Salahaddin University-HawlerSalahaddin University-HawlerCollege of LanguagesCollege of LanguagesEnglish Language Dept.English Language Dept.

The Communicative Approach in The Communicative Approach in Teaching English as a Teaching English as a Second/Foreign Language in Second/Foreign Language in Large ClassesLarge Classes

A presentation by Ferhad M. Asad, MA Student in Applied Linguistics

December 2011

What is meant by the What is meant by the communicative approachcommunicative approach??

The The communicative approachcommunicative approach is the theory that is the theory that language is communication. And it is the “more language is communication. And it is the “more recent revisions of L2 learning experience” recent revisions of L2 learning experience” (Yule, 2006; 166). (Yule, 2006; 166).

The teacher's job is to get their students to The teacher's job is to get their students to communicate using real language by providing communicate using real language by providing them with instruction, practice, and above all them with instruction, practice, and above all opportunities to produce English in activities opportunities to produce English in activities which encourage acquisition and fluency. which encourage acquisition and fluency.

The communicative approach could be said to be the product of The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign audio-lingual and grammar-translation methods of foreign language instruction.language instruction.

The origins of Communicative Language Teaching are to be The origins of Communicative Language Teaching are to be found in the changes in the British language teaching tradition found in the changes in the British language teaching tradition dating from the late 1960s. (Richards and Rodgers; 1986, 64) dating from the late 1960s. (Richards and Rodgers; 1986, 64)

It starts from a theory of language as communication. The goal It starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) of language teaching is to develop what Hymes (1972) referred to as “communicative competence”. Hymes coined referred to as “communicative competence”. Hymes coined this term in order to contrast a communicative view of this term in order to contrast a communicative view of language and Chomsky’s theory of competence. (Richards and language and Chomsky’s theory of competence. (Richards and Rodgers; 1986, 69) Rodgers; 1986, 69)

Interest in and development of communicative-style teaching Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real classroom exchanges where students engaged in real communication with one another became quite popular. communication with one another became quite popular.

It is an outgrowth of the work of anthropological linguists, like It is an outgrowth of the work of anthropological linguists, like ( Hymes 1972) and Firthian Linguists, like (Halliday 1973). ( Hymes 1972) and Firthian Linguists, like (Halliday 1973). (Celce: 2001, 8) (Celce: 2001, 8)

Communicative approach Communicative approach The communicative approach is based on the idea that The communicative approach is based on the idea that learning language successfully comes through having to learning language successfully comes through having to communicate real meaning. When learners are involved in communicate real meaning. When learners are involved in real communication, their natural strategies for language real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to acquisition will be used, and this will allow them to learn to use the language. use the language. ExampleExample Practicing question forms by asking learners to find out Practicing question forms by asking learners to find out personal information about their colleagues is an example personal information about their colleagues is an example of the communicative approach, as it involves meaningful of the communicative approach, as it involves meaningful communication. communication. In the classroom In the classroom Classroom activities guided by the communicative approach Classroom activities guided by the communicative approach are characterized by trying to produce meaningful and real are characterized by trying to produce meaningful and real communication, at all levels. As a result there may be more communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-emphasis on skills than systems, lessons are more learner-centered, and there may be use of authentic materials. centered, and there may be use of authentic materials.

Shortcomings of the Communicative ApproachShortcomings of the Communicative Approach

1- 1- With large classes and time constraints teachers will not With large classes and time constraints teachers will not

be able to attend to every individual. Thus slow learners will be able to attend to every individual. Thus slow learners will

feel lost, especially when involved in interactive activities feel lost, especially when involved in interactive activities

where performance is assessed as a collective effort.where performance is assessed as a collective effort.

2- Working in pairs and small groups may create noise and 2- Working in pairs and small groups may create noise and

chaos, affecting neighboring classes. In this context chaos, affecting neighboring classes. In this context

teachers might fear lack of control.teachers might fear lack of control.

3- Heavy demands are placed on teachers in terms of lesson 3- Heavy demands are placed on teachers in terms of lesson

preparation, selecting and creating materials. The evaluation preparation, selecting and creating materials. The evaluation

of students' ability would be difficult given time limits.of students' ability would be difficult given time limits.

4- Training teachers through introductory and in-service 4- Training teachers through introductory and in-service

sessions is an absolute necessity in order for them to adapt to sessions is an absolute necessity in order for them to adapt to

new responsibilities in communicative classes.new responsibilities in communicative classes.

5- There is a view that since linguistic errors are inevitable 5- There is a view that since linguistic errors are inevitable

when communicating, this might encourage learners to when communicating, this might encourage learners to

commit more errors.commit more errors.

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““Large class size is a challenge faced by many Large class size is a challenge faced by many teachers and learners around the world and is teachers and learners around the world and is a particular issue in many developing a particular issue in many developing countries where teacher recruitment has not countries where teacher recruitment has not kept pace with rapid increases in school kept pace with rapid increases in school enrolments.” (from internet) (TELC)enrolments.” (from internet) (TELC)

What is a large class?What is a large class?

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What is considered small in one context, What is considered small in one context, e.g., Pakistan (or even the UK) may be e.g., Pakistan (or even the UK) may be seen as a large class in another context seen as a large class in another context such as North Americasuch as North America

Even within the same context, Even within the same context, perceptions and experience of class size perceptions and experience of class size varies according to different factors such varies according to different factors such as pupil’s age and grade levelas pupil’s age and grade level

However, generally, 40 and above is However, generally, 40 and above is considered large!considered large!

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Defining large classes - Teachers’ Defining large classes - Teachers’ perspectiveperspective

A large class is one in which:A large class is one in which: Teachers face problems in teaching, managing, Teachers face problems in teaching, managing,

evaluating. evaluating. [There are] many challenges and opportunities [There are] many challenges and opportunities

for the teachers as well as for the learners in for the teachers as well as for the learners in terms of managing resources, time and space.terms of managing resources, time and space.

A large class is one in which ‘ the possibility of A large class is one in which ‘ the possibility of individual relationship between professor individual relationship between professor [teacher] and student is precluded, in which not [teacher] and student is precluded, in which not every student who wants to speak in class can every student who wants to speak in class can be called on, and in which grading essay exams be called on, and in which grading essay exams can take up every evening and weekend of the can take up every evening and weekend of the course.course.

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A 'large' class generally includes 100 students or more, A 'large' class generally includes 100 students or more, but there is no single definition or identification. In but there is no single definition or identification. In some cases, 'large' may signify a class of 50-70 some cases, 'large' may signify a class of 50-70 students, in others, it may include up to 1500 students students, in others, it may include up to 1500 students in a single cohort. Teaching large classes requires a in a single cohort. Teaching large classes requires a combination of combination of skillsskills and and strategiesstrategies including: including:

Organizing and presenting effective lectures.Organizing and presenting effective lectures.Engaging students and developing a sense of belonging..Integrating active learning elements in traditional Integrating active learning elements in traditional lecture formats.lecture formats.Blending face-to-face and technology-enhanced learning activities..‘‘Crowd control' in large groups.Crowd control' in large groups.Managing and supporting staff teams, including tutors.Managing and supporting staff teams, including tutors.

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Large classes are most common in the first year. This Large classes are most common in the first year. This carries the added responsibility of supporting carries the added responsibility of supporting first year students through the transition to university, through the transition to university, while also introducing them to learning in the university while also introducing them to learning in the university context. Peer support and social networking is particularly context. Peer support and social networking is particularly important for students in large first year classes.important for students in large first year classes.

Why do we have large classes?Why do we have large classes?

Success of universal primary education Success of universal primary education initiatives(e.g. in Uganda)initiatives(e.g. in Uganda)

Population growth in developing countriesPopulation growth in developing countries

Problems with large classes Problems with large classes

DisciplineDiscipline Giving individual atte Giving individual atte

ntionntion Reliable evaluation Reliable evaluation Teacher discomfort Teacher discomfort Provision of materials Provision of materials Physical constraints Physical constraints Limited interaction z Limited interaction z

oneone

- Low teacher student i - Low teacher student interactionnteraction

Remembering names Remembering names Students using L Students using L11 Retaining rapport Retaining rapport Poor teacher feedbac Poor teacher feedbac

kk High marking load High marking load Lack of feedback fro Lack of feedback fro

m students m students

Ranking serious problems Ranking serious problems DisciplineDiscipline EvaluationEvaluation Teacher feedback Teacher feedback RapportRapport - Teacher student interaction- Teacher student interaction

key problems key problems - Lack of teacher student interaction - Lack of teacher student interaction Poor feedback on students’ work (oral an Poor feedback on students’ work (oral an

d written) d written) Difficulties in evaluating students Difficulties in evaluating students

Types of solution Types of solution Imposed solutions Imposed solutions Standard solutions Standard solutions Innovative solutions Innovative solutions

ImposedImposed solutionssolutions Interaction: Interaction: choral drills, lectures choral drills, lectures Feedback: Feedback: minimal surface feedback minimal surface feedback

on writing, oral feedback restricted on writing, oral feedback restricted to a few students to a few students

Evaluation: Evaluation: emphasis on exams emphasis on exams

Standard solutions Standard solutions Interaction: Interaction: groupwork/pairwork, rol groupwork/pairwork, rol

- e plays and simulations, projects- e plays and simulations, projects Feedback: Feedback: feedback on selected mis feedback on selected mis

takes, feedback on first page of wri takes, feedback on first page of wri tten work only, feedback in plenary tten work only, feedback in plenary

Evaluation: Evaluation: projectsprojects

Innovative solutions Innovative solutions Interaction: Interaction: lecture/tutorial format, g lecture/tutorial format, g

roup consultations roup consultations Feedback: Feedback: - peer consultations, e mail - peer consultations, e mail

consultationsconsultations Evaluation: Evaluation: -portfolios, peer and self -portfolios, peer and self

assessmentassessment

Principles underlying successful solutions Principles underlying successful solutions

Student involvement Student involvement Transfer of responsibility to students Transfer of responsibility to students

Reference List:Reference List:1.1. Celce, (2001): Celce, (2001): Teaching English as a Second or Foreign Teaching English as a Second or Foreign

Language.Language. 3 3rdrd Ed. USA. Ed. USA. 2.2. Yule, George, (2006): Yule, George, (2006): The Study of LanguageThe Study of Language. 3. 3rdrd Ed. Cambridge Ed. Cambridge

University Press.University Press.3.3. Richards and Rodgers, (1986): Richards and Rodgers, (1986): Approaches and Methods in Approaches and Methods in

Language TeachingLanguage Teaching; ; A description and analysisA description and analysis. Cambridge . Cambridge University Press.University Press.

4.4. Richards, Platt and Platt, (1992): Richards, Platt and Platt, (1992): Longman Dictionary of Longman Dictionary of Language Teaching and Applied Liguistics.Language Teaching and Applied Liguistics. 2 2ndnd Ed. Longman Ed. Longman Group UK Ltd.Group UK Ltd.

5.5. Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April Shamim, 43rd IATEFL Conference, Cardiff, UK, 31 March-4 April 2009. 2009. TEACHING AND RESEARCHING ENGLISH IN LARGE TEACHING AND RESEARCHING ENGLISH IN LARGE CLASSES. CLASSES. Slides Slides 6, 7, 8, 9 and 126, 7, 8, 9 and 12

6. http://www.google.iq/search?q=Dealing+with+large+classes+filetype%3Appt&hl=ar&num=10&lr=lang_en&ft=i&cr=&safe=imagessafe=images

7.7. http://www2.warwick.ac.uk/fac/soc/al/research/projects/telc http://www2.warwick.ac.uk/fac/soc/al/research/projects/telc 8.8. http://www.teachingenglish.org.uk/knowledge-database/http://www.teachingenglish.org.uk/knowledge-database/

communicative-approach communicative-approach 9.9. http://www.google.ca/search?http://www.google.ca/search?

q=The+Communicative+Approach+filetypeq=The+Communicative+Approach+filetype%3Appt&hl=en&num=10&lr=lang_en&ft=i&cr=&safe=images %3Appt&hl=en&num=10&lr=lang_en&ft=i&cr=&safe=images