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Date Posted: 12:24:29 06/13/03 Fri
Author: Maria Juliana de Souza
Subject: Task #6

6th TASK:

Describe the design of a prototypical communicative course.

OBJECTIVES: The goal of teachers using CA is that the students become communicative competent in an expanded way of view. Communicative competence involves the idea of being capable to use the language appropriately in social context. To do this students need knowledge of linguistic forms, meaning and functions. Piepho (1981) discusses levels of objectives in a communicative approach: language as a means of expression, as a semiotic system and an object of learning, as a means of expressing values and judgments about oneself and others, remedial learning based on error analysis, language learning within the school curriculum. CA is an approach, and an approach means that language teaching will reflect the particular needs of the target learners in reading, writing, listening and speaking.

LEARNER ROLES: The learner should contribute as much as he gains, learner is someone expected to interact primarily with each other, rather than with the teacher, correction of errors may be absent or infrequent. Learner is supposed to be cooperative, rather than individualistic.

TEACHER ROLES: There are two main roles of the teacher as described by Breen and Candlin. The first role is to facilitate the communicative process between all participants in the classroom, and between between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. A third role for the teacher is that of a researcher and learner, with the much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities. Other roles assumed for teachers are needs analyst, counselor, and group process manager


ACTIVITIES: The range of activities compatible with communicative approach is unlimited, provided that such exercises enable learners to attain the communicative the communicative objectives of the curriculum, engage learners in communication, and require the use of such communicative processes as information sharing, negotiation of meaning, and interaction. Classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing.

THE ROLE OF INSTRUCTIONAL MATERIALS: there are numerous textbooks designed to support and direct CLT. They are generally based on variety of games, simulations, and task based communication activities, interactional practice materials (task -based materials), ‘authentic’ and ‘from-life materials’ (realia), and text-based materials.

Reference:
Larsen-Freeman, D. Techniques and principles in language teaching. Oxford: Oxford University Press, 1986.
Richards, J. & Rodgers, T. Approaches and methods in language teaching. Cambridge: Cambridge University Press, 1986.
http://coe.sdsu.edu/people/jmora/L2MethodsMMdl/sld001.htm
http://www.american.edu/tesol/lessonplans.htm
http://www.tickit.com/english/approach.html

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