Communicative Language Teaching

Communicative language teaching began in Britain in the 1960s as a replacement to the earlier structural method, called Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistis, such as Firth and Halliday, as well as American sociolinguists, such as Hymes , Gumperz and Labov and the writings of Austin and Searle on speech acts.

Theory of learning Not a great deal has been written about the learning theory behind the communicative approaches, but here are some principlesthat may be inferred: activities that involve real communication promote learning activities in which language is used for carrying out meaningful tasks promote learning language that is meaningful to the learner promotes learning

	Objectives Here are some of the objectives of Communicative Language Teaching: students will learn to use languge as a means of expression students will use language as a means of expressing values and judgments students will learn to express the functions that best meet their own communication needs.
	The syllabus Communicative language teaching often uses a functional-notional syllabus.  Has classified a number of communicative syllabus types.
	Types of learning techniques and activities Communicative language teaching uses almost any activity that engages learners in authentic communication. Littewood, however has distinguished two major activity types: functional communication activities: ones aimed at developing certain language skillsand functions, but which involve communication, and social interaction activities, such as conversation and discussion sessions, dialogues and role plays

Procedure
	It is difficult to summarize the procedure in communicative classes because of the wide variety of activities used. Bibliography: www.sil.org

Article # 2

This article is about why,what and how of the education teaching a second language or foreign language. It shows us many ways of teaching a second language, differents points of view a Svignon,Brown,Stoller,Leaver,Stryker among others. It tells us about the importance of learning a second language, also the different investigation or research that have been done with CLT, ICC.
Using language to communicate is one of the best way to learn it.There are many effective ways like working in groups in which each person does something and at the same time get confidence in itself. A second language or foreing language can be used to teach literature, Scince and many others.
When we teach themes, news, histories the student learn better than teaching only vocabulary, this way they learn a new language and more about life. We must always teach based on the necesities of the students the CBI allows a big flexibility to incorporate in teaching planner.For years, a second language has been tought. It tells us about the courses where a group of rejected people are receiving education. This type of course began in the city of Otawa, Canada as an alternative to learn a second language we also need to learn how to write and listen. There are courses based on the non-native students needs according to Brinton, Snow. Werche we have to make a difference between weak and strong.
The weak is based on models and strong dominates the global subject. Demostratives courses  in politics, communication, geography among others we use materials to show and practice the language. CBI has been used in U.E, Canada, Asia, South America and others. Benefits of ICC, CCI is the support in investigation of values and institutions. Teachers have to organize all students materials and develop new to cover all. Teachers most work with proposals that can full feel population needs.

Article # 1

It is very important to improve the communicative competence among students of the english language.  By competence one can share knowledge of the speaker-listener. The ideal speaker – listener know and use language perfectly without making any mistake. Competence and performance are to narrow to describe language behavios as a whole linguistic competence co-varies with the speaker.

Social life not only can affects not only out ward  perfomances, but also inner competence itself; the rules of uses are dommant over the rules of grammar.

1)      Linguistic-  producing and understanding gramatically correctsentences.

2)      Communicative- producing and understanding  sentences appropriate to a particular situations.

For Widdowson language learning is not only having knowledge of grammar but also the ability to use language to communicate, is not only how to understand, speak, rea don write sentences is very important know how to communicate, to use sentences appropriately to achieve communicative purposes.

Children have knowledge of social cultural rules, they learn when to speak, when not to speak, what to talk, with whom and manners. They suggest that we should teach communicative competence along with linguistic competence. There are values of grammar that would be useless without rules of language use.

All these theories are important in designing successful models for foreign teaching but we still need to continue clearing up confusion in the area of communicative competence . Adptation of student-teacher relantionship is a very important ingredient for a successful communicative language teaching.

Article # 3

Communication is very important for all human beings. There are many differents languages and many different ways to communicate among us. There are many strategies that really help us to learn a languages as music, whose rhytms and varies tonalities that provides students a more easy to learn and retain new languages, and not to be afraid when they communicate each ther.
   Is good to learn a second language and develop the ability to think in that language . Visuals means are really good for starting to learn a language. It is very important to manipulate a language as good as we can grammaticaly and communicative as well, and always help the student improve fluidity.

Journal # 1

1) One is use in communication and the other one is for grammatical. Use is about past experience and usege is the present.

2) One is for natural speech and the other one is for grammatical.

3) Functional syllabus is based on functions structures and structural syllabus with grammatical functions.