Concept of Communicative Method
1.
Definition
of Communicative Method
Bases on Marius (2005: 438)
Communicative method is more appropriate than those asking students to only
solve exercises with fixed pattern and in which imagination and the capacity of
speaking is not challenged, therefore, not improved. The communicative method
resorts to different techniques of teaching students. On one hand there is the
part of restricted practice, and on the other hand is that of free practice.
When talking about restricted task, we aim at exercises (written or oral) which
focus on certain language topics or grammar problems.
Richards and Rodgers (2001) defines the
communicative method in language teaching is generally regarded as an approach
to language teaching and the primary goal is for learners to develop
communicative competence, or simply put, communicative ability. In other words,
its goal is to make use of real-life situations that necessitate communication.
According to Richards J (2006:2)
Communicative as a set of principles about the goals of language teaching, how
learners learn a language, the kinds of classroom activities that best
facilitate learning, and the roles of teachers and learners in the classroom.
In addition Canale and Swain (1990) Communicative competence is defined as the
ability to interpret and enact appropriate social behaviours, and it requires
the active involvement of the learner in the production of the target language.
2.
Features
of Communicative Method
Communicative Language
Teaching is most
often defined as
a list of general
principles or features.
One of the
most recognized of
these lists is David Nunan's (1991) five features of
Communicative Language Teaching:
a.
an emphasis on learning to communicate
through interaction in the target language,
b.
the introduction of authentic texts into
the learning situation,
c.
the provision of opportunities for
learners to focus, not only on language but also on the learning management
process,
d.
an enhancement of the learner's own
personal experiences as important contributing elements to classroom learning
e.
an attempt to link classroom language
learning with language activities outside the classroom.
These
five features are
claimed by practitioners
of Communicative Language Teaching
to show that
they are very
interested in the
needs and desires of
their learners, as
well as the
connection between the
language as it is
taught in their
class and as
it used outside
the classroom. Under this broad definition, any teaching
practice that helps students develop their communicative competence
in an authentic
context is considered
an acceptable and beneficial form of instruction
3.
Types of Learning and Teaching Activity in Communicative Method
a. Linguistic or Grammatical Competence
Linguistic
or grammatical competence is commonly referred to as a set of grammatical rules
that guide sentence formation. Canale and Swain (1980) find those rules useless
since language users are unaware of the rules of language use.
b.
Sociolinguistic
or Pragmatic Competence
Since fours
skills (reading, listening, writing, speaking) essential to language learning
do not occur in isolation from the extra-linguistic reality, it is plausible
that sociolinguist-tic competence addresses the extent to which utterances are
produced and understood appropriately in different sociolinguistic contexts
depending on contextual factors. The way in which children learn languages
illustrates sociolinguistic competence. Children learn to communicate through
socialisation in their surroundings. By means of various interactions with the
external world, by learning family and social values, norms, conditions,
culture, even the economic and political situation, a child develops its
identity, as well as the world view of the individual. When it comes to the
pragmatic aspect of this competence, language learners are supposed to engage
in coherent communication on various occasions. Success is achieved by the
correct use of grammatical and linguistic rules.
c.
Discourse
Competence
As far as
discourse competence is concerned, a language learner is supposed to make a
connection between various sorts of discourses, in order to create a meaningful
whole by an accurate use of grammar and fluent communication. Consequently,
discourse com-petence is related to the ability of speakers to put language
structures together coherently and cohesively. Discourse Analysis, which has
become a popular approach to analysing spoken, signed and written language,
focuses on several aspects of discourse which deal with conversational
interaction (sentences, propositions, speech acts and turns-at-talk) (Gill
2000). Therefore, apart from the fact that the development of discourse
competence leads to a successful utterance of meaningful sentences, it also
enables learners to gain an insight into language, by experiencing different
interactional patterns in varying socio-cultural and physical contexts.
d.
Strategic
Competence
Strategic
competence is believed to refer to critical and creative aspects of human mind,
for it deals with the knowledge and effective and appropriate use of language
by speakers in order to take an active part in communicative interaction.
Strategic compe-tence illustrates how a communicator makes a completely new
sequence of utterances from the prior knowledge of words and phrases, thus
achieving the effect of novelty. In other words, strategic competence mediates
between the internal traits of the user's back-ground knowledge and language
knowledge and the external characteristics of the situ-ational and cultural
context (Douglas 2000).
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