Current Communicative Approaches

1) Cooperative Language Learning
1. Quantitative research is ‘Explaining phenomena by collecting numerical data that are analysed using mathematically based methods (in particular statistics).
  1. It addresses language teaching as an integral part of education, highlighting that language teachers, like other educators, must create a positive classroom environment.
    1. Highlights
      1. 1) The importance of involving students - 2) Encourage active participation - 3) Recognize the diversity of motivations and interests - 4) Employ strategies that promote group collaboration
  2. The CLL seeks to raise the achievement of all students, build positive relationships among them, provide experiences for their social, psychological and cognitive development, and replace competitive classroom structures with a team-based approach.
    1. Its objective
      1. The success of CLL depends on key elements, such as positive interdependence, group formation, individual responsibility, social skills, and structuring of activities.
  3. Its meaning and uses
    1. Cooperative Learning is defined as an organized group activity, where learning depends on the socially structured exchange of information between students, and each student is responsible for their own learning, motivated to improve the learning of others.
    2. In language teaching, CLL is adopted to encourage communicative interaction in the classroom and is seen as an extension of the principles of the Communicative Approach in language teaching.
    3. It facilitates the natural acquisition of the second language, provides teachers with a flexible, student-centered methodology applicable in various contexts, and improves student motivation and creates a positive affective environment in the classroom.
2) Content-Based Instruction
1. It is focused on project-based work, taking a holistic approach to language teaching, will help us to reinforce skills and knowledge.
2. To achieve a successful result it is necessary that there is a selective approach in the contents of the disciplines, it is also necessary that the learner practices and has at his disposal sufficient sources of information.
3. Techniques to achieve it
  1. Grammar is important but it is only the mechanism by which people communicate by expressing what they want to say and what they can understand in oral or written form.
  2. The student: Participate actively to approach the new language, master the 4 skills, practice with topics of interest that motivate him/her to express him/herself.
  3. The teacher: Define clear objectives and make sure they are appropriate for the student, adapt the contents to the academic-linguistic needs through the use of complementary material.
3) Task-Based Language Teaching
1. This approach is based on the idea of providing students with functional tasks that invite them to focus primarily on the exchange of meanings and to use language for real-world purposes.
  1. Unlike the Presentation-Practice-Production (PPP) approach, where a preselected element is practiced, in TBLT students use all their linguistic resources at all stages, and varied exposure to language is emphasized.
  2. Approach
    1. Features and benefits of TBLT are highlighted, such as its focus on process over product, attention to activities and tasks with emphasis on communication and meaning, and sequencing of tasks based on difficulty.
      1. Characteristics
        TBLT is characterized as an approach rather than a method and can be linked to other approaches and methods.
        Early applications of the approach in language teaching are mentioned, and it is argued that TBLT may be more effective than traditional approaches.
      2. Summary
        The text presents the fundamental principles, characteristics and applications of the TBLT approach in language teaching, highlighting its focus on meaningful tasks to promote language learning.
  3. Mentions the definition of task in the context of TBLT, highlighting that a task is an activity that a person performs to achieve a goal and that involves the use of language. Additionally, the benefits and practical application of TBLT in various educational contexts are discussed, supported by studies and testimonials.
4) The post-methods era.
1. Non-quantitative phenomena can be converted into quantitative data through our measurement instruments.
2. The teacher is at the center of learning and teaching the language, is autonomous, analytical, strategic researcher and decision maker, they will evaluate the results, identify problems, find solutions and come up with new techniques.
3. It has three pedagogical parameters that differentiate it from the concept of method: particularity, practicality, and possibility.
4. This method must be socially, culturally, and politically appropriate, as it recognizes teachers' prior knowledge as well as their potential to know how to act autonomously within imposed academic and administrative constraints.
5. It is necessary:
  1. Check that the learning style is appropriate.
  2. That there is a collaborative environment among all participants promoting communicative interaction.
  3. There must be a development of autonomy.

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Current Communicative Approaches

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	Created by Jennifer Iglesias over 3 years ago