Polytechnic University of the Philippines

Graduate School
Sta. Mesa, Manila

THE COMMUNICATIVE LANGUAGE TEACHING STRATEG AS APPLIE! TO "ILIPINO SU#$ECT CLASSROOM% A CASE STU!

Prep&re' (y%

Mr) R&y*&r+ !) Ll&,&s Master in Educational Management

major in Instructional Leadership

S-(*itte' to% !r) $osefin& U) P&rentel&

Professor
Education Models, Paradigms and Procedures (MEM 651)

April !1" Intro'-ction #ur students $no% that e&pressing ideas effecti'el( and efficientl( is the $e( to success in their career. Some of them ha'e )rilliant proposals, )ut the( ha'e trou)le e&plaining them to others. *he a)ilit( to gi'e a great presentation can )e a tremendous career )ooster, %hile the ina)ilit( to do so can $eep one on a dead+end path. ,o %onder real professionals, %hether e&perienced or ne% to the office are al%a(s open to honing their presentation s$ills. *he present paper aims at gi'ing some suggestions on ho% to ma$e effecti'e presentations. -t offers some )asic and useful ideas, tips and strategies, %hich %ill help the presenter )ecome more capa)le, efficient, and effecti'e and produce a good presentation. -n order to help language learners de'elop o'erall communicati'e competence in their language of stud(, communicati'e language teaching methodolog( %as de'eloped and introduced into language classrooms. .ommunicati'e language teaching, %ith its focus on using the target language communicati'el(, does not mean a)andoning grammar presentations in the classroom, although some teachers ha'e tried to e&periment %ith that. /hat it does mean is that the focus of the classroom )ecomes using the target language to communicate information to the teacher and, more importantl(, to other students in the class. -n order for such a methodolog( to )e implemented, a fundamental change in the organi0ation of the classroom must ta$e place. 1ather than a te&cher. fronte'/centere' cl&ssroo* in %hich all the students focus then attention on a teacher at the front of the class %ho does most of the tal$ing, there needs to )e a shift to a st-'ent. centere' cl&ssroo* in %hich the

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students interact %ith each other in pairs or small groups, %ith the teacher ta$ing on a less dominant role, perhaps as < organi0er or facilitator of group acti'ities rather than as a leader. .lassroom acti'ities are planned %ith the aim of getting students to communicate genuine information to each other, not simpl( to practice grammar or 'oca)ular(. Presenting a )road range of these communicati'e acti'ities so that teachers can use them as models to de'elop their o%n acti'ities designed %ith their particular classroom situations in mind is a $e( aim of this article. 0h&t is Co**-nic&tive L&n,-&,e Te&chin, 1CLT23 .ommunicati'e language teaching (.5*) refers to )oth processes and goals in classroom learning. *he central theoretical concept in communicati'e language teaching is ==communicati'e competence,>> a term introduced into discussions of language use and second or foreign language learning in the earl( 1?@!s (2a)ermas 1?@!A 2(mes 1?@1A :a$o)o'its 1?@!A Sa'ignon 1?@1). .ompetence is defined in terms of the expression, interpretation, and negotiation of meaning and loo$s to )oth ps(cholinguistic and sociocultural perspecti'es in second language acBuisition (S5A) research to account for its de'elopment (Sa'ignon 1?@ , 1??@). -dentification of learners> communicati'e needs pro'ides a )asis for curriculum design (4an E$ 1?@5). -t can )e understood as a set of principles a)out the goals of language teaching, ho% learners learn a language, the $inds of classroom acti'ities that )est facilitate learning, and the roles of teachers and learners in the classroom.

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Historic&l "o-n'&tions of CLT -nfluenced )( the nature of language and language learning, man( approaches and methods in language teaching are constantl( changing corresponding to the need of era, all of %hich contri)ute a lot in the histor( of man$ind, such as the *ranslation Method, the Situational 5anguage *eaching, the Audio+lingual Method, the .ommunicati'e 5anguage *eaching, and other approaches although %ith less influence %hich can also gi'e us much inspiration. All of them %ere once Buite the rage, )ut till no%, the .ommunicati'e 5anguage *eaching (.5*) is more and more popular and )ecoming the mainstream in the language teaching classroom. -t spreads %idel( and constantl( de'elops. .5* can )e dated from the 1?6!s. At that time, much more communication %as reBuired in the European continent among the countries, and the formation of -nternational Association of Applied 5inguistics %as also promoted. 3nder these circumstances, the .ommunicati'e Method emerged and %as Buic$l( %elcomed. 9esides these, at that time, the notional syllabus pu)lished in 1?@6 %hich %as proposed )( 7. A. /il$ins had a significant impact on the de'elopment of .5*. .urrentl(, .5* is also greatl( accepted and encouraged in language classroom, %hich acti'es the class and gain great har'est in a communicati'e %a( %hereas still some ne% pro)lems come along. .5* appears as a reaction to pre'ious methodological principles, such as those underl(ing Audiolingualism or Grammar+*ranslation. Scholars such as .andlin or /iddo%son no% )egin to ad'ocate the de'elopment of communicati'e proficienc( in the target language, rather than $no%ledge of its structures, )asing themsel'es on a %ide range of theories, ranging from

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those of the 9ritish linguists 8irth and 2allida(, to those of the American sociolinguists 2(mes, Gumper0, and 5a)o', to those of the language philosophers Austin and Searle. Another strong contri)utor to the .ommunicati'e Approach is /il$ins, %ith his proposal of a notional s(lla)us, incorporated )( the .ouncil of Europe in its attempt to facilitate the teaching of European languages in the .ommon Mar$et. 2o%e'er, none of these ideas %ould ha'e prospered if the( had not )een rapidl( applied )( te&t)oo$ %riters and eBuall( Buic$l( accepted )( language teaching specialists, curriculum de'elopers, and e'en go'ernments. *his pro'ided the impetus for .5*, or the notional+functional approach or functional approach, as it is also termed, to )ecome an international mo'ement. 0h&t 'oes CLT i*ply3 -t highlights a radical change of the traditional structured teaching methods %hich ha'e li'ed through histor(. .ontrar( to the teacher+centered approach, in %hich teachers are regarded as $no%ledge gi'ers and learners as recei'ers, .5* reflects a more social relationship )et%een the teacher and learner. *he learner+centered approach gi'es students a sense of Co%nershipD of their learning and enhances their moti'ation (9ro%n, 1??"). .5* emphasi0es the process of communication and leads learners to different roles from the traditional approach. *he role of the learner is negotiator )et%een the self, the learning process, and the o)Eect of learning. 5earners are acti'el( engaged in negotiating meaning )( tr(ing to ma$e themsel'es understood and in understanding others %ithin the classroom procedures and acti'ities. -n this

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%a(, the( contri)ute as %ell as gain in an interdependent %a( (1ichards F 1odgers, 1?G6). *eachers ta$e particular roles in the .5* approach. 8irst, the teacher facilitates the communication process )et%een all participants in the classroom. *he teacher is also a co+communicator %ho engages in communicati'e acti'ities %ith the students (5arsen+8reeman, (1ichards F 1odgers, 1?G6). 1ather than emphasi0ing the e&plicit e&planation of grammatical rules, .5* pa(s less attention to the o'ert presentation of grammar (9ro%n, !!@). 2o%e'er, .5* does not e&clude grammar. .5* suggests that grammatical structure might )e )etter understood C%ithin 'arious functional categoriesD (9ro%n, !!@, p. " ). -n .5* classes, )oth accurac( and fluenc( should )e ta$en into consideration in language teaching, )ut the aim is to )uild fluenc(. 2o%e'er, fluenc( should not )e )uilt at the e&pense of clear communication (9ro%n, !!@). 7uring fluenc(+)ased acti'ities, errors are considered natural and tolera)le (5arsen+8reeman, !!!). -t ma$es use of real+life situations that generate communication. *he teacher sets up a situation that students are li$el( to encounter in real life. -t can lea'e students in suspense as to the outcome of a class e&ercise, %hich %ill 'ar( according to their reactions and responses. *he real+life simulations change from da( to da(. StudentsH moti'ation to learn comes from their desire to communicate in meaningful %a(s a)out meaningful topics. *he ultimate role that teaching must assume is to generate communication. A language communicates meaning. Grammar instances should )e presented and practiced in order to achie'e this goal. *his is %h( !!!). -n addition, the teacher acts as anal(st, counselor, and group process manager

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descri)ed the place of grammar in language teaching %ith its four stages; presentation, isolation and e&planation, practice and test. /e consider that $no%ledge of grammatical rules is essential to the master( of a language. *he teacher has to prepare an organi0ed, )alanced plan of classroom teachingIlearning procedures through %hich the learners %ill )e ena)led to spend some of their time concentrating on mastering one or more of the components of the target language on their %a( to acBuiring it as a %hole. *he practical hints and communicati'e acti'ities designed to stimulate con'ersation and communication among students in the 8ilipino class, the acti'ities and e&ercises should )e ranged starting from the ones applied to earl( students (in m( case, grade J students) and mo'ed on to more comple& communicati'e acti'ities, applica)le to older learners. Acti'ities to present and reinforce language should )e fun )ut challenging and should follo% a deli)erate progression. -n a communicati'e classroom for )eginners, the teacher might )egin introduction of their names. *he teacher then proceeds to model an e&change of introductions in the language; e.g *eacher; Magandang umaga. Ano ang iyong pangalan? 1epl(; Magandang umaga rin po. Ang pangalan ko po ay Justin. 3sing a com)ination of the target language and gestures, the teacher con'e(s the tas$ at hand, and gets the students to introduce themsel'es and as$ their classmates for information. *he( are responding in English to a Buestion in English. *he( do not $no% the ans%ers )eforehand, as the( are each holding cards %ith their ne% identities %ritten on themA hence, there is an authentic e&change of information.

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"ilipino S-(4ect Cl&ssroo* Activities in Co**-nic&tive L&n,-&,e Te&chin, Since the ad'ent of .5*, teachers and materials %riters ha'e sought to find %a(s of de'eloping classroom acti'ities that reflect the principles of a communicati'e methodolog(. *his Buest has continued to the present, as %e shall see later in the )oo$let. *he principles on %hich the first generation of .5* materials are still rele'ant to language teaching toda(, so in this chapter %e %ill )riefl( re'ie% the main acti'it( t(pes that %ere one of the outcomes of .5*. Acc-r&cy vers-s "l-ency Activities #ne of the goals of .5* is to de'elop fluenc( in language use. 8luenc( is natural language use occurring %hen a spea$er engages in meaningful interaction and maintains comprehensi)le and ongoing communication despite limitations in his or her communicati'e competence. 8luenc( is de'eloped )( creating classroom acti'ities in %hich students must negotiate meaning, use communication strategies, correct misunderstandings, and %or$ to a'oid communication )rea$do%ns. 8luenc( practice can )e contrasted %ith accurac( practice, %hich focuses on creating correct e&amples of language use. 7ifferences )et%een acti'ities that focus on fluenc( and those that focus on accurac( can )e summari0ed as follo%s; Activities ocusing on luency 1eflect natural use of language 8ocus on achie'ing communication 1eBuire meaningful use of language 1eBuire the use of communication strategies

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Produce language that ma( not )e predicta)le See$ to lin$ language use to conte&t

Activities ocusing on accuracy 1eflect classroom use of language 8ocus on the formation of correct e&amples of language Practice language out of conte&t Practice small samples of language 7o not reBuire meaningful communication .ontrol choice of language

*he follo%ing are e&amples of fluenc( acti'ities and accurac( acti'ities. 9oth ma$e use of group %or$, reminding us that group %or$ is not necessaril( a fluenc( tas$. !luency "asks A group of students carr( out a role pla( in %hich the( ha'e to adopt specified roles and personalities. *hese roles in'ol'e the dri'ers, %itnesses, and the police at a collision )et%een t%o cars. *he language is entirel( impro'ised )( the students, though the( are hea'il( constrained )( the specified situation and characters. *he teacher and a student act out a dialog in %hich a customer returns a fault( o)Eect she has purchased to a department store. *he cler$ as$s %hat the pro)lem is and promises to get a refund for the customer or to replace the item. -n groups, students no% tr( to recreate the dialog using language of their choice. *he( are as$ed to recreate %hat happened preser'ing the meaning )ut not necessaril( the e&act language. *he( later act out their dialogs in front of the class.

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Accuracy "asks Students are practicing dialogs. *he dialogs contain e&amples of falling intonation in #h$Buestions. *he class is organi0ed in groups of three, t%o students practicing the dialog, and the third pla(ing the role of monitor. *he monitor chec$s that the others are using the correct intonation pattern and corrects them %here necessar(. *he students rotate their roles )et%een those reading the dialog and those monitoring. *he teacher mo'es around listening to the groups and correcting their language %here necessar(. Students in groups of three or four complete an e&ercise on a grammatical item, such as choosing )et%een the pandi%ang naganap and the pandi%ang nagaganap, an item %hich the teacher has pre'iousl( presented and practiced as a %hole class acti'it(. *ogether students decide %hich grammatical form is correct and the( complete the e&ercise. Groups ta$e turns reading out their ans%ers. *eachers %ere recommended to use a )alance of fluenc( acti'ities and accurac( and to use accurac( acti'ities to support fluenc( acti'ities. Accurac( %or$ could either come )efore or after fluenc( %or$. 8or e&ample, )ased on students> performance on a fluenc( tas$, the teacher could assign accurac( %or$ to deal %ith grammatical or pronunciation pro)lems the teacher o)ser'ed %hile students %ere carr(ing out the tas$. An issue that arises %ith fluenc( %or$, ho%e'er, is %hether it de'elops fluenc( at the e&pense of accurac(. -n doing fluenc( tas$s, the focus is on getting meanings across using an( a'aila)le communicati'e resources. *his often in'ol'es a hea'( dependence on 'oca)ular( and communication strategies, and there is little moti'ation to use accurate grammar or pronunciation. 8luenc( %or$ thus reBuires e&tra attention on the part of the teacher in

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terms of preparing students for a fluenc( tas$, or follo%+up acti'ities that pro'ide feed)ac$ on language use. /hile dialogs, grammar, and pronunciation drills did not usuall( disappear from te&t)oo$s and classroom materials at this time, the( no% appeared as part of a seBuence of acti'ities that mo'ed )ac$ and forth )et%een accurac( acti'ities and fluenc( acti'ities. And the d(namics of classrooms also changed. -nstead of a predominance of teacher+fronted teaching, teachers %ere encouraged to ma$e greater use of small+group %or$. Pair and group acti'ities ga'e learners greater opportunities to use the language and to de'elop fluenc(. Mech&nic&l5 Me&nin,f-l5 &n' Co**-nic&tive Pr&ctice Another useful distinction that some ad'ocates of .5* proposed %as the distinction )et%een three different $inds of practice K mechanical, meaningful, and communicati'e. Mechanical practice refers to a controlled practice acti'it( %hich students can successfull( carr( out %ithout necessaril( understanding the language the( are using. E&amples of this $ind of acti'it( %ould )e repetition drills and su)stitution drills designed to practice use of particular grammatical or other items. Meaningful practice refers to an acti'it( %here language control is still pro'ided )ut %here students are reBuired to ma$e meaningful choices %hen carr(ing out practice. 8or e&ample, in order to practice the use of pangatnig to connect %ords to other %ords, phrases and sentences. *he( are also gi'en a list of pangatnig such as at, o, ngunit, sapagkat, kung, dahil.

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Sa ating pagpapahayag gumagamit tayo ng mga salitang nag-uugnay ng mga salita, parirala, o sugnay na ginagamit natin sa pangungusap. Pansinin ang mga pahayag na nasa sanaysay. 1. Ang agham at teknolohiya ay pag-aaral tungkol sa isang tiyak at mapaglikhang karunungan ng tao. 2. Sinasabi nating ang agham ay bahagi ng pangkalahatang karunungan upang magsanay sa sining ng pag-iisip. 3. Dahil sa pumapasok na kaisipan, nagkakaroon tayo ng tiyak na pagpapakahulugan. Ano ang gamit ng mga salitang nakasulat ng pahilig? Ano-ano ang mga bahagi ng pangungusap na pinag-uugnay nito?
*he( then ha'e to ans%er Buestions such as C/hat is the use of the italici0ed %ord in a sentenceL /hat are the parts of the speech that connect the italici0ed %ordLD etc. *he practice is no% meaning ul )ecause the( ha'e to respond according to the use of pangatnig. Communicative practice refers to acti'ities %here practice in using language %ithin a real communicati'e conte&t is the focus, %here real information is e&changed, and %here the language used is not totall( predicta)le.

Teacher: Ang kahulugan ng pariralang lamukot ang mukha! ay nakasimangot. "gayon, gamitin ito sa makabuluhang pangungusap. Stu#ent: "aging lamukot ang kanyang mukha nang malaman niya ang masamang balita. Teacher: $ahusay.

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E&ercise seBuences in man( .5* course )oo$s ta$e students from mechanical, to meaningful, to communicati'e practice. *he follo%ing e&ercise, for e&ample.

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Uri ng Pangngalan
$ay iba pang uri ng pangngalan, kongkreto o tahas, #i-kongkreto o basal, at lansakan. Tinata%ag na mga kongkreto o tahas ang mga pangangalan kung tumutukoy ito sa mga bagay na material. &alimba%a: sili# aklat tao gamot pagkain mesa

Sumuno# naman ay mga pangngalang di-kongkreto o basal. Ang mga ito tumutukoy sa #i%a o kaisipan. &alimba%a: kaligayahan gan#a pag-asa bait At panghuli, ay tinata%ag na lansakan na tumutukoy sa pangkat ng iisang ui ng tao o bagay. &alimba%a: lahi hukbo bu%ig kumpol

Gawain A: Tukuyin uri ng pangngalan ng mga sumusuno# na salita. 'amitin sa pangungusap ang mga sumusuno# na salita. 1. (aligayahan 2. $esa 3. Tribo ). 'an#a *. Pagkain Gawain B: +atay sa mga salita sa ginamit sa itaas, gamitin ito sa makabuluhang pangungusap. Gawain C: Sumulat ng sariling talaara%an para sa isang linggo. 'amitin ang mga pangngalang kongkreto, #i-kongkreto at lansakan. +asahin sa klase ang inihan#ang talaara%an. ,patukoy sa mga kamag-aaral ang mga pangngalang ginamit sa talaara%an. Gawin D: $agpangkat-pangkat at isulat ang naganap na pangyayari o gina%a ninyo sa paaralan sa loob ng isang linggo. ,sulat ito sa paraang patalaara%an. ,bahagi ito sa klase.

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-f students read and practice aloud the sentences in the grammar )o&, this constitutes mechanical practice. E&ercises A and 9 can )e regarded as meaningful practice since students no% complete the sentences %ith their o%n information. E&ercise . and 7 is an e&ample of communicati'e practice since it is an open+ended discussion acti'it(. *he distinction )et%een mechanical, meaningful, and communicati'e acti'ities is similar to that gi'en )( 5ittle%ood (1?G1), %ho groups acti'ities into t%o $inds; Pre.co**-nic&tive &ctivities Structural acti'ities Muasi+communicati'e acti'ities Co**-nic&tive &ctivities 8unctional communication acti'ities Social interactional acti'ities

8unctional communication acti'ities reBuire students to use their language resources to o'ercome an information gap or sol'e a pro)lem (see )elo%). Social interactional acti'ities reBuire the learner to pa( attention to the conte&t and the roles of the people in'ol'ed, and to attend to such things as formal 'ersus informal language. Infor*&tion.G&p Activities An important aspect of communication in .5* is the notion of information gap. *his refers to the fact that in real communication, people normall( communicate in order to get information the( do not possess. *his is $no%n as an information gap. More authentic communication is li$el( to occur in the classroom if students go )e(ond practice of language forms for their o%n sa$e and use their linguistic and communicati'e resources in order to o)tain information. -n so doing, the( %ill dra% a'aila)le 'oca)ular(,

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grammar, and communication strategies to complete a tas$. *he follo%ing e&ercises ma$e use of the information+gap principle; Students are di'ided into A+9 pairs. *he teacher has copied t%o sets of pictures. #ne set (for A students) contains a picture of a group of people. *he other set (for 9 students) contains a similar picture )ut it contains a num)er of slight differences from the A+picture. Students must sit )ac$ to )ac$ and as$ Buestions to tr( to find out ho% man( differences there are )et%een the t%o pictures. Students practice a role pla( in pairs. #ne student is gi'en the information sheIhe needs to pla( the part of a cler$ in the rail%a( station information )ooth and has information on train departures, prices, etc. *he other needs to o)tain information on departure times, prices, etc. *he( role+pla( the interaction %ithout loo$ing at each other>s cue cards. $i,s&6 &ctivities *hese are also )ased on the information+gap principle. *(picall(, the class is di'ided into groups and each group has part of the information needed to complete an acti'it(. *he class must fit the pieces together to complete the %hole. -n so doing, the( must use their language resources to communicate meaningfull( and so ta$e part in meaningful communication practice. *he follo%ing are e&amples of Eigsa% acti'ities; "he teacher plays a recording in %hich three people %ith di erent points o vie% discuss their opinions on a topic o interest. "he teacher prepares three di erent listening tasks, one ocusing on each o the

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three speaker&s points o vie%. 'tudents are divided into three groups and each group listens and takes notes on one o the three speaker&s opinions. 'tudents are then rearranged into groups containing a student rom groups A, (, and ). "hey no% role$play the discussion using the in ormation they obtained. "he teacher takes a narrative and divides it into t%enty sections *or as many sections as there are students in the class+. ,ach student gets one section o the story. 'tudents must then move around the class, and by listening to each section read aloud, decide %here in the story their section belongs. ,ventually the students have to put the entire story together in the correct se-uence. Other Activity Types in CLT Man( other acti'it( t(pes ha'e )een used in .5*, including the follo%ing; Task-completion activities: pu00les, games, map+reading, and other $inds of classroom tas$s in %hich the focus is on using one>s language resources to complete a tas$. Information-gathering activities: student+conducted sur'e(s, inter'ie%s, and searches in %hich students are reBuired to use their linguistic resources to collect information. Opinion-sharing activities: acti'ities in %hich students compare 'alues, opinions, or )eliefs, such as a ran$ing tas$ in %hich students list si& Bualities in order of importance that the( might consider in choosing a date or spouse. Information-transfer activities: *hese reBuire learners to ta$e information that is presented in one form, and represent it in a different

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form. 8or e&ample, the( ma( read instructions on ho% to get from A to 9, and then dra% a map sho%ing the seBuence, or the( ma( read information a)out a su)Eect and then represent it as a graph. Reasoning-gap activities: *hese in'ol'e deri'ing some ne% information from gi'en information through the process of inference, practical reasoning, etc. 8or e&ample, %or$ing out a teacher>s timeta)le on the )asis of gi'en class timeta)les. Role plays: acti'ities in %hich students are assigned roles and impro'ise a scene or e&change )ased on gi'en information or clues. My Vie6s in Co**-nic&tive L&n,-&,e Te&chin, &s Applie' in "ilipino S-(4ect Cl&ssroo* 1. .onte&tuali0ation is a )asic premise and authentic material %ill )e sought. 3nder this circumstance, the teaching content and teaching acti'ities %ill closel( lin$ %ith students> o%n e&perience, %hich can )e helpful to reduce students> attitudes of )eing )oring, more attention %ill )e focused and long+time memor( can also )e enhanced. . SeBuencing is determined )( an( consideration of content, function, or meaning %hich maintains interest. *o this point, teachers can arrange their teaching seBuence according to their teaching needs and students> response. 9esides the seBuence, the Buantit( and Bualit( of different teaching content can also )e added or lessened if necessar(. All these acBuire teachers> o)ser'ation to the %hole class, especiall( the after+class reflection. *hat>s to sa(, instead of follo%ing the te&t )lindl(, teachers should use the teaching material fle&i)l(. J. .5* emphasi0es learner+centered teaching process and more communication is promoted, %hich ma( cause t%o pro)lems. #n the

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one hand, .5* o'er stresses the function and meaningfulness of language on the largest scale, meaning is the maEor o)Eect, )ut it e&cludes the role pla(ed )( grammar teaching and ignores the entit( of the language s(stem. #n the other hand, ho% to operate these principles effecti'el( is still a pro)lem hard to sol'e and ha'e some distance %ith the ideal state. ". ,ot less people mista$e that .5* applies onl( to the listening+spea$ing class, and %hen %e tal$ a)out the a)ilit( of communication, people usuall( emphasi0e more on the oral aspect, %hich )rings t%o limitations; 1) the ) ignorance the of the of research the on %ritten on the communicationA ignorance research

comprehensi)le a)ilit(. 5et>s loo$ at the first phenomenonA first, %e should ma$e clear that the communicati'e competence %e ha'e mentioned include all the four s$ills including listening, spea$ing, reading and %riting. -n a traditional reading class, C)ottom+up approachD is usuall( adopted. 3nder this model, students usuall( ignore the understanding of language meaning and the authors> communicati'e intention. #f course, 8erdinand de Saussure distinguished the difference )et%een langue and parole, here %e tal$ a)out the language meaning in a )road sense, including the le&ical meaning, grammatical meaning, figurati'e meaning, collocati'e meaning, modal meaning and the meaning in a language s(stem, especiall( in the %hole conte&t. So, some pro)lems occur, students ta$e the %ord and structure isolated, the thin$ing pattern and the reading a)ilit( are held )ac$. So, more meaningful communication should also )e encouraged %hen %e deal %ith the reading material, such as the communication )et%een students and the reading

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material, the communication )et%een students and the author, the communication )et%een students and students, and the communication )et%een students and teacher etc... *he second refers to the comprehensi)le a)ilit(A actuall(, this aspect is Buite important. Nrashen>s -nput 2(pothesis emphasi0es the importance of comprehensi)le input. *o sol'e this pro)lem, on the one hand, teacher can help students to form much standard target languageA students can also gain input through all round )oth in and out of the classroom. #n the other hand, students can use self+linguistic+feeling to monitor themsel'es. 5. -n .5*, comprehensi)le pronunciation is sought. 8luenc( is more important than accurac(. According to 4i'ian .oo$; C*raining students to spea$ s%iftl( and accuratel( ma( ha'e helpful side effects on their %or$ing memor( and hence on their general a)ilit( to process language.D -n fact, the neglect of pronunciation in recent (ears has occurred and )ecomes %orse and %orseA teachers gi'e less attention to students> pronunciation, e'en to the )eginners. 2o%e'er, the o)struction caused )( inaccurate pronunciation can also influence students> listening more or less. -n fact, %e put the fluenc( on the first place, %hich doesn>t mean that teachers can neglect the mista$es students made no matter in pronunciation or grammar or e&pression. So - hold the 'ie% from .oo$ and - thin$ %e should pa( more attention to pronunciation and ta$e it seriousl(, especiall( in our grade school.

Concl-sions

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.ommunicati'e approach is not Eust limited to oral s$ills. 1eading and %riting s$ills need to )e de'eloped to promote pupilsH confidence in all four s$ill areas. 9( using elements encountered in a 'ariet( of %a(s (reading, summari0ing, translating, discussion, de)ates) language is made more luid and pupilsH manipulation of language more fluent. -t is important not to )e restricted to one te&t)oo$A te&t+)oo$ must not )e used from co'er to co'er. -t can )e considered onl( a tool, a starting+point. /ith a little inspiration and imagination, te&t+)oo$s can )e manipulated and rendered more communicati'e. *eacher must free himIherself from it, rel( more on hisIher o%n command of language and hisIher professional e&pertise as to %hat linguistic items, idioms, phrases, %ords, need to )e drilled, e&ploited or e&tended. Spontaneous and impro'ised practice helps to ma$e minds more fle&i)le and inspire confidence in coping %ith unforeseen, unanticipated situations. *here is a need to use different registers and de'elop alternati'e %a(s of sa(ing things. At last, ->d li$e to Buote the four reBuirements put for%ard )( 7. 9ro%n applied in the .ommunicati'e *eaching .lassroom, and - hope our teachers can get some inspiration and $no% )etter a)out .5*. 1. *he purpose of classroom learning completel( concentrates on the parts constituted )( communicati'e competence, not limiting to the grammar or language a)ilit(. . -t is the function not the form to organi0e or arrange the seBuence of the class. *he master( of the form is achie'ed through the em)odiment of function. J. 8luenc( is more important to accurac(. *he final purpose of .5* is to ma$e (our statement e&pressi'e and accepta)le.

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". -n a communicati'e class, students %ere encouraged to use language creati'el( in almost real conte&t. *ill no%, .5* has )een constantl( impro'ing and )ecome a much ad'anced teaching method. 9ut After all, to m( 'ie%, different teaching o)Eects, different teaching aims, different teaching content and different teaching condition acBuire different teaching methodsA %e should fle&i)l( use these methods.

#i(lio,r&phy 9anciu, 4iorica. (:une !1 ). .ommunicati'e 5anguage *eaching. *he Pu)lic Administration and Policies 1e'ie% :ournal, -4 6ear, ,o. 1(G).

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.hang, M. (:ul( !11). E85 *eachers> Attitudes to%ard .ommunicati'e 5anguage *eaching. Asian ,!L Journal. .ro essional "eaching Articles / ),(0 Issue, 1ol. 23, 1@+J . 7Euma)ae'a A.A. (.ommunicati'e 5anguage *eaching. *o$mo$ *echnical -nstitute. Ga)riel *eEada Molina, M. 5. (n.d.). )urrent approaches and teaching methods. (ilingual programmes. :ireghe, 4. 9. (:une !1 ). .#MM3,-.A*-4E 5A,G3AGE *EA.2-,G. "he .ublic Administration and 'ocial .olicies 4evie% , ?"+?G. Mc8arland, .. 7. (n.d.). A .A- P1#G1AM 8#1 *EA.2-,G 8-5-P-,#. /aseda 3ni'ersit( School of Science and Engineering. 1ichards, :. .. ( !!6). )ommunicative Language "oday. ,e% 6or$, 3SA.; .am)ridge 3ni'ersit( Press. Sa'ignon, S. :. ( !! ). Interpreting )ommunicative Language "eaching. ,e% 2a'en and 5ondon; 6ale 3ni'ersit( . 6uan, 8. (March !11). A 9rief .omment on .ommunicati'e 5anguage *eaching. Journal o Language "eaching and 4esearch, " G+"J1.

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