ASSIGNMENT 2
TMN3719
, Question 1
1.1.1. The main principles of the communicative approach are as follows:
1) The goal of effective communication. Effective communication is sending messages in such
a way that the recipient is able to fully comprehend what is being sent. Effective
communication is a dialogue much like a two-way street. There is a constant coming in and
going out of information in order to reach understanding. Communication happens every day in
various ways. Communication can be a billboard, a passing handshake on the way to work or
a gesture in the elevator letting the people know the door has opened. Communication is a
complex process that involves a sender and a receiver. The intention of communication is to
send messages to inform, direct or educate. Effective communication produces efficient
businesses, productive relationships and satisfaction between people.
2) Learning language by communicating with it. Learning is a complex process of discovery,
collaboration, and inquiry facilitated by language. Composed of interrelated and rule-governed
symbol systems, language is a social and uniquely human means of representing, exploring,
and communicating meaning. As well as being a defining feature of culture, language is an
unmistakable mark of personal identity, and is essential for forming interpersonal relationships,
understanding social situations, extending experience, reflecting on thought and action, and
contributing to a democratic society. Language is the primary basis of all communication and
the primary instrument of thought. All students can be successful learners. Responsibility for
language learning is shared by students, parents, teachers, and the community. Students
require ongoing opportunities to use language in its many forms. Opportunities to learn
language occur first at home and are extended as children move into the larger community.
Schools provide environments where students continue to develop language knowledge, skills,
and strategies to achieve personal, social, and academic goals.
3) A focus on meaning and appropriate usage. One of the most debated topics in Second
Language Acquisition (SLA) has been how language input should be presented to the second
language learner in the classroom. For example, some SLA researchers claim an approach
that includes a focus on the grammatical form of the second language (L2) is best (Schmidt,
1993; Sharwood Smith, 1993; Van Patten, 1989). In contrast, others contest that there is no
place for a focus on grammar in the SLA classroom and it is meaningful communication that
should be emphasized (Krashen 1982, 1985). The focus on form vs. meaning question is
important to consider for both language learners and teachers. The answer would help to
formulate part of a comprehensive account of how second languages should be taught. Over
the years, theories have fallen in and out of favor. Teaching methods have in turn swayed from
one end of the pendulum (grammar translation, consciousness raising) to the other
(suggestapedia, natural approach, communicative method). A theory based solution to the
problem would rescue teachers and students from the confusion and uncertainty these trends
create. If it is determined which type or combination of focus most profoundly contributes to
learning, teachers could select a method that helps their students. Without a clear idea of what
type or combination of focus is best, language teachers cannot be confident that they are using
the most beneficial approach
TMN3719
, Question 1
1.1.1. The main principles of the communicative approach are as follows:
1) The goal of effective communication. Effective communication is sending messages in such
a way that the recipient is able to fully comprehend what is being sent. Effective
communication is a dialogue much like a two-way street. There is a constant coming in and
going out of information in order to reach understanding. Communication happens every day in
various ways. Communication can be a billboard, a passing handshake on the way to work or
a gesture in the elevator letting the people know the door has opened. Communication is a
complex process that involves a sender and a receiver. The intention of communication is to
send messages to inform, direct or educate. Effective communication produces efficient
businesses, productive relationships and satisfaction between people.
2) Learning language by communicating with it. Learning is a complex process of discovery,
collaboration, and inquiry facilitated by language. Composed of interrelated and rule-governed
symbol systems, language is a social and uniquely human means of representing, exploring,
and communicating meaning. As well as being a defining feature of culture, language is an
unmistakable mark of personal identity, and is essential for forming interpersonal relationships,
understanding social situations, extending experience, reflecting on thought and action, and
contributing to a democratic society. Language is the primary basis of all communication and
the primary instrument of thought. All students can be successful learners. Responsibility for
language learning is shared by students, parents, teachers, and the community. Students
require ongoing opportunities to use language in its many forms. Opportunities to learn
language occur first at home and are extended as children move into the larger community.
Schools provide environments where students continue to develop language knowledge, skills,
and strategies to achieve personal, social, and academic goals.
3) A focus on meaning and appropriate usage. One of the most debated topics in Second
Language Acquisition (SLA) has been how language input should be presented to the second
language learner in the classroom. For example, some SLA researchers claim an approach
that includes a focus on the grammatical form of the second language (L2) is best (Schmidt,
1993; Sharwood Smith, 1993; Van Patten, 1989). In contrast, others contest that there is no
place for a focus on grammar in the SLA classroom and it is meaningful communication that
should be emphasized (Krashen 1982, 1985). The focus on form vs. meaning question is
important to consider for both language learners and teachers. The answer would help to
formulate part of a comprehensive account of how second languages should be taught. Over
the years, theories have fallen in and out of favor. Teaching methods have in turn swayed from
one end of the pendulum (grammar translation, consciousness raising) to the other
(suggestapedia, natural approach, communicative method). A theory based solution to the
problem would rescue teachers and students from the confusion and uncertainty these trends
create. If it is determined which type or combination of focus most profoundly contributes to
learning, teachers could select a method that helps their students. Without a clear idea of what
type or combination of focus is best, language teachers cannot be confident that they are using
the most beneficial approach
