184x Filetype PPTX File size 0.07 MB Source: un.uobasrah.edu.iq
INTRODUCTION Previous language teaching methods are thought to be inadequate to teach learners using the target language to communicate in real situations outside the classroom. It is important the foreign language learners are enabled to use their linguistic competence ( knowledge about language ) and the communicative competence ( knowing what and how to say what to whom ) in communication in real life situations. PRINCIPLES 1. Teacher’s Objectives : To enable students to communicate in the target language through knowing language ( forms, meanings and functions ) and knowing how to make use the appropriate language forms in different social functions. 2. Teacher’s / Students’ Roles : Teacher’s Role : At the beginning of the class, the teacher is a facilitator ( sets up the situation through which the students would communicate ) During the activities, the teacher is : • Advisor ( answering students’ questions ) • Monitor of the students’ performance • Noting students’ errors in order to work on them later on through certain activities he/she designs • Co – communicator : the teacher may participate in the communicative activity with the students Students’ Roles : • The main role is communicators ( actively participating in the communicative activities to make themselves understood despite heir incomplete knowledge ) • Responsible for their own learning as the class is not teacher-centered 3. Characteristics of the teaching / learning process : Morrow ( 1981 ) states that communicative activities have three features : 1. Information gap : It exists when one person in an exchange knows something the other person does not know. It is different from display questions in which the teacher ask the students to display their knowledge, but not to give information
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