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Date Posted: 19:52:45 06/13/03 Fri
Author: Alexandra accoroni Gonçalves
Subject: Re: task 6 - a prototypical communicative course
In reply to: Alexandra Accoroni gonçalves 's message, "task 6 - a prototypical communicative course" on 19:46:10 06/13/03 Fri

>Universidade federal de Minas gerais
>Faculdade de Letras
>Communicative approach course (online)
>Vera Menezes
>
> When researchers started questioning the level of
>success of some theories on language learning in the
>70's they noticed that most theories were good for a
>classroom environment use only. Students were able to
>produce sentences accurately but they couldn't
>communicate for real outside the classroom. That's
>when they proposed the communicative approach as a way
>to teach students how to produce grammatically correct
>sentences in real life. They noticed the students
>needed also some social context and not only the
>grammar knowledge.
> The main goal of communicative approach is to
>facilitate the learning on how to communicate in a
>foreign or second language but not leaving the grammar
>structures aside. The focus of a communicative
>classroom is the students.
> In the classroom , the teacher must provide
>students with as much English as they need to learn
>the language. The explanations must be done in the
>second language in a way the student can understand
>and imply this new knowledge. The teacher must give
>activities related to the learners self-experiences so
>they can talk and give their opinions and bring up new
>ideas to enrich the class. Some writing and listening
>activities must be done too because all four skills
>must be prepared to a real life communication
>situation.Reading, writing, listening and speaking
>shall and can be done in the same casroom. The teacher
>is a guide to the students learning. He gives
>activities related to the "authentic language" - as it
>is used in real life. He explains the activity and
>give the students to learn by themselves adding their
>own experiences as a non native speaker to the class.
>The teacher brings up discussions about some text in
>order to make students practice their communication
>competences. English (in our case, the target
>language) is the way used to communicate in class and
>not only an object of study (Larsen-Freeman, page 125).
> So the "focus of the course is on the real
>language use(...). The emphasis is on the process of
>communication rather than just mastery of language
>forms." (Larsen-Freeman, page 126).
> Some activities that make a communicative
>classroom interesting are the ones with games,
>puzzles, some songs, pair-work, discussions about some
>nowadays subject, play roles , activities that make
>the students more interested in their own learning
>process because of the social context of the course.
>In this case, as said previously, the teacher is a
>guide, a facilitator to the learners. He advises,
>monitors, guide students, answer their questions but
>he has never a dominant role in class.

BIBLIOGRAPHY: Larsen-Freeman, D. (1986). Techniques and Principles in Language teaching. Oxford: Oxford University Press.

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