The role of educational technologies in the development of communicative compentence of academic lyceum (Example of A1 level students) content introduction chapter I. The communicative approach to language teaching

The role of educational technologies in the development of communicative compentence of academic lyceum (Example of A1 level students)
CONTENT


INTRODUCTION………………………………………………………………...3
CHAPTER I. THE COMMUNICATIVE APPROACH TO LANGUAGE TEACHING……………………………………………………………………….5

1. 
   The Communicative Approach to Language Teaching……………………….5
   
2. 
   The Goals of Communicative Language Teaching…………………………...9
   

CHAPTER II. CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHING……………………………………………………...16
2.1. Exercises for Communicative Language Teaching …………………………..16
2.2. Oral Activity Types in Communicative Language Teaching …………………23
CONCLUSION…………………………………………………………………..34
LIST OF LITERATURE …………………………………….............................36
Introduction
The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English or to ensure that their children achieve a good command of English. And opportunities to learn English are provided in many different ways such as through formal instruction, travel, study abroad, as well as through the media and the Internet. The worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources. Learners set themselves demanding goals. They want to be able to master English to a high level of accuracy and fluency. Employers, too, insist that their employees have good English language skills, and fluency in English is a prerequisite for success and advancement in many fields of employment in today’s world. The demand for an appropriate teaching methodology is therefore as strong as ever¹.
In this course work we will examine the methodology known as communicative language teaching, or CLT, and explore the assumptions it is based on, its origins and evolution since it was first proposed in the 1970s, and how it has influenced approaches to language teaching today. Since its inception in the 1970s, CLT has served as a major source of influence on language teaching practice around the world. Many of the issues raised by a communicative teaching methodology are still relevant today, though teachers who are relatively new to the profession may not be familiar with them.
The 21st century came with a revolution in information and communication technology that has swept the international communities and changed our world to a small cybernetic village. Electronic means of communication collapsed the geographical boundaries between nations, and promoted the need for a common language. English has emerged as the language most used for international and intercultural communication, and non-native speakers of English now exceed the number of monolingual native speakers.
In particular, English has become the international language of commerce, tourism, science and technology. As a result, many people around the world experience an “English fever”. Treating such a “fever” requires people to have a great desire to learn English, especially how to engage in an actual, meaningful and comprehensible conversation. As stated by Leung and Scarino, “a reconceptualization of our approach to language/s education in ways that recognize a diversity of goals for people from different backgrounds” is required to cope with these changes. Unfortunately, traditional methods for teaching English as a foreign or second language in many countries around the world, especially in developing countries, have not yet been successful enough to empower learners with English communicative competence.
Paradoxical, as it may seem, the English language runs like blood through the veins of nations worldwide. To have good communication skills in English is a burning desire for most people. Communicative competence in the target language is more demanded now than ever before.
The ever growing need for good communication skills in English has created a huge demand for English teaching around the world, as millions of people today want to improve their command of English or ensure that their children achieve a good command of English. The worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources.
The worldwide increasing demand for good communication in the English language has increased significantly the responsibility of the English language teacher. A positive relationship between communicative competence and language learning strategies has been reported.
It consists of introduction, two chapters, conclusion and the list of literature. Total amount of the work is 40 pages.