Ministry of higher and secondary special education of the republic of uzbekistan termez state university

My course paper objectives and aims are including:

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  Studying the role of communication in language teaching;
  
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  Try to know some key features of the communicative approach;
  
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  Analyze advantage and disadvantage of teaching and learning communicative approach;
  

The structure of paper work: consists of introduction, main parts, conclusion and references, appendix . All of them: 25 pages.

II.MAIN PART
1.Comparision of different approaches to 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. As such, it is most often defined as a list of general principles or features. “²One of the most recognized of these lists is David Nunan's five features of CLT” :
1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on the Learning Management process.
4. An enhancement of the learner's own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities outside the classroom.
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. Under this broad umbrella definition, any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction.
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.
As such the aim of the communicative approach to language teaching is to focus on real conversations about real subjects so that communication is the engine of learning. This communication may lead to explanation, but that this in turn will lead to further communication.
³“ Communicative approach is based on ten principles”.
1. Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.
2. Engagement: students are most engaged by content they have created themselves
3. Dialogic processes: learning is social and dialogic, where knowledge is co-constructed
4. Scaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills
5. Emergence: language and grammar emerge from the learning process. This is seen as distinct from the `acquisition' of language.
6. Affordances: the teacher's role is to optimize language learning affordances through directing attention to emergent language.
7. Voice: the learner's voice is given recognition along with the learner's beliefs and knowledge.
8. Empowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.
9. Relevance: materials (e. g. texts, audios and videos) should have relevance for the learners.
10. Critical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.
Today, we see our primary aim as teaching the practical use of English for communication with native speakers and others.
Conversation is seen as central to language learning within the communicative approach framework, because it is the fundamental and universal form of language and so is considered to be language at work. Since real life conversation is more interactional than it is transactional, this approach places more value on communication that promotes social interaction.communicative approach also places more emphasis on a discourse-level (rather than sentence-level) approach to language, as it is considered to better prepare learners for real-life communication, where the entire conversation is more relevant than the analysis of specific utterances.
Communicative approach considers that the learning of a skill is co-constructed within the interaction between the learner and the teacher. In this sense, teaching is a conversation between the two parties.
⁴“Students regularly work in groups or pairs to transfer (and if necessary to negotiate) meaning in situations where one person has information that others lack (Celce - Murcia 1991)”. More emphasis should be given to active modes of learning such as pair or group work in problem-solving tasks in order to maximise the time allotted to each student for learning to negotiate meaning. Many people assume group/pair work is applicable in all contexts. However, classroom group and/or pair work should not be considered an essential feature used all the time, and may well be inappropriate in some contexts. Thompson (1996) and Savignon (2002) claim that group and/or pair work are flexible and useful techniques than that suggests and they are active modes of learning which can help the learners to negotiate meaning and engage in problem- solving activities. The use of pair/group work is a physical signal of some degree of control and choice passing to the learners; but that needs to be complemented by real choice (learners need to be given some degree of control over their learning). Therefore, the use of pair/group work needs to be complemented by real choice for the following reasons: they can provide the learners with a relatively safe opportunity to try out ideas before launching them in public; they can lead to more developed ideas and therefore greater confidence and more effective communication; they can also provide knowledge and skills which may complement those of their partners which in turn lead to greater success in undertaking tasks (Thompson 1996). Errors are seen as a natural outcome of the development of the communication skills and are therefore tolerated. Learners trying their best to use the language creatively and spontaneously are bound to make errors. Constant correction is unnecessary and even counter-productive. Correction noted by the teacher should be discreet. Let the students talk and express themselves and the form of the language becomes secondary. If errors of form are tolerated and are seen as a natural outcome of the development of communication skills, students can have limited linguistic knowledge and still be successful communicators (Larsen-Freeman 1986). Evaluation is carried out in terms of fluency and accuracy. Students who have the most control of the structures and vocabulary are not necessarily the best communicators. ⁵”A teacher may use formal evaluation i.e., he/she is likely to use a communicative test, which is an integrative and has a real communicative function (e.g., Madsen 1983; Hughes 1989).The students’ native language has no role to play (LarsenFreeman1986).” The target language is used both during communicative activities and for the purpose of classroom management. The students learn from these classroom management exchanges, too and realise that the target language is a vehicle for communication.
The teacher is the facilitator of students' learning, manager of classroom activities, advisor during activities and a 'co-communicator' engaged in the communicative activity along with the students (Littlewood 1981; Breen and Candlin 1980). But he does not always himself interact with students; rather he acts as an independent participant. Other roles assumed for the teacher are needs analyst, counsellor, researcher and learner. Students, on the other hand, are more responsible managers of their own learning. They are expected to interact with other people, either in the flesh, through pair and group work, or in the writings. They are communicators and actively engaged in negotiating meaning in trying to make themselves understood. They learn to communicate by communicating (Larsen-Freeman, 1986). Above all, since the teacher's role is less dominant, the teaching / learning process is student-centred rather than teacher-centred. In other words, it is the learner who plays a great role in a large proportion of the process of learning.