Module 1 by Ana Tudor

1. Activity 1: Characteristics of the Communicative
Approach
Activity 2: The Communicative Approach and Other
Language Teaching Methods
Activity 3: Communicative Approach vs. Grammar -
translation Method
Activity 4: Post Communicative Language Teaching
Activity 5: Curriculum online

2. Activity 1: Characteristics of the
Communicative Approach
1. Learning to communicate through interaction in the target language.
2. The use of authentic texts and tasks into the learning context. It seeks to
adapt language to the students’ interests
3. Giving students opportunities to focus, not only on language but also on
the learning process itself.
4. Primacy of oral interaction
5. Errors can sometimes occur in language learning
6. Grammar is usually taught less systematically
7. Use of the everyday language
8. The learning task is content-based, theme-based, project-based or some
combination of the three.
9. The focus is not upon listening and speaking but upon using language to
communicate and to learn
10. Encouraging students to take advantage of their own personal
experience during the learning process.
11. Getting the students make connections between learning with language
activities outside the classroom.
12. Visual stimuli are often used.

3. Step 1.1-IW- Define communicative
tasks by choosing the right answer:
1. Communicative tasks are typically:
A. teacher-controlled
B. focused on accuracy
C. synthetic/ holistic (Communicative tasks are characterized as synthetic or
holistic because they synthesize the many parts of a lesson - vocabulary,
grammar, rhetorical structure, pronuncation, etc. - into a whole. For this reason,
these kinds of tasks are often found at the end of a chapter or pedagogical
sequence.)
D. analytic
2. “.Communicative competence” includes grammatical
competence as well as:
A. sociolinguistic competence
B. discourse competence
C. strategic competence
D. all of the above (Canale and Swain defined communicative competence as
a global competence that subsumed four separate but related competencies:
grammatical, sociolinguistic, discourse, and strategic. The concept of
“communication competence” emerged as a reaction to earlier approaches to
language that focused exclusively on grammatical competence.)

4. 3. “Strategic competence” refers to the ability to:
A. produce grammatical correct utterances
B. produce coherent and cohesive utterances
C. solve communication problems as they arise (Strategic
competence refers to the ability to solve problems during
communication. Communicators must have the ability to "repair"
the inevitable miscommunications that frequently arise during
interaction.)
D. produce socially appropriate utterances
4. Communicative tasks bring about:
A. improved grammatical accuracy
B. grater sociolinguistic awareness
C. increased self-correction (According to Brandl (2008), the
research literature indicates that speakers self-correct more
frequently during student-controlled communicative tasks than
teacher-controlled tasks.)
D. improved pronunciation

5. Step1.2-PW- Mark the following sentences as true (T) or
false (F), referring to effective learning and teaching:
1. Learning is always an outcome of teaching _________F________
(Cognitive research is revealing that even with what is taken to be good instruction,
many students, including academically talented ones, understand less than we
think they do. With determination, students taking an examination are commonly
able to identify what they have been told or what they have read; careful probing,
however, often shows that their understanding is limited or distorted, if not
altogether wrong.)
2. What students learn is influenced by their existing ideas ____T_____
(People have to construct their own meaning regardless of how clearly teachers or
books tell them things. Mostly, a person does this by connecting new information
and concepts to what he or she already believes. Concepts - the essential units of
human thought - that do not have multiple links with how a student thinks about the
world are not likely to be remembered or useful. They are learned best when they
are encountered in a variety of contexts and expressed in a variety of ways.)
3. Progression in learning is usually from the abstract to the
concrete________T______
(Young people can learn most readily about things that are tangible and directly
accessible to their senses - visual, auditory, tactile, and kinesthetic. With
experience, they grow in their ability to understand abstract concepts, manipulate
symbols, reason logically, and generalize. These skills develop slowly, however,
and the dependence of most people on concrete examples of new ideas persists
throughout life. Concrete experiences are most effective in learning when they
occur in the context of some relevant conceptual structure.)

6. 4. People learn to do well only what they practice doing _____ T _____
(If students are expected to apply ideas in novel situations, then they must practice
applying them in novel situations. If they practice only calculating answers to
predictable exercises or unrealistic "word problems," then that is all they are likely
to learn.)
5. Effective learning by students requires feedback _______T_______
(The mere repetition of tasks by students unlikely to lead to improved skills or keener
insights. Learning often takes place best when students have opportunities to
express ideas and get feedback from their peers. But for feedback to be most
helpful to learners, it must consist of more than the provision of correct answers.
Feedback ought to be analytical, to be suggestive, and to come at a time when
students are interested in it.)
6. Expectations do not affect performance ________ T _________
(Students respond to their own expectations of what they can and cannot learn. If they
believe they are able to learn something, whether solving equations or riding a
bicycle, they usually make headway. But when they lack confidence, learning
eludes them. Students grow in self-confidence as they experience success in
learning, just as they lose confidence in the face of repeated failure. Thus, teachers
need to provide students with challenging but attainable learning tasks and help
them succeed.)

7. Activity 1: The Communicative Approach
and other language teaching methods
A. The Grammar-Translation Method (focused classically on studying grammatical rules
and morphology, doing written exercices, memorizing vocabulary, translating texts)
and now on integrating structures into content focused lessons);
B. The Direct Method (in which grammar learning became inductive in nature without
specific explanations given to student, teacher/student interaction became by fill-ins
exercises continuous, accuracy in pronunciation and oral expression became vital);
C. The Audio - Methods (new material is presented in dialogue form; stress is laid on
memorization of set phrases, and overlearning; patterns are sequenced by means of
contrastive analysis; structures are taught using repetitive drills; there is little or no
grammatical explanation. Grammar is taught inductively; vocabulary is strictly limited
and learned in context; a lot of language labs and visual aids are used; pronunciation
is attached great importance; very little use of the mother tongue by teachers is
permitted; there is a great effort to get students to produce error-free utterances;
there is a tendency to disregard content.)
D. Behaviourism (relies on the repetitive conditioning of learner responses);
E. Cognitivism (combined new thinking in psychology, anthropology and linguistics with
the emerging fields of computer science and neuroscience);
F. Task-based language learning/teaching (lays emphasis on the use of authentic
language and on getting students achieve meaningful tasks using the target
language.).

8. Step 2.1 - Individual activity - What are the advantages and
disadvantages of the grammar - translation method?
Give examples to motivate your answer.
Advantages:
1. The phraseology of the target language is quickly explained.
Translation is the easiest way of explaining meanings or words and
phrases from one language into another. Any other method of
explaining vocabulary items in the second language is found time
consuming. A lot of time is wasted if the meanings of lexical items
are explained through definitions and illustrations in the second
language. Further, learners acquire some short of accuracy in
understanding synonyms in the source language and the target
language.
2. Teacher’s labour is saved. Since the textbooks are taught through
the medium of the mother tongue, the teacher may ask
comprehension questions on the text taught in the mother tongue.
Pupils will not have much difficulty in responding to questions on
the mother tongue. So, the teacher can easily assess whether the
students have learnt what he has taught them. Communication
between the teacher and the learnersdoes not cause linguistic
problems. Even teachers who are not fluent in English can teach
English through this method. That is perhaps the reason why this
method has been practiced so widely and has survived so long.

9. Disadvantages:
1. It is an unnatural method. The natural order of learning a
language is listening, speaking, reading and writing.
That is the way how the child learns his mother tongue
in natural surroundings. But in the Grammar Translation
Method the teaching of the second language starts with
the teaching of reading. Thus, the learning process is
reversed. This poses problems.
2. Speech is neglected. The Grammar Translation Method
lays emphasis on reading and writing. It neglects
speech. Thus, the students who are taught English
through this method fail to express themselves
adequately in spoken English. Even at the
undergraduate stage they feel shy of communicating
through English. It has been observed that in a class,
which is taught English through this method, learners
listen to the mother tongue more than that to the
second/foreign language. Since language learning
involves habit formation such students fail to acquire
habit of speaking English. Thus, they have to pay a
heavy price for being taught through this method.

10. 3. Exact translation is not possible. Translation is, indeed, a
difficult task and exact translation from one language to
another is not always possible. A language is the result of
various customs, traditions, and modes of behaviour of a
speech community and these traditions differ from
community to community. There are several lexical items in
one language, which have no synonyms/equivalents in
another language. For instance, the meaning of the English
word “table” does not fit in such expression as the “table of
contents”, “table of figures”, “multiplication table”, “time table”
and “table the resolution”, etc. English prepositions are also
difficult to translate. Consider sentences such as “We see
with our eyes”, “Bombay is far from Delhi”, “He died of
cholera”, “He succeeded through hard work”. In these
sentences “with”, “from”, “of”, “through” can be translated into
the Hindi preposition ‘se’ and vice versa. Each language has
its own structure, idiom and usage, which do not have their
exact counterparts in another language. Thus, translation
should be considered an index of one’s proficiency in a
language.

11. 4. It does not give pattern practice. A person can learn a
language only when he internalizes its patterns to the
extent that they form his habit. But the Grammar
Translation Method does not provide any such practice
to the learner of a language. It rather attempts to teach
language through rules and not by use. Researchers in
linguistics have proved that to speak any language,
whether native or foreign entirely by rule is quite
impossible. Language learning means acquiring certain
skills, which can be learnt through practice and not by
just memorizing rules. The persons who have learnt a
foreign or second language through this method find it
difficult to
give up the habit of first thinking in their mother tongue
and than translating their ideas into the second
language. They, therefore, fail to get proficiency in the
second language approximating that in the first
language. The method, therefore, suffers from certain
weaknesses for which there is no remedy.

12. Activity 3: Communicative approach
vs. grammar-translation method
A. Accuracy vs. fluency (These questions about their importance should be
examined in relation to what is expected of the students when they
graduate and what the teaching conditions are.)
B. Linguistic competence vs. communicative competence (The linguistic
competence represents the basis of communicative competence.There
can be no communicative competence without linguistic competence.)
C. Learner-centered orientation (To avoid being the center of classroom
interactions, teachers should arrange the desks in such a way that the
students can have a face-to-face conversation. This helps create
interactions among the students. The teacher should not be the leader of
the class, but class leadership emerges from within the group.)
D. Teacher’s role (The teacher facilitates the communicative process among all
the learners and between the students and the various tasks, giving
guidance and advice when necessary, instead of being the central
authority in the classroom. The teacher should identify the distinctive
qualities in the students and help the students develop them. The
teacher should also be a researcher and learner, making his/her
contribution to bringing in the classroom the appropriate knowledge,
abilities.

13. Step 3.1- Independent work
1. People learn a language best when using it to do things rather than
through studying how language works and practicing rules. (This
is definitely a principle of CLT. In old times, people had to learn
rules first. Now it is through using the language how the things
work. If we take into account that most of competencies related to
communication need to be taught by doing something with the
language, this is then a main principle of CLT.)
2. Grammar is no longer important in language teaching. (This is
another issue from CLT. However, let us not forget that for
academic language of English or any other foreign language,
grammar becomes necessary.)
3. People learn a language through communicating in it. (This is
related to the first item. If you do not practice something, you don’t
learn it, and language is communication, if you want to learn a
language, you have to communicate in it.)

14. 4. Errors are not important in speaking a language. (Errors are important in
CLT, they are not the central idea of this method though. In my opinion,
errors are important when they interfere with communication. So, this
one does not state a characteristic of CLT.)
5. CLT is only concerned with teaching speaking. (I don’t think that CLT is
merely speaking. What about listening? Listening skill has to do with
communicating right. Another thing to ad is that language has a written
form, and we can also communicate through written ideas.)
6. Classroom activities should be meaningful and involve real
communication. (I know every activity has to be related to the students
backgrounds and interests, once we plan based on this and connect the
language (grammar) with the use of it, we can provide meaningful
activities. This one must be another characteristic of CLT.)
7. Dialogues are not used in CLT. (Some may say that dialogues are
prefabricated language that does not help in real situations, but I do
believe that dialogues are a key part of learning a language, since they
give a glance of what real world could be like. This must be in CLT
characteristics.)
8. Both accuracy and fluency are goals in CLT. (Expressing ideas fluently
without any accuracy does not make sense to me. So, I think both should
be part of a communicative language teaching class.)
9. CLT is usually described as a method of teaching. (CLT is a method
based on the Communicative Approach theory. CLT is a method that can
be used along with other methods to achieve our final goals: to be
communicatively competent.)

15. Activity 4: Post Communicative
Language Teaching (Post CLT)
A. Eclecticism (a conceptual approach that does not hold rigidly to a single
method, but instead draws upon multiple theories, styles, or ideas to
gain complementary insights into a subject, or applies different theories
in particular cases)
B. Project-based learning (PBL) (an instruction relating questions and
technology relative to the students' everyday lives to classroom projects)
C. Differentiated instruction (1. Quick and easy access to a wide variety of
relevant learning resources for both historic and current topics that
students can read, view, and understand; 2. Learning assignment
formats that refer to topics/issues that are relevant to students' lives and
interests; 3. Instruments that help students organize, analyze, and
synthesize information efficiently for problem solving and critical
thinking)
D. The priorities of 21st Century Literacy and Skills (problem-solving and
critical thinking vs. traditional rote, collaboration across & adaptability
vs. traditional conformity to norm, initiative and entrepreneurship vs.
traditional "tried and true“, effective written and oral communication vs.
traditional worksheets and multiple choice tests, accessing and
analyzing information vs. traditional remembering the "right" answer,
curiosity and imagination vs. traditional one way to solve problems

16. Step 4.1- IW- Investigations: Investigations Task Cards
included for each topic are designed to meet the needs of
students with differentiated learning styles.
The Common European Framework divides learners into
three broad divisions that can be divided into six levels:
• A Basic User
• A1 Breakthrough or beginner
• A2 Waystage or elementary
• B Independent User
• B1 Threshold or intermediate
• B2 Vantage or upper intermediate
• C Proficient User
• C1 Effective Operational Proficiency or advanced
• C2 Mastery or proficiency
The CEFR describes what a learner is supposed to be able to
do in reading, listening, speaking and writing at each level.

17. Checklist record
CEF
CEF level related to the A1 Beginner B1Intermediate B2 Upper C1 Effective
respective competence intermediate Operational
Proficiency or
advanced
Task achievement
£ $ ♠ €
Vocabulary range
☻ ☻
☻ ☻
Cohesion and
coherence of the
oral /written text > < > <
Grammar accuracy
§
§
§
§
Cohesion and Well Very well Well Excellent

18. Activity 5: Curriculum online
A. Online curriculum
B. Use of Technology in the classroom
Teachers learn to implement technology in the classroom for
enhancing language skills:
• Word Processor: At the early level children can recognize letters of
the alphabet by using keyboard.
• The addition of sound has an audio visual impact. The teacher
could move on from letters towards using phonics and pictures. In
later stages the teacher could be using words in sentences and at
the final stage the students could learn to compose creative
stories, writing reports.
• Multimedia presentations: Multimedia materials could be used by
students in the kindergarten stage where pictures interest them a
lot. Even at a higher level pictures could be used to write essays,
stories and used to learn other creative aspect of languages.
• World Wide Web: Teachers can use ‘Talking Books’ to teach
reading. Students can see the text and pictures as well as hear the
text being read. They can link up with other schools in other
countries and share books, ideas etc.

19. Step 5.1- Independent work - Define teacher’competences
and qualifications (See Common European Principles for
Teacher Competences and Qualifications)
At the individual student level
• Initiating and managing learning processes
• Responding effectively to the learning needs of individual learners
• Integrating formative and summative assessment
At the classroom level
• Teaching in multicultural classrooms
• New cross-curricular emphases
• Integrating students with special needs
At the school level
• Working and planning in teams
• Evaluation and systematic improvement planning
• ICT use in teaching and administration
• Projects between schools, and international cooperation
• Management and shared leadership
At the level of parents and the wider community
• Providing professional advice to parents
• Building community partnerships for learning