Communication in teaching English - Курсовая работа

A modern experience professional should possess skills of expression of the thoughts in English, i. e. he should possess communicative competence which includes speech, language and cultural levels. Getting motivation is possible only due to transformation of each pupil from the passive contemplator into the active and creative participant of learning process, i. e. pupils should be involved into communication. There is no doubt, that in learning a second language it is necessary for students to acquire, in addition to phonological and vocabulary-grammatical knowledge, ways to communicate with others using their target language. Practical teaching of a foreign language possesses a number of communication techniques which provide self-determination and self-realization of the pupil as the language person in the course of learning and developing language skills. communication teaching english language · observation of the process of teaching and learning foreign languages at school;It is also referred to as "communicative approach to the teaching of foreign languages”, "communication-oriented teaching” or simply the "communicative approach”. "Communicative" is a word which has dominated discussions of teaching methodology for many years. Although in a monolingual English language classroom, real communication in English is impossible, in communicative methodology we try to be more communicative. Chomsky’s [6] criticisms of structural theories of language and partly based on the theories of British functional linguists, such as D. In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching.CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices.An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom. In the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practice and develop language functions, as well as judicious use of grammar and pronunciation focused activities [13; 54]. Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves. Scaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skillsCommunicative competence is a term in linguistics which refers to a language user’s grammatical knowledge of syntax , morphology , phonology and the like, as well as social knowledge about how and when to use utterances appropriately. Debate has occurred regarding linguistic competence and communicative competence in the second and foreign language teaching literature, and scholars have found communicative competence as a superior model of language following D. Language teaching in the United States is based on the idea that the goal of language acquisition is communicative competence: the ability to use the language correctly and appropriately to accomplish communication goals [17; 74]. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does. Communicative competence is made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic.The technology of communicative language teaching is based on using of various methodical techniques of _ractice situations of real interaction and the organization of pupils group activity (in steams, in small groups) for the purpose of the joint decision of communicative problems. In its purest form, a communicative activity is an activity in which there is: · a desire to communicate When we ask students to describe their bedroom furniture to their partners, we are creating an artificial ‘communicative purpose’ and making the activity more artificial by asking them to do it in English. Secondly, much research on group work in language learning has studied spoken activity, partly because this is the most easily observed and recorded. Negotiation of input: Group work provides an opportunity for learners to get exposure to language that they can understand (negotiate comprehensible input) and which contains unknown

Contents

Introduction

1. Theoretical basis of the communicative language teaching

1.1 Background of the communicative language teaching

1.2 Principles and features of the communicative approach

1.3 Communicative competence as a goal of the FLT

1.4 Methodological aspects of teaching communication

2. Typology of communicative language activities

2.1 Types of communicative activities and their arrangement

2.2 Techniques of communicative teaching

3. Approbation of technology in teaching communication

Conclusion

References

Appendix A Appendix B