Microsoft Word metod t10. doc

COMMUNICATIVE LANGUAGE TEACHING. 
The late 1960s saw a shift in focus from the audio-lingual method and its prototypes 
to communicative language teaching, this shift evolved partly as a result of studies 

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carried out by the council of Europe, which began to identify the language needed in a 
variety of social situations by someone integrating to Common Market countries. The 
studies sought to evaluate how language itself is used how native speakers of a 
language express themselves in various situations. The studies had a major impact on 
the teaching of English as a foreign language. The teachers and curriculum designers 
began to look at content, at the kind of language needed when greeting or shopping. 
The emphasis on form, on explicitly learning grammar rules or practicing 
grammatical patterns, was downplayed in favorer’s needs when using the language in 
daily interaction. 
There is no single text or authority on communicative language teaching. It’s make 
communication the goal of language teaching. Several models have evolved around 
this principle: the Communicative Approach. Total Physical Response, Natural 
approach, and competency based approach. These approaches overlap. 
COMMUNICATIVE APPROACH. BACKGROUND.
The emphases are placed on using the target language to accomplish a function such 
as complaining, advising, or asking for information. Attention is also paid to the 
social context in which this function take place. For instance, different language will 
be used when complaining to a teacher than when complaining to a close friend. 
DISTINGUISH FEATURES: 
all four language skills are taught from the beginning. 
In speaking skills the aim is to be understood, not to speak like a native. In the 
sequencing of lessons, priority is given to learner interests and needs. This is in 
contrast to the grammar translating method which may start with verb tenses and 
work through from the present simple to the conditionals. In the COMMUNICATIVE 
APPROACH, if a learner needs to know how to gives advice (“If I were you, I 
would…”) then this conditional is taught. Interaction between speakers and listeners 
or readers and writers is at the root of all activities. Learners usually work in pairs or 
group for role play, information sharing, or problem sharing, or problem solving. 
Exercises using authentic materials, such as newspapers or recording from the radio, 
are selected so that learners can practice language in real situations where possible.