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spelling skills. The purpose of teaching communicative writing is to develop the ability to create various types or genres of written messages - texts that students may need in their educational or professional activities, as well as for personal purposes. [1]
The variety of written messages with different functional and communicative orientation, content, compositional structure and language form can be classified depending on the scope of their application. T. Hedge gives the following classification of types of expressive writing depending on its purpose and scope of functioning, as well as the types of written messages in which each of these types is implemented and which it is advisable to teach depending on specific conditions and goals.
Literature
1. Richard, J. and Rodgers, T., (2001). Approaches and Methods in Language Teaching. Second Edition. Cambridge University Press.
2. The World's Technological Capacity to Store, Communicate and Compute Information, -Martin Hillbert and Priscila Lopez 2011.
3. Christie, F. (2013). Writing development as a necessary dimension of language and literacy education.
4. Mackenzie, N. (2011). From drawing to writing: What happens when you shift teaching priorities in the first months of school? Australian Journal of Language and literacy, 34 (3), p. 322-340.
UDC 811.111
Oksana Mykolayivna Goncharova
senior lecturer of the department of social and humanitarian disciplines Kharkiv Military Institute of Tank Troops of NTU "KhPI", graduate student of the Department of Education and Innovative Pedagogy
KhNPU named after H.S. Skovoroda ORCID: http://orcid. org/0000-0002-1000-9670 DOI: 10.24412/2520-6990-2023-4163-20-22 COMMUNICATIVE LANGUAGE TEACHING (CLT) AS AN IMPORTANT APPROACH IN
ENGLISH LEARNING
Abstract
The article shows the importance of using communicative method of teaching a foreign language. Communicative Language Teaching (CLT) is to enable students to communicate in the target language. To do this, students need knowledge of the linguistic forms, meanings, andfunctions. The article also shows five guiding principles for a communicative approach by famous linguists Canale and Swain.
The key educational principles of communicatively oriented teaching methodology were well summarized by Soars and Soars.
According to Communicative Language Teaching, the teacher facilitates communication during the lesson. Students are, above all, communicators. They are actively engaged in negotiating meaning - in trying to make themselves understood - even when their knowledge of the target language is incomplete. Also, since the teacher's role is less dominant than in a teacher-centered method, students are seen as more responsible for their own learning.
The most obvious characteristic of CLT is that almost everything that is done is done with a communicative intent. Students use the language a great deal through communicative activities such as games, role-plays, and problem-solving tasks.
Some of the main principles of the communicative approach have been listed and some of the basic features and techniques of communicative language teaching have been enumerated.
Keywords: communication, communicative approach, language teaching, teaching method.
Formulation of the problem. The importance of learning English as a language of international communication in modern conditions does not need explanation but is a well-known fact. The need to modernize and improve approaches to its teaching and learning technologies is constantly emphasized. Today, various methods of teaching English are used, preference is given to those that combine communicative and cognitive goals. Thanks to the latest technologies and scientific achievements, the use of such approaches becomes even more effective.
The purpose of the article. Demonstration of communicative method of teaching a foreign language as the one of the most effective.
The main material research. The essence of communicative learning is that the learning process is a model of the communication process. For this, it is necessary to model the main, fundamentally important, essential parameters of communication, which include the personal character of the communicative activity of the subject of communication, the interaction of language partners, situations as a form of functioning of communication, the meaningful basis of the communication process, the system of linguistic means, the mastery of which would ensure communicative activity in communication situations, the functional nature of language learning and use, heuristics (novelty) of communication, etc.
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It can be claimed that the change toward a Communicative Language Teaching (CLT), beginning of a major paradigm shift [7 p.81] is a dramatic change, which demands different responsibilities from the teachers and students. However, CLT, which aims to develop communicative competence, make certain demands on teachers in terms of teaching skills and competences.
Communicative Approach or Communicative Language Teaching seeks to help learners develop and operationalize the notion of communicative competence in the foreign or second language and to accomplish this aim, teachers are first and foremost required to be familiar with the core concepts of communicative competence [1].
Such linguists as Canale and Swain suggest five guiding principles for a communicative approach. [2] These include:
1. Communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communication strategies, or what we will refer to as strategic competence.
2. A communicative approach must be based on and respond to the learner's communication needs.
3. The second language learner must have the opportunity to take part in meaningful
communicative interaction with highly competent speakers of the language, i.e. to respond to genuine communicative needs in realistic second language situations.
4. Particularly at the early stages of second language learning, optimal use must be made of those aspects of communicative competence that the learner has developed through acquisition and use of the native language and that are common to those communication skills required in the second language.
5. The primary objective of a communication-oriented second language programme must be to provide the learners with the information, practice, and much of the experience needed to meet their communicative needs in the second language. (pp. 27-28). Communicatively oriented teaching aims not only to give students a working knowledge of the grammar and vocabulary of the language being studied, but also to develop in them an understanding of how the respective language is used for communication.
Formal aspects of language - grammar, vocabulary, phonetics - are presented in communicative contexts in order to form a direct understanding of how these forms are used in speech. In addition, listening, speaking, reading and writing skills are systematically developed through a wide range of realistic learning tasks that provide maximum opportunities to use the language being studied. This approach requires an open atmosphere of cooperation and active participation of students in the process of their learning in class. The key educational principles of communicatively oriented teaching methodology were well summarized by Soars and Soars (1986), they include the following points:
• students' cognitive processes are stimulated;
• students actively participate in the learning process;
• students are encouraged to express their thoughts, express their feelings and use their experiences;
• students participate in learning activities that simulate or create real or realistic situations;
• students are encouraged to work together;
• students are encouraged to take responsibility for their own learning and develop learning skills;
• the teacher performs different roles - informer (informer), consultant (resource consultant), monitor -at different stages of the lesson [4, p. 8 ] The same principles are applied in the teaching of English in higher educational institutions, where great attention is paid to the motivation of students' activities, because this is exactly what encourages them to acquire knowledge better. It is the communicative person-oriented approach that is one of the most effective in this regard, it increases each student's own interest in learning the language because the acquired knowledge will be needed in the future.
In the process of learning using the communicative method, students acquire communicative competence - the ability to use language depending on a specific situation. They learn communication in the process of communication itself. Accordingly, all exercises and tasks should be communicatively justified by the lack of information, choice and reaction. The most important characteristic of the communicative approach is the use of authentic materials, that is, those that are actually used by native speakers. Speech interaction of students sometimes takes place with the participation of the teacher in a variety of forms: pairs, triads, small groups, with the whole group. From the very beginning, students master all four types of speech activity at the extra-phrase and text levels with limited use of their native language. The object of evaluation is not only correctness, but also the speed of oral speech and reading. In the framework of teaching speech according to the communicative method, supports of various types are widely used:
• verbal and figurative, which help to manage the content of the statement (text, microtext, plan, logical-syntactic scheme), as well as learn grammatical material;
• language games that make it possible to communicate in different social contexts and in different roles [5, p. 100].
As already mentioned, a necessary component of the described methodology is training on real, original or similar materials. Of course, English-language books, periodicals, films, etc. are suitable for this role.
Since the student's communicative competence is most closely related to the linguistic and sociocultural competence, the teacher needs to determine the specific goals of using the possibilities and resources of the Internet when preparing for classes. For example: to select and include Internet materials in the content of classes (integrate them into the study program); for students to independently search for information as part of the work on the project; for independent study by students of lexical and grammatical phenomena of a foreign language and elimination of gaps in knowledge, abilities and skills; for independent preparation and passing by
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students of the specified thematic vocabulary [3, p. 146]. Here, the student will need not only language skills, but also computer literacy.
Conclusions and outlook for further research in this direction. So, the most common method of teaching a foreign language, particularly English, is communicative. The essence of communicative learning is to prepare the student to participate in the process of foreign language communication and to obtain practical knowledge that he will need in the future. The described approach includes simulation of real communication situations based on the use of authentic materials. The Internet can offer such materials. Using the global network has many advantages, such as the ability to communicate with native speakers, access to the resources of virtual libraries (and therefore electronic grammar and lexical guides, dictionaries, professional materials), useful educational programs, banks of films, books, audio recordings, etc. This list can be continued. The main function should be considered the ability to create a natural language environment, which is the basis of applying a communicative approach to teaching English.
Teaching CLT requires certain capabilities and skills. Teachers who have taught through traditional teacher fronted methods, most often a form of modified grammar translation method, need to develop many competences to teach CLT effectively. Therefore, teacher education programs should also undergo a change to prepare prospective teachers for the hard task they have ahead of them and in-service programs also should be designed more judiciously taking into account the needs of CLT teachers and support these teachers in teaching through the newly adopted paradigm in the country. If this is not taken into account, the
experience of other eastern countries might be repeated where teachers report they "comply with government recommendations while continuing to practice examination-oriented classroom instruction" [6]
Literature
1. Brown, H.D. (2014). Principles of Language Learning and Teaching: A course in second language acquisition. (6th ed.). USA: Pearson.
2. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching. Applied Linguistics, 1, 1-47
3. Горелова Л. М. Використання 1нтернет-ре-сурав у навчанш шоземно! мови для пщвищення сощокультурно! компетенци студентш / Л. М. Горелова // Наyковi пращ : наук.-метод. журн. - Ми-колагв : Вид-во МДГУ iM. П.Могили, 2003. - Т.25, Вип. 12 : Сер. Педагопчш науки. - С. 144 - 148.
4. Комушкативш методи та матерiали для ви-кладання англшсько! мови (Communicative methods and materials) / Перекл. i адапт. Л.В. Биркун. -Oxford: Oxford University Press, 1998. - 49 с.].
5. Люта А. В. Сучасш методи вивчення шо-земних мов / А. В. Люта // Держава та регюни. Сер.: Гуманггарш науки. - 2012. - № 2. - С. 98106.].
6. Littlewood, W. (2011). Communicative language teaching: An expanding concept for a changing world. In E. Hinkel (Ed). Handbook of research in second language teaching and learning: Volume II. pp. 541-557. UK: Routledge.
7. Richards, J.C.,& Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. (3rd ed.).Cambridge: Cambridge University Press.
