(Pedagogical Sciences)
Communicative approach
when teaching English
Toryanik L.A., Karasyova Ye.V.,
National University of Pharmacy (Ukraine),
Abstract: At present the communicative approach in English is widely used at the
academic lessons which gives students great possibilities in creativeness
of their thinking skills. Communicative
approach of teaching English is the best way to teach students to comprehend
and communicate professional and every-day
English. This article is based on the study of a number of works done on
using different communicative technologies for language
learning.
Keywords: communicative approach, creative
learning, creative skills, communicate,
comprehend.
I. Introduction.
The actuality of the article is that the
main idea of the education is based on the development of students’ communicative skills, which can
allow students be creative and successful
in real life.
In the methodological literature
there are many works devoted to the
communicative methods of teaching English, such as Anthony E. M., Brown H., Summers
J.J., Waigandt A., and Whittaker T.A. and others.
II. Formulation
of the problem. The task of the article is to
reveal the ways of using
the communicative approach when teaching English.
III. Results. The analysis of the investigation have shown that nowadays
communicative approach is
considered to be one of the most widely spread, interesting and effective methods of teaching
foreign languages. It helps teachers to develop spoken English which is the bases of communication,
career, and professional growth.
The
analysis of the methodological resources [1, 2, 3, 4] showed that
communicative speech involves orientation of
the educational process, which is not only in the fact that speech is
punishable practical purpose, but the path to this goal is the very practical
use of the language. [7, p. 83]
Language
is a means and the purpose of training. The trainee learns the easiest language
means possession of different types of speech activity, which to a certain
point are the purpose of training, and then use them for the development of
more complex linguistic actions and are
a learning tool.
The
analyses of the literature [5,6,7,8]
suggested that at all stages of learning material students just learn to communicate. But there are several points
that require special training. Thus, for the formation of students 'ability to
communicate the special role is played
by situational tasks that contribute to the development of students' ability to
engage in dialogue, to roll it and resume; pursue its strategic line of
communication, it should be implemented in the tactics of conduct contrary to
other strategies of communicating; taken into account whenever new voice
partners changing roles of partners, or handling of communication; predict the
behavior of speech partners, their utterances.
Each teaching method is based on a particular vision of
understanding the language or the learning process, often using specific
techniques and materials of developing communicative skills. For example, Direct Method (also called Natural Method) focus
attention of students on everyday
spoken language. Student learns by associating meaning directly in English. Audio-Lingual Method allows students
to develop listening and speaking drills and pattern practice only in English.
The Humanistic Approach “The Silent
Way” gives students an opportunity to speak in English and express
themselves while the teacher is silent
and allow students awareness of how English works. Authentic
communication and negotiating meaning tasks, active student interaction, role play, games, information gaps allow students to understand English and talk without being afraid.
Communicative
orientation most productively implemented using active learning methods, group
forms of interaction of students in the classroom, as well as by means of
innovative technologies, programs, special courses.
The most important pedagogical conditions of
development of communicative abilities of the individual is to simulate real
situations of communication and pedagogical interaction on the principles of
cooperation and dialogue.
IV. Conclusions. So, as we see, using
communicative approach when
teaching English is an effective method of language learning. This
method of teaching is actual nowadays. It will play a key role in training and
developing individual creative abilities and potential of the students in the
nearest future.
1.
Anthony, E. M. (1963). "Approach, Method,
and Technique". ELT Journal (2):
63–43.
2.
Bell, David (2003). "Method and Postmethod: Are They
Really So Incompatible?". TESOL Quarterly 37 (2): 315–328. . Retrieved February 7, 2012.
3. Brown,
H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). White Plains, NY: Longman.
4.
Hall, Graham (2011). Exploring English
Language Teaching: Language in Action. London, New York: Routledge
5.
Johnson, Keith; Johnson,
Helen, eds. (1999). "Approach". Encyclopedic
Dictionary of Applied Linguistics: A Handbook for Language Teaching.
Oxford: Blackwell
Publishers.
6.
Kumaravadivelu, B. (2006). Understanding
Language Teaching. Hillsdale: Lawrence Erlbaum.
7.
Passov Ye.I.Communicative foreign teaching : prepareing for the dialogue
of cultures . – Mn.: Lexis, 2003. – 184 p.