Littlewood
Communicative approach and language
“make us consider language not only in terms of its structures (grammar and vocabulary), but also in terms of the
communicative functions that it performs. In other words, we begin to look not only at language forms, but also at what
people do with these forms when they want to communicate with each other.” pg. x
Communicative approach and learning
“it is not enough to teach learners how to manipulate the structures of the foreign language. They must also develop
strategies for relating these structures to their communicative functions in real situations and real time. We must
therefore provide learners with ample opportunities to use the language themselves for communicative purposes.” pg xxi
Communicative view combines structural and functional views of language (how it’s formed AND what it does) pg. 1
Communicative view helps learners reach a level where they are able to manipulate the language. pg 6
Practical applications: (pg. 7)
how to adapt controlled practice exercises to make them more communicative
giving learner situations where language to communicate is necessary and effectiveness rates over accuracy
using language in social interactions (role-play) for effectiveness and social acceptability
pre-communicative: main goal is not to communicate meaning (pg. 16)
find ways to move from form to function-broaden scope so that learners are using their own knowledge in the
confines of a given form
communicative activities: four purposes (pg. 17-18)
-whole-task practice (not looking at language as small forms, but as ways to complete whole tasks
-motivation-relates classroom learning to learner goal of communicating effectively with others
-natural learning-more like acquiring L1, social learning
-context supports learning-positive relationships, humanize the classroom
Types of activities
-functional-learners complete a task, achieve a goal using whatever language they have
-sharing information with restricted cooperation (pg. 22) one learner has information that another
learner must discover (identifying pictures, discovering identical pairs, discovering sequence or location,
discovering missing information/features, etc (23-26)
-sharing information with unrestricted cooperation (pg. 29) describing pictures, patterns to reproduce,
discovering differences, following directions
-sharing and processing information (pg. 32) reconstructing story sequences, pooling information to
solve a problem
-processing information (pg. 26) what will you take on a trip, plan an itinerary
-social interaction-functional but with attention to social appropriateness (role-play and simulation)
-using language for classroom management (45)
-as teaching medium (45)
Using classroom as social context
-conversation/discussion sessions (46)
-dialogues based on school experience (47)
-role-play with controlled cues/dialogues
-role-play with controlled cues/information
Role-play and simulation
-role-play with controlled situation/goals
-debate/discussion
Listening
Learner has no control over language used and must glean meaning from what is heard (pg. 65)
Listening is active (pg 66)
Listening with a purpose (asking questions, performing a task, sequencing, locating, drawing, transferring information)
Listen for social meaning
Course content
“a communicative approach encourages us to go beyond structures and take account of other aspects of
communication. It can therefore help us to match the content more closely with the actual communicative uses that the
learners will have to make of the foreign language.” (pg. 77)
Course organization
-functional/structural organization-grouped according to language functions and structure increases in difficulty
-functional-grouped according to language function (learners with structural knowledge)
-notional-grouped into expressing ‘notions’ like quantity, time, cause, etc.
-topic based-grouped into topics (sports, politics, etc.)
Feedback is important!
Be aware of learners psychological state-anxieties about using language in the classroom