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Main priorities of communicative language teaching in
philological directions
Veronika KHATAMOVA
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received December 2022
Received in revised form
15 December 2022
Accepted 20 January 2023
Available online
15 February 2023
This scientific article describes the effective methods and
principles of communicative language teaching, shows the use
of communicative methods in teaching foreign languages and
what methods and techniques are available in teaching
communicative language. The article shows that the
organization of teaching activities in foreign languages is based
on a number of methods.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss1/S-pp9
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
CLT,
macro skills,
role plays,
target language,
text,
task,
TEFL.
Filologik
yo‘nalishlarda kommunikativ til o‘qitish
yondashuvining ustuvor yo‘nalishlari
ANNOTATSIYA
Kalit so‘zlar
:
CLT,
makro ko‘nikmalar,
rolli o‘yinlar,
maqsadli til,
matn,
vazifa,
TEFL.
Ushbu ilmiy maqolada kommunikativ til o‘rgatishning
samarali metod va tamoyillari yoritilgan. Chet tillarini o‘qitishda
kommunikativ usullardan foydalanish va kommunikativ tilni
o‘rgatishda qanday usul va texnologiyalari mavjudligi
ko‘rsatilgan. Maqolada chet tillari bo‘yicha o‘qitish faoliyatini
tashkil et
ish bir qancha metodlarga asoslanganligi ko‘rsatilgan.
1
Teacher, Department of Integrated Course of English Language, Uzbekistan State World Languages University.
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Основные приоритеты обучения коммуникативному
языку по филологическим направлениям
АННОТАЦИЯ
Ключевые слова:
CLT,
макронавыки,
ролевые игры,
целевой язык,
текст,
задание,
TEFL.
В данной научной статье описаны эффективные методы
и принципы обучения коммуникативному языку, показано
использование коммуникативных методов и приёмов в
обучении иностранным языкам. В статье показано, что
организация учебной деятельности по иностранным
языкам строится на основе ряда методов.
Theorists agree that meaningful communication supports language learning and
that classroom activities must focus on the learner’s authentic needs to communicate
information and ideas. Principles of the Communicative Approach:
a) Language learning is learning to communicate using the target language.
b) The language used to communicate must be appropriate to the situation, the
roles of the speakers, the setting and the register. The learner needs to differentiate
between a formal and an informal style.
c) Communicative activities are essential. Activities should be presented in a
situation or context and have a communicative purpose. Typical activities of this
approach are games, problem-solving tasks, and role-play. There should be information
gaps, choices, and feedback involved in the activities.
d) Learners must have constant interaction with and exposure to the target
language. e) Development of four macro skills
–
speaking, listening, reading and writing
–
is integrated from the beginning, since communication integrates the different skills.
f)
The topics are selected and graded regarding age, needs, level, and students’
interests. Motivation is central.
Teachers should raise students’ interest from the
beginning of the lesson [2].
For example, in the teaching of communicative language, we can consider the
following methodological processes:
–
The role of scenes and interactive conversation in the development of oral
speech;
–
The role of interviews and oral speech for the effective organization of the
teaching process;
–
Collaboration within the group (student-teacher cooperation);
–
Collaborate within the group to improve the exchange of information;
–
Important factor in the expression of personal opinions during group work.
This methodological process includes some concepts of CLT they are:
–
Effective classroom learning tasks provide students with the opportunities to
extract meaning, expand language, notice how language is used, and take part in a
meaningful interpersonal exchange.
–
Meaningful communication occurs when students process content that is
relevant, purposeful, interesting, and engaging.
–
Communication is a comprehensive process that often calls upon the use of
several language skills.
Language learning is facilitated both by activities that:
a) involves inductive or discovery learning of language rules, and
b) involves the analysis of language rules.
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–
Language learning is a gradual process that involves creative use of language, and
trial and error.
–
The ultimate goal of language learning is to be able to use the new language both
accurately and fluently.
–
Learners develop their own routes to language learning, progress at different
rates, and have different needs and motivations for language learning.
–
The role of the teacher in the language classroom is that of a facilitator, who
creates a classroom climate conducive to language learning and provides opportunities
for students to use and practice the language and to reflect on language use and language
learning.
–
The classroom is a community where learners learn through collaboration and
sharing [4].
Language learners are often embarrassed or shy to say anything when they do not
understand another speaker or when they realize that a conversation partner has not
understood them. Teachers can help learners overcome this shyness by assuring them
that misunderstanding and the necessity for clarification can occur in any type of
interaction, whatever the participants
’
language skill levels. Teachers can also give
learners strategies and phrases to use or clarification and comprehension check. By
encouraging learners to use clarification phrases in class when a misunderstanding
occurs and by positively when they do, teachers can create an authentic practice
environment within the classroom itself [6]. There are some effective approaches of CLT:
1.
Dialogues, if used, enter around communicative functions and are not normally
memorized.
2.
Contextualization is a basic premise. (Meaning cannot be understood out of
context. Teachers using this approach will present a grammar topic in a meaningful
context. Example: If the new topic to teach is Present Continuous, the teacher will not
mime the action of ‘walking’ and ask: What am I doing?
I am walking. Instead, the teacher
will show, say, pictures of her last trip and tell the students something like: I have
pictures of my vacation. Look, in this picture, I am with my friends. We are having lunch
at a very expensive restaurant. In this other picture, we are swimming at the beach.
3.
Language learning is learning to communicate and effective communication is
sought. (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.)
4.
Drilling may occur, but peripherally.
5.
Comprehensible pronunciation is sought.
6.
Translation may be used where students need or benefit from it.
7.
Reading and writing can start from the first day.
8.
Communicative competence is the desired goal (i.e., the ability to use the
linguistic system effectively and appropriately).
9.
Teachers help learners in any way that motivates them to work with the
language.
10.
Students are expected to interact with other people, either in the flesh, through
pair and group work, or in their writings [8].
METHODOLOGY
One of the things to bear in mind when lesson planning is that classroom reading is
not the same as real reading. Classroom reading aims at helping students develop the
skills they need to read more effectively in a variety of ways (the same variety of ways as
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they can employ in their own languages, of course). To enable this, we plan
‘
pre-reading
’
,
‘
while-reading
’
, and
‘
post-reading
’
stages. These stages can help us make reading more
communicative.
Pre reading. Pre-reading tasks often aim to raise the readers
’
knowledge of what
they are about to read (their schematic knowledge) as this knowledge will help them to
understand the text. In our L1 we use this knowledge subconsciously and as a result,
need to raise it consciously in an L2. This raising of awareness is most effectively done
collaboratively. Approaches I use include:
•
Tell your partner what you know about the topic;
•
Do a quiz in pairs to find out what you know about the topic;
•
Look at some pictures related to the topic;
•
Skimming the first paragraph for gist and then predicting [9].
When reading in our L1 we are constantly using our schematic and linguistic
knowledge to predict content (both related to the topic and the language itself). In class,
predictions can be communicated to colleagues, of course. Some examples of what
predictions can be based upon include:
–
A title;
–
Visuals;
–
Knowledge of the author;
–
A skim of the first paragraph;
–
A set of keywords from the text;
–
Reading the end, predicting the beginning;
–
Reading the middle, predicting the beginning and the end.
While reading. Although reading is often a solitary activity and the idea of
‘
reading
in pairs
’
seems odd, reading can be collaborative. Approaches we use include: Running
and reading: this approach especially lends itself to scanning as the idea is to encourage
the students to read as quickly as possible in a race [7].
Divide the class into student A and student B pairs. Student A sits at one end of the
classroom. Stick the text to be read on the wall at the other end of the room. Give student
A a list of questions.
Student A reads the first question to student B who has to run down the classroom
to find the answer in the text and then run back to dictate the answer to student A, who
then tells B question 2 and so on.
The first pair to answer all the questions wins. (I ask the students to swap roles
halfway through so everyone gets a chance to scan).
–
Slashed / Cut up texts: This is a genuinely collaborative reading approach.
–
Photocopy a suitable text and cut it diagonally into four.
–
Seat students in fours. Give a piece of the text to each student. They mustn
’
t show
their piece to others.
–
Give each group a set of questions.
The group has to work collaboratively to answer the questions since no one has
the whole of the text. Groups can compare answers when they have finished.
While-reading tasks lead to post-reading tasks relevantly.
–
Jigsaw reading is an old favorite but perennially effective.
–
Divide a text into two parts or find two (or three) separate texts on the same topic.
Student A gets one text and a related task, and student B gets the other text and task.
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Student A completes their tasks in a group. Student B likewise. Compare answers
in A & B groups.
Students get into A & B pairs and tell each other about their tasks.
Creating a class text bank: I encourage students to bring in interesting texts that
they have found (perhaps as a homework task using the Internet) which can be
submitted to the class text bank. For weekend homework each student selects a text to
take away which they then discuss with the student who originally submitted it. This is,
of course, what readers do in real life [9].
Exploiting graded readers: this is a good way to help with detailed reading since
this implies reading for pleasure. We have used two approaches:
–
Using a class set of the same reader so that everyone reads the same book. It
leads to class discussions of what everyone has read.
–
Students read different books and then recommend their book (e.g. by writing
reviews) to their colleagues.
Exploiting students' written work: I often put students written work up on the
walls for the others to read. Tasks can include guessing whom the author is, voting on
which is the most interesting, and selecting some for a class magazine.
Post-reading tasks. As mentioned above, telling someone about what we have read
is a very natural reaction to a text. We have already mentioned a few in connection to
‘
while-reading
’
(e.g. recommending readers to the class) but other ideas I have used
include:
–
Discussions about the text
–
Summarizing texts
–
Reviewing texts
–
Using a
‘
follow-up
’
speaking task related to the topic
–
Looking at the language of the text (e.g. collocations).
CONCLUSION
EFL communication class nowadays promotes more learners from learners
preparing them for functional roles in society as well as employability. The lessons
provide a social context that positions learners as players and teachers as facilitators. By
doing so, learners can be well groomed to adapt to the demands of the new era since the
emphasis is now moving from speaking as an acquisition to participation, and hopefully
contribution. The main aim of CLT is to define an adult learner, pointing out his/her
characteristics, needs, experiences, and expectations and proving that Communicative
Language Teaching is the best method for developing adult learners` foreign language
comprehension. We set the following tasks: to focus on communication rather than a
structure; define the principles of teaching adults; introduce the psychological
peculiarities of teaching adults; to define the methods and ideas within the
communicative approach.
REFERENCE:
1.
Bowen T. (2004a). The communicative classroom. Retrieved February 22, 2004.
2.
Cohen L., Manion L., & Morrison K. (2011). Research methods in education
(7thed.). Abingdon: Routledge.
3.
Florez M. c., & Burt M. (2001, October). Beginning to work with adult English
language learners: Some considerations.
4.
Kerka S. (2002). Teaching adults: Is it different? Retrieved March 17, 2004.
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5.
Larsen-Freeman D. (2000). Techniques and principles in language teaching
(2nd ed.). New York: Oxford University Press.
6.
Littlewood, W. (2000). Communicative language teaching: an introduction.
Cambridge: Cambridge University Press.
7.
Ozsevik Z. (2010). The use of communicative language teaching (CLT): Turkish
EFL teachers’ perceived difficulties in implementing CLT in Turkey.
Unpublished master
dissertation, the University of Illinois.
8.
Pei-long L. (2011). The study on the effectiveness of communicative language
teaching strategies used in college English classes.
9.
Robinson J., & Selman M. (2000). Partnerships in learning: Teaching ESL to
adults. Toronto: Pippin Publishing Corporation.
