Communicative Method

Communicative Method                          

Ø History

Communicative language teaching began in Britain in the 1960s as a replacement to the earlier structural method, called Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistis.

Ø Materials

Games such as : role-play(game in which the participants assume the roles of characters and collaboratively create stories),picture strip story(guess about picture),scrambled sentences,authentic method(material from article,newspaper,listen radio).

Ø Teacher Roles

The teacher has two main roles: the first role is to facilitate the communica­tion process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group.

Ø Student Role

Student as communicators.They try to communicate each other .

Ø The Syllabus

The Council of Europe expanded and developed this into a syllabus that included descriptions of the objectives of foreign language courses for European adults, the situations in which they might typically need to use a foreign language (e.g., travel, business), the topics they might need to talk about (e.g., personal identification, education, shopping), the functions they needed language for (e.g., describing something, requesting information, expressing agreement and disagreement), the notions made use of in communication (e.g., time, frequency, duration), as well as the vocabulary and grammar needed.

Ø Here are some of the objectives of Communicative Language Teaching:

• students will learn to use languge as a means of expression
• students will use language as a means of expressing values and judgments
• students will learn to express the functions that best meet their own communication needs.