Communitive Language Learning

CommuniCATIVE Language Learning

START

Description of the method.

Positive and negative aspects of this method

Examples of activities

Type of students this method would be beneficial

Other methods

INDEX

DESCRIPTION OF THE METHOD

WHO DEVELOPED

DESCRIPTION

MAIN IDEAS

We associate the main ideas with their creator, David Nunan:Introduce real texts in the learning situation. It emphasizes communication in the foreign language through interaction. It offers students opportunities to think about the learning process and not just about the language. It gives importance to the personal experiences of the students as elements that contribute to the learning of the classroom. Try to relate the language learned in the classroom with activities carried out outside of it.

The communicative teaching of the language began in the 70s with the notional-functional approach (Wilkins 1976; Slagter 1979) and took hold in the 80s.

Method that consists of learning the language developing communicative competence, through knowing the grammar to be able to make sentences correctly.

WERE HAS BEEN IMPLEMENTED

It is a relatively new approach, and it is becoming popular around the world, where the activities that characterize it are applied in mainly bilingual schools.

positive and negative aspects of this method

NEGATIVE ASPECTS

POSITIVE ASPECTS

• Method is oriented to students.
• Emphasises students' personal experiences
• Use of authentic resources, motivation and interest are stimulated.
• Everyday life ocurrences.

• Acquisition of grammatical rules as a necessity to speak more competently and efficiently.

• For the teacher is complicated to correct and control the use of language (one by one).

• Great responsibility that falls on the teacher

examples of activities

DESCRIBING A PICTURE

TELLING A TALE

ROL PLAYING

APPROACH

Communicative competence

Type of students this method would be beneficial

• It can be benefial to students from all language levels and all ages.
• It is beneficial to work in groups.
• It is useful for every education stage.

No beneficial

• Studentss with grammar difficulties

OTHER METHODS

In our view, we believe that the Audiolingual method could very effectively complement to our previously chosen method. It is a methodology based on the repetition of the students after listening to the language, so that in this way not only the practice of communication and interaction is carried out, but also that listening is important, which is another method very important to learn.

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