Kazakh Ablai Khan University International of Relations and World Languages Specialty: 5 B 011900 Foreign languages: two foreign languages (English) Theme: Communicative approach to teaching Speaking { Almaty 2015 Done by: Binazar A Esirkepova S Erzhankizi M Group: 213 Checked: Dubrovina K
Content Introduction 1. Prepared and unprepared speech 2. The use of the communicative approach in teaching speaking 3. Classroom activities used in the communicative approach Conclusion The list of used literature
Introduction Communicative language teaching focuses on language as a medium of communication. We use language to get things done. It recognizes that there is something that we need find out, or something that we want to say and communicate and it takes that as the reason why we speak language, why we want to communicate with others. In the given work we tried to explain that represents the communicative approach and how to train speaking with its help. The aim: · theoretically substantiate the meaning of the communicative approach as a whole; · to define the role of a teacher and a learner in the realization of teaching speaking; · to analyze the effectiveness of the communicative approach in teaching speaking at the intermediate level at a secondary school.
1. Prepared and unprepared speech Pupils speech Prepared unprepared It is considered prepared when the pupil has been given time enough to think over its content and form. He can speak on the subject following the plan made either independently at home or in class under the teacher's supervision. His speech will be more or less correct and sufficiently fluent since plenty of preliminary exercises had been done before.
The pupil's speech is considered unprepared when, without any previous preparation, he can do the following: - Speak on a subject suggested by the teacher. -- Speak on the text read. -- Speak on the text heard. -- Discuss a problem or problems touched upon in the text read or heard. -- Have an interview with "a foreigner".
2. The use of the communicative approach in teaching speaking Any language can be acquired if one develops four basic skills in that language i. e. listening, speaking, reading and writing. Listening and speaking are interactive processes that directly affect each other. Speaking is an expressive language skill in which the speaker uses verbal symbols to communicate, while listening is a receptive language skill, which involves the interpretation of those symbols into meaning. Writing is also expressive language skill in which the writer uses written symbols to communicate, while reading is a receptive language skill which involves the interpretation of those symbols into meaning.
We can develop listening skill by conducting the entire lesson in that language only. We may make use of Audio-Visual aids such as taperecorder, gramophone etc. we may make the pupils to listen to Radio lessons to develop the skill. Moreover we may develop the listening skill by ear-training exercises, by articulation exercises, by mimicry exercises or by exercises in fluency. We may develop the speaking skill by giving picture lessons, by saying and doing exercises, by arranging oral composition, by developing the ideas on the topic within their range, by reproducing telling or completing a story, by dramatization, by arranging talks and discussions, by asking questions. But special attention is not given to the situation or context, in which a specific skill, listening or speaking, is to be used. When specific attention is given on a situation or a context and develop these skills we follow communicative approach. Barnes D. in his book named as “Oral language and learning” (1990) described that listening and speaking become valuable not only as isolated skills or groups of skills, but as vehicles for learning across all subject areas. Oral communication should be integrated with other areas of instruction.
Classroom Implementation. 1. Fundamentally it is important to establish an appropriate physical and psychological atmosphere in the classroom. 2. a) Providing a wait time for pupils to answer. b) Giving pupils undivided attention when they are speaking. c) Providing a supportive climate by being approachable. Not interrupting pupils. d) Withholding judgments until pupils have finished speaking and e) Giving prompt and thoughtful responses to pupils' questions. 3. Many authors have suggested creative activities for involving pupils in various kinds of talking experiences. Drama, role-plying, puppetry, debate, formal reporting and small and large group discussions have been covered in language arts text books.
4. There are two types of communicative activities that can be implemented in the class. controlled communicative activities free communicative activities Controlled communicative activities include situations creation, guessing games, information gap exercises, exchange of personal information etc. and free communicative activities include pair work and group work, eliciting, role play etc. 5. To follow communicative approach in the class, one should use workouts. Workouts are language learning and language using activities, which enhance the learner's overall acquisition process, providing by the teacher with variety of ways through which to make this process engaging and rewarding. Samples of such workouts are presented here under different categories.
Classroom activities used in the communicative approach: · Information Gap · Role Play · Interviews · Games · Language exchanges · Surveys · Pair work · Learning by teaching
3. Activity 1 - Practical situations The objectives of this activity were that students would be able to ask and give directions to a certain place. It was conducted in 15 minutes at the practice stage after the teacher introduced theory of how to ask and give directions. The students were put in pairs, one was student A and the other was student B. Each pair received a same map but some of the places on their maps were left blank differently. They had to ask each other questions in order to complete their map (see Appendix 1 for Activity 1 handout). The idea for this activity was borrowed and readjusted from the book "The practice of English language teaching" of Harmer.
Activity 2 - Information gathering activity This activity aimed at helping students ask and answer questions about music. It was conducted in 15 minutes at the practice stage after the teacher introduced some adjectives and expression to talk about music and the importance of music. The teacher asked students to form groups of three. One of them would be a journalist who wanted to interview high-school students about their music taste. The journalist had to ask the other two students some questions and filled in the table for his/her later article. Students would then change their roles (see Appendix 1 for Activity 2 handout). This activity was altered from the book "Five-minute activities" of Ur and Wright.
Activity 3: Role play Activity 3 targeted at improving students' ability to ask for something at a market/shop and the price of items. Time limit for this activity was 10 minutes. It was also carried out at the practice stage. Students sat in pair. One student was a customer and had a shopping list, the other was a shop assistant and had a list of items in the shop and their prices. They were not allowed to look at each other's paper. Student A tried to buy the things on her list and student B would give her the prices for needed items (see Appendix 1 for Activity 3 handout). This activity was modified from the book "Teaching English" of Doff.
Activity 4: Jigsaw activity The purpose of activity number 4 was to assist students make suggestions, express their opinion and ask for confirmation. 15 minutes was the time span for this activity. It was used as a warm-up activity. The teacher picked up a story from the textbook with six sentences. Each sentence was printed on a separate strip of paper. Each student received one strip and was asked to show his/her sentence to the others. He/she had to memorize it within one minutes. After one minute all the strips were collected. In four minutes the groups had to work out the correct sequence of the story without writing anything down (see Appendix 1 for Activity 4 handout). This activity was adapted from the book "Keep talking communicative fluency activities for language teaching" of Klippel.
The Value of Communicative Speaking Tasks Communicative tasks are very important for developing children's speaking skills. This importance, according to Cameron, has two reasons. The first is because they help children to find a purpose for using their knowledge. The second reason is that they help children to understand as a medium of communication. Communicative tasks provide a purpose and a desire to communicate. The existence of a purpose is important because it makes the child activate their knowledge and speaking skills in a similar way to real life listening and speaking. Phillips affirms that teaching speaking in a communicative way will give children a purpose for learning other aspects of language, such as grammar and vocabulary.
Conclusion The communicative methodology is centered in helping the pupil develop certain skills and abilities: oral interaction and expression, hearing and reading comprehension, and writing expression. In each class pupils will be lead to practice English in contextualized, practical and everyday situations through activities with predefined goals. In conclusion it should be said that the communicative teaching method views language as a medium of communication. It recognizes that communication has a social purpose: the language learner has something to say or to find out. In this teaching method importance is placed on helping the pupil get the message delivered. This is what really matters: if the pupil can understand be understood. So we hope that we proved the usefulness and the effectiveness of the communicative approach in teaching speaking at the intermediate level at a secondary school.
The list of used literature 1. Rogova G. Methods of teaching English. Leningrad, 1975. - 312 p. 2. Harmer Jeremy. The practice of English language teaching. L. - New York, 1991. -296 p. 3. Бугаев Н. И. Обучение - это общение. // Народное образование Якутии- 1992 № 2 с. 37 -49
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