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Date Posted: 13:56:23 06/12/03 Thu
Author: ADAO FERNANDEZ
Subject: TASK 6


TASK 06: ADAO FERNANDES
DESCRIBE THE DESIGN OF A PROTOTYPICAL COMMUNICATIVE COURSE?

According to Littlewood, the content of a communicative course need not involve abandoning the use of structural criteria for selection and sequencing. The content of a communicative course must help us to make the content of a course more relevant to learners needs.

SHORT DESCRIPTIONS OF A PROTOTYPICAL COMMUNICATIVE COURSE:

-In a Communicative course, classroom goals must be focused on all the components (grammatical,discourse, functional, sociolinguistic, and strategic) of the communicative competence.


-Language techniques must be designed to engage learners in authentic, pragmatic, functional use of language for meaningful purposes. Such as: Practical “real-life”situation” & focus on functions of language, Cooperative groups, pair, peer-tutoring , dialogues.


-In Communicative activities, the production of linguistic forms becomes subordinate to higher-level decisions, related to the communication of meanings.

-Students have to use the language, productively and receptively.

-Teachers must give opportunities to students to focus on their own learning process through an understanding of their own styles of learning. Teachers must create the most ideal situation, in compliance with the communicative approach.

-Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing. They generate the general concepts and the teacher molds those concepts and ideas into the structure of an English class.

-Teachers will find themselves talking less and listening more. The teacher must be the facilitator and guide, encouraging students to construct meaning through genuine linguistic interaction with others. They become active facilitators of their students` learning (Larsen-Freeman, 1986).

-Teachers must also to be able to perform his role effectively, they must first have a general understanding of the individual interests and purposes of the students, helping them in any way that motivates them to work with the language. As a teacher (our) role is to attempt to detect the stronger interests of (our) students and help to foster their confidence in using the target language in general.

-Brown suggests that in a communicative English class grammatical structure might better be subsumed under various functional categories.

-Activities and devices must be organized varying according to learners` age, interest, etc.


In the book Communicative Language Teaching, Littlewood discuss how teachers can design their class using CLT and some contributions that communicative activities can make to language learning such as:

- They provide ‘whole-task practice’.
- They improve motivation
- They allow natural learning
- They can create a context which support learning.

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