playing game is crucial in ensuring communicative motivation. You can
use the game to encourage students of any age to get active. It keeps you interested in
speaking a foreign language, broadens the subject matter of the language you’re learning
so you can venture outside of your comfort zone, and lets you broaden the scope of your
own experience by putting you in the roles of various characters and professions. The
communicative approach is based on the idea that learning a language successfully comes
from having to communicate real meaning. When learners are involved in real
communication, their natural strategies for language acquisition will be used, and this
will allow them to learn to use the language.
Example
Practicing question forms by asking learners to find out personal information
about their colleagues is an example of the communicative approach, as it involves
meaningful communication.
In the classroom
Classroom activities guided by the communicative approach are characterized by
trying to produce meaningful and real communication at all levels. As a result, skills may
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be prioritized over systems, lessons may be more learner-centered, and authentic
materials may be used.
Work in pairs and various text-based activities can be used to teach a foreign
language within the parameters of a communicative method in an equally effective
manner. It should be stressed that coordinating student activities in the classroom through
simultaneous pair work is one strategy. Exercises should be performed in pairs for the
simplest organization. Block diagrams of the dialogue and substitution tables can be
employed in this type of work when there is a speech task. The exercises include
question-and-answer sessions, dialogue exchanges of viewpoints, and mini-dialogues.
You can practice speaking with short dialogues.
Working with text in numerous ways, such as creating a text plan, answering
questions and creating your own, forming an opinion about what was read, etc., can help
students learn communication skills. thorough reading, looking for synonyms for text
words, filling in blanks with text phrases, and re-establishing the timeline of the text’s
plot.
The text for reading can encourage discussion of a range of issues in the context of
the classroom system when there aren’t any genuine communication opportunities. It can
also provide the factual and linguistic resources needed to formulate one’s statement and
act as a model for it. The text also aids in the development of sociocultural competence.
A communicatively oriented organization of grammar, the order of its study, and
instruction in students’ communicative engagement are all components of the
communicative method for teaching grammatical phenomena of a foreign language.
One can identify intuitively introductory, consciously introductory, intuitive
speech, consciously verbal, generalizing analytical, and lastly speech-creative stages
while working with grammatical information.
The successful formation of pupils’ communicative competence will be aided by
their grammatical skill development. Tasks are a crucial part of the grammar-work
process. You can acquire language skills through activities, which also give you practice
using them in many contexts of communication. Exercises to change one form into
another include substitution exercises, creative exercises, project work, model activities,
role-playing games, and mini-dialogues (done in pairs).
The suggested tasks are created for communicative activities that let people
practice using structures «fluently.» The teacher has the option to combine exercises
while planning a session to develop students’ language and communicative skills.
Students improve their grammar and speech by actively using communication
technologies to convey their ideas, assess events, present information, share personal
experiences, or plan activities.
Making sentences with a substitution table involves the following tasks: selecting
the appropriate grammatical form (for example, open brackets, choose the correct form)
reading and listening to the dialogue while creating a similar one in pairs; responding to
queries using the model; telling a story with a change (which allows you to work out the
skills of using grammatical forms);
To accomplish this, the communicative approach sets itself the goal of teaching
how to speak a foreign language on a variety of topics in a variety of communication
circumstances in a very short amount of time. The communicative technique also
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provides a straightforward yet efficient grammatical learning principle: the rule is first
explained by the teacher and then applied in real life until automatism. Lexical work is
done similarly; students recall new units by repeating them while carrying out practical
tasks. The communication strategy has a lot of benefits. This is now one of the most
effective ways to learn a foreign language.
The results of this paper suggest that although many teaching and learning
methodologies and strategies are available for teachers to handle and arrange their
classroom environments, teachers should always employ the appropriate teaching and
learning methodologies and strategies based on the needs and expectations of their
students. International students from different parts of the world are attending overseas
colleges and universities due to the rapid development of globalization. In previous
decades, most university students tended to attend one of the colleges or universities in
Western societies, such as British or American universities. However, due to the
development and growth of Eastern societies, it is not uncommon for international
students to attend colleges and universities in East Asian regions and communities. This
paper also discussed and gathered some significant facts about the inclusion of the CLT
approach in theory and practice in management. Unlike traditional teaching and learning
methodologies and strategies, such as the Direct Method, the current CLT approach
encourages students to share and speak up about their ideas with peers and teachers
without any limitations. From the last few decades to many contemporary studies and
research projects, it is worth noting that the application of the CLT approach is very often
employed in many theories and practices as the main comprehensive training method. For
future implementation, although the English language continues to serve as one of the
best-known foreign languages for these university students, many students may study
basic to advanced level targeted language in their hosted colleges and universities.
Therefore, language teachers should always consider how to employ the appropriate
teaching and learning methodologies and strategies for these groups of international
students with different social and cultural backgrounds.
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