COMMUNICATIVE LANGUAGE TEACHING

In this lesson, we have focused on the basic features of the communicative language
teaching. This method occurs during 1970s. Its main purpose is to provide communication in a
foreign language.

While employing this method, the teacher uses authentic language by giving real texts to
the students. S/He also makes use of visual aids. Learners’ emotions are of significance for
him/her. S/he tries to respond learners’ needs and interests. These all are the humanistic sides of
teaching. In the class the teacher acts as a counselor or a facilitator. Student- teacher interaction
or student- student interaction happens in this way. The teacher encourages the students by asking
questions. The students should be evaluated at the learning process in this method. So the testing
and teaching are not separable. Observing the students is inevitable to be able to do this. Of
course the teacher tests what S/He has taught and the way S/He has taught. Students play an
active role in the class. Errors are tolerated. Because the main aim of this method is not to teach
some linguistic rules. Rather than these rules, functions of the target language are taught. So
rather than grammar or vocabulary, teaching is intended for speaking, listening and writing.
Therefore as we can clearly see, in this method communicative competence consisting of
linguistic, socio-linguistic, discourse and strategic competences is aimed. This can be called as
doing something with language.

To sum up this method sees the language as not a compilation of rules, but as the way of
using language in daily life. So I think it can be applicable in teaching a foreign language.

ACTIVITIES

A2) Communication is a process. Since we are able to communicate in a language after we have
knowledge about grammar rules, idioms, vocabulary of this language, and history, culture
belonging to that language, and after we experience some reading, speaking and writing skill for
that language. So these all take a long time. Language learning is not merely a learning process. It
also needs to be experienced. By negotiating meaning, the students tries to understand each other
more effectively. So this is also about communicative competence.

A3) While teaching a language, by staying stick to just literary texts, this language cannot be
taught in a constructed way. So the teacher should also employ some real texts from daily life.
Since language does not only consist of rules. It also has idioms, proverbs, daily usages of some
words depending on the culture. That is, not only forms of a language but also its basic functions
should be taught for social competence for this language.

B2) I ask my students try to feel as if they were in a railroad station by giving them a copy of a
time table of the trains between Haydarpasa Train Station and Ankara Train Station. Then a
tourist comes near them and he asks at which times he can go to Istanbul the next day. Then I
choose two of my students and ask them act as though they were those two people and make a
dialogue.

B3) Man: Hi! Would you mind if asked a question about the train hours?

Young Boy: Not at all. Is there any problem?

Man: No. I just want to know which train at which hour departs for Istanbul tomorrow morning.

Young Boy: Well, high speed train is available at every hour yet if there is no vacancy in the high
speed train you have chosen, try to use baskent express at ten o’clock. It takes some more time
but it is as comfortable as high speed train.

Man: Thank you so much for your help young boy.

Young Boy: You are welcome, sir.

KADRİYE TOPAL

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