Coram unicaAiVe approach —lhet is the notute of o longuoge.2 ~lonquoge- fitst.ond.feremost oS asystem for Comm uniCotion .Whenerey Pssible, “authentic longuase™ -languoge oS it is Used ino teal. Context Sheulo! be inthecluced- ; —The totgetlanquoge is o Vehicle fer CloSstoom Communicotien, Not Just the obiect of Study. It'S assumed the Joal of language teaching Is leornerability to Communi cet in the fotget longquage. ~ . =~ LHS assumed thot the Gntent of a lan3uage Gutse will inclode.semontic Netiens.ond Social Functions Mot just linguistic Structures. _ -Somre of the choocteristics of the Communicative view of a bnquege follow + j- Languose As aSystem for the eXPtession of meaning- 2. The. Primory PunctiaN of lenquage iS for interaction and Communi Cation. —.-.-- s 2z- Me Sttuctute of lonQuogje teflects its functional ond Ginmuni rive Uses. Y4- The Pkimory units of language ote Net merely its Syommeti Col ond Stiyctutel Peotubes, but GreAoties of Functional and Gmmuni@tiVe meoning. References % ApPhooches ond Methods in lanquade Teaching . Tack ¢.Richatds | And Theodote S.Rodders _Gmbtidge LonSuage _Teeching Li brary -l._ The Qool of the Communicetive language tes ching is He teaching of “Cemmunicetive ComPetence®. _ Communi Cative GomPetence includes the Fellewing sPects of londuade Knowledge: = : 1 knowing how te use lanquage fob a tende sf different Pur PoSes and functions - : — 2. knowing how.te Vaty our USe of -language.accerding tothe Setting and the Particifoots. .(&.g-, Koouings when ts USe formal and tnfotmal SPeech) z-knowing hou te Ptoduce and understend dif fereat types of texts (e3, Narratives, tePerts ,intekviews, - ConVek Sotiens..)- Sno ieeed— How if lansucde leotnt P -- Almost eNelything is done with a CommuniccAdive intent. Students use the longuaje o Yect deat through Communicative activities Such as Yomes, tele-Playg,and eblem-Seving fasks. Students requictly Work in Stoups ot Paits te Treas fer (ond if NeCessaly N29 sViore) Meaning 1n S\judions here one PerSen hes information thot the others Jack. w- Students often enqate in tole-Pley of fomatiZetion te adjust their uSe of Whe A¥det londuase te different Sociol Contexts: ” e-Classtoom Metekiols and activities ofe of ten outhentic te beflect teol_\ife Situations and demands. «_ Skills ote integrated Flom the beginning ; o diVer activity Must inVelVe teading sPeaking ,Wistening pond PerhaPs la\Se Whiting LHRIS oSsumes the \eorners ate educated ond lite tate). o_ Students oe Communi caters . They leotn Yt» Communi — Cote by Communi Cation - Students oke YeSPonSiWe menaYers of their own \eotning- e—Jhe teachers Yele 15 Primotily te Facilitete CommuniCertion ond only SeCondatily te Celtect errats. The teacher is o traradel of CleSstoom a cXiviies. He Senctims Communi Coot