Richards-Communicative-Language pdf

Implementing a Text-Based Approach

Feez  and  Joyce  (1998,  28–31)  give  the  following  description  of  how  a  text-

based approach is implemented:

Phase 1: Building the Context

In this stage, students:



  Are introduced to the social context of an authentic model of the 

text type being studied



  Explore features of the general cultural context in which the text 

type is used and the social purposes the text type achieves



  Explore the immediate context of situation by investigating the 

register of a model text which has been selected on the basis of 

the course objectives and learner need. An exploration of register 

involves:



  Building knowledge of the topic of the model text and 

knowledge of the social activity in which the text is used, 

e.g., job seeking



  Understanding the roles and relationships of the 

people using the text and how these are established and 

maintained, e.g., the relationship between a job seeker and 

a prospective employer



  Understanding the channel of communication being 

used, e.g., using the telephone, speaking face-to-face with 

members of an interview panel

Context-building activities include:



  Presenting the context through pictures, audiovisual materials, 

realia, excursions, field-trips, guest speakers, etc.



  Establishing the social purpose through discussions or surveys, etc.



  Cross-cultural activities, such as comparing differences in the use 

of the text in two cultures



  Comparing the model text with other texts of the same or a 

contrasting type, e.g., comparing a job interview with a complex 

spoken exchange involving close friends, a work colleague or a 

stranger in a service encounter