چکیده:
In 1960, the communicative teaching method was introduced as an alternative to previous structuralist methods. This transformation was partly due to Chomsky's criticism of structuralist theories of language. The communicative teaching method is a simple combination of grammatical teaching methods and language application. As Littlewood (1981) states: one of the prominent features of the communicative teaching method is the importance it places on language application along with its structural aspects. Another important feature of this method is that it is learner-centered and experience-based. From the beginning, this method emphasizes communicative competence in language. Furthermore, classroom activities provide suitable opportunities for language learners to use the foreign language for communication and interaction. Of course, in this method, meaning is emphasized more than role and form. The communicative method can always be adjusted to the interests and needs of the language learners.
خلاصه ماشینی:
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This transformation was partly due to Chomsky's criticism of linguistic structuralist theories.
The communicative teaching method is a simple combination of grammatical teaching methods and language use.
As Littlewood (1981) states: One of the prominent features of the communicative teaching method is the importance it places on language use along with its structural aspects.
Another important feature of this method is its learner-centeredness and experience-based nature.
From the beginning, this method emphasizes communicative competence in language.
Furthermore, classroom activities provide suitable opportunities for language learners to use the foreign language for communication and interaction.
Of course, in this method, meaning is emphasized more than role and form.
The communicative method can always be adjusted to the interests and needs of the learners.
Keywords: communication, application, meaning, role, authentic, text, selection, interest.
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