Methodological aspects of teaching communication

The technology of communicative language teaching is based on using of various methodical techniques of _ractice situations of real interaction and theorganization of pupils group activity (in steams, in small groups) for the purpose of the joint decision of communicative problems.

In its purest form, a communicative activity is an activity in which there is:

· a desire to communicate

· a communicative purpose

· a focus on language content not language forms

· a variety of language used

· no teacher intervention

· no control or simplification of the material [23; 95].

Let's examine each characteristic in turn.

1. A desire to communicate. In a communicative activity there must be a reason to communicate. When someone asks a question, the person must wish to get some information or some other form of result. There must be either an `information gap' or an `opinion gap' or some other reason to communicate.

2. A communicative purpose. When we ask students to describe their bedroom furniture to their partners, we are creating an artificial `communicative purpose' and making the activity more artificial by asking them to do it in English. We also create artificial `information gaps' by giving different information to pairs of students so that they can have a reason to exchange information.

3. A focus on language content not language forms. In real life, we do not ask about our friend's family in order to _ractice `have got' forms. We ask the question because we are interested in the information. That is to say, we are interested in the language content and not in the language forms.

4. A variety of language is used. In normal communication, we do not repeatedly use the same language forms. In fact, we usually try to avoid repetition. In many classroom activities we often try to create situations in which students will repeatedly use a limited number of language patterns. This is also artificial.

5. No teacher intervention. When you are buying a ticket for The Lion King at the theatre, your teacher is not usually beside you to `help' or `correct' your English. Teacher intervention in classroom communicative activities adds to the artificiality.

6. No control or simplification of the material. In the classroom, we often use graded or simplified materials as prompts for communicative activities. These will not be available in the real world.

The main activity form in which communication is realized presents in the group work.

The goals of group work. The following description of the goals of group work focuses on the spoken use of language. There are several reasons for this focus. Firstly, group work is most commonly used to get learners talking to each other. Secondly, much research on group work in language learning has studied spoken activity, partly because this is the most easily observed and recorded. Thirdly, most teachers use speaking activities in unprincipled ways.

How such activities can be used and adapted to achieve goals in language-learning classes? Group work can help learning in the following ways.

1. Negotiation of input: Group work provides an opportunity for learners to get exposure to language that they can understand (negotiate comprehensible input) and which contains unknown items for them to learn. There has been considerable research on the possible sources of this input and the processes of negotiation, with the general recommendation that group work properly handled is one of the most valuable sources. [24; 79]

2. New language items: Group work gives learners exposure to a range of language items and language functions. This will often require pre-teaching of the needed language items. Group work provides more opportunities for use of the new items compared to the opportunities in teacher-led classes. Group work may also improve the quality of these opportunities in terms of individualization, motivation, depth of processing, and affective climate.

3. Fluency: Group work allows learners to develop fluency in the use of language features that they have already learned. The arguments supporting group work for learning new items also apply to developing proficiency in the use of these items.

4.communication strategies: Group work gives learners the opportunity to learn communication strategies. These strategies include negotiation strategies to control input (seeking clarification, seeking confirmation, checking comprehension, repetition), strategies to keep a conversation going, strategies to make up for a lack of language items or a lack of fluency in the use of such items, and strategies for managing long turns in speaking.

5. Content: Particularly where English is taught through the curriculum, a goal of group work may be the mastery of the content of the curriculum subject the learners are studying. For example, a communicative task based on the water cycle may have as one of its goals the learning of the processes involved in the water cycle and the development of an awareness of how the water cycle affects our lives. In addition, the teacher may expect the learners to achieve one or more of the language-learning goals [25; 69].

Thus, we can state that group work is one of the traditional ways of organizing teaching foreign language and this form is developing. It is realized according to principles of the cooperative and communicative teaching and has its main goal to teach spoken language.

Drawings on theoretical part:

1. The value of communicative teaching has been recognized throughout human history.organizing individuals to work in support of one another and putting the interests of the group ahead of one's own are abilities that have characterized some of the most successful people of our time.

2. Communicative methodology includes a number of different (and perhaps interconnecting) principles:

- the primary aim of foreign language learning is communication with users of the foreign language,

- students study the foreign language as a system of communication,

- students learn and _ractice the foreign language through `communicative activities'.

3. Cooperation of the teacher and the pupil assumes knowledge and ability of the teacher to dose out and direct the pupil's independence which finally leads to autonomous and creative cognitive activity as a basis of personal formation and development. In the course of foreign language teaching the most qualitative perception and teaching material mastering occurs as a result of interpersonal informative dialogue and interaction of all subjects.

4. Theoretical aspects of communicative competence has important implications for understanding a communicative approach to foreign language teaching.