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22отметить, что для адекватной передачи экономической лексики ИЯ в ПЯ нами были применены следующие переводческие преобразования на лексическом уровне: калькирование, целостное преобразование, описательный перевод.
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COMMUNICATIVE METHOD AND PROCEDURAL APPROACHES AS A PARADIGM IN
FOREIGN LANGUAGE TEACHING
Drohomyretska M.
Lviv National Medical University of Danylo Halytsky Senior Lecturer of the Department of Ukrainian Studies
Abstract
The article provides an overview of the basic methods of teaching foreign languages, such as communicative approach or method of communicative language teaching and procedural approach. The history of origin and theoretical bases of the above-mentioned method and approach are briefly covered; techniques and basics of teaching; as a result, an overall assessment is given.
Keywords: communicative method, methodology, foreign language teaching, approaches, pedagogy, educational process.
Introduction. The main purpose of our study is to assess the role and importance of the communicative approach or the method of communicative language teaching and the procedural approach in teaching foreign languages in the learning process. It should be noted that the process of teaching and learning foreign languages is not a static but a dynamic phenomenon that is constantly changing, and in order to best meet new educational challenges and needs of society, it is necessary to know methods and approaches that have already become classic in language teaching. Therefore, knowledge and implementation of different methods in practice will give foreign language teachers the opportunity to enrich their pedagogical experience, expand their potential and form their own position as a language teacher and, last but not least, it will help to better understand the paradigm of domestic and foreign methodology of foreign language teaching in recent decades.
Method of communicative language teaching or communicative approach. This approach is usually called communicative, although in the early stages other names were used as synonyms, such as "functional" or "conditional". In language teaching, the term "communicative" means that considerable attention is focused on the study of the semantic aspects of language (Wilkins, 1978).
Background of its origin.
The crisis of structuralism methods began with Chomsky's critique, in particular in his book 'Syntactic Differences' (1957), in which he explained the inability of structuralism to take into account the fundamental characteristics of language. British linguists criticized
the situational method because it did not cover the functional and communicative potential of language. At that time, linguists studied and used British functional linguistics (Firth, Halliday), American sociolinguistics (Hymes, Gumperz, Labov), as well as philosophy (Austin and Searle).
This wave of criticism and new concepts came in parallel with the growing dissatisfaction with the profession of foreign language teacher with an emphasis on mastering language structures and manipulating grammatical forms. The methodology of teaching foreign languages in this direction tended to form structurally competent but communicatively incompetent students who could not reproduce the studied material outside the classroom. Dissatisfaction also testified to the emergence of new educational realities created by the development of the European Union and the increasing mobility.
The European Council faced a new reality and invited experts to study the needs of European students. A valuable contribution was made by Wilkins's program, in which he clearly stated that "the starting point of the desired communicative ability ... We can take the study of speech by content, not by form of language". For this reason, the resulting program was called a conditional curriculum (Wilkins, 1976). Instead of starting with grammatical forms or language structures, as previous methods did, Wilkins developed an analysis of the functional content that underlies communicative language learning. The researcher described two types of notions: one of which relates to conditional categories (such as time, number, location, frequency, etc.),
while the other relates to the categories of communicative functions (approval, prediction, etc.). Later, his work resulted in the document called 'Threshold Level of the European Council' (1975), which contained a list of topics, general and specific concepts, situations, functions and relevant linguistic forms, as well as some methodological principles. This work, together with the contributions of some applied linguists (including Widdowson, Brumfit, Johnson, Trim, Richterich Chan-cerel), compilers, methodologists, and teachers, led to the creation of a new method known as the communicative method.
However, this process did not involve a coherent community, as there is no uniform text or any unitary model. The understanding of the approach by some authors differed from others, and therefore there were several models of curriculum development with different central elements (Richards and Rodgers 1986). The differences between the models were so important that some authors (Breen, 1987) believe that a new paradigm is emerging in foreign language teaching - procedural (process and tasks) approaches as an alternative to propositional (formal and functional) approaches.
Approach: language theory and teaching.
The communicative approach is based on some changes and innovations that have taken place in their time, mainly in applied linguistics, so it seems appropriate to briefly summarize these changes.
Language is considered a social phenomenon because it is a means of communication and interaction of members of society. The purpose of the communicative method of teaching is to develop students' communicative competence (Hymes, 1972), a term put forward against Chomsky's opposition to the notion of competence in relation to abstract, grammatical knowledge, to obtain correct sentences in language.
On the other hand, communicative competence extends Chomsky's concept to the ability to understand and issue messages appropriate to social / psychological / cultural status so that language users can relate their language skills to everyday conventions. Later, this knowledge of language use was extended to the ability to participate in discourse and knowledge of the pragmatic conventions governing such participation. The competence to creatively cooperate with these rules and conventions, as well as to discuss them during communication, was also added. It is a set of language skills competences that interact during real communication.
However, there are some features of the communicative approach that distinguish it from the audiolingual approach (Richards and Rodgers, 1986).
Audiolingual approach:
1. The emphasis is greater on the study of structure and form than on the study of meaning.
2. Requirement to memorize structural dialogues.
3. Language elements do not change in context.
4. Language learning is the study of structure, sounds or words.
5. Striving for perfection.
6. Exercises are the central technique.
7. Pronunciation requirement is that of a native speaker
8. Grammatical explanation can be avoided.
9. Communicative practice is carried out only after the exercises.
10. In the early stages of study, translation is prohibited
11. Reading and writing skills have already been mastered before speaking.
12. Linguistic competence is a desirable goal.
13. "Language is a habit", so it is necessary to prevent mistakes.
14. Accuracy, in terms of formal correctness, is the main goal.
15. Students must interact with the language system.
Communicative approach:
1. Knowledge of the meaning of the word is paramount.
2. Dialogues, if used, are centered on communicative functions and are usually not remembered.
3. Contextualization is the main prerequisite.
4. Language learning is the study of how to communicate.
5. Communication is required.
6. Exercises can occur, but peripherally.
7. Proper pronunciation is required.
8. Communication is encouraged from the beginning.
10. Translation can be used.
11. Reading and writing can begin on the first day.
12. Communicative competence is a desirable
goal.
14. Language proficiency is achieved through trial and error.
15. The main goal is free and clear speech: accuracy is determined not in the abstract but in context.
16. Students have to communicate with other people.
Canale and Swain (1980) describe communicative competence as combined in four parts:
- linguistic competence - grammatical, lexical, semantic and phonological competence;
- discourse competence - linguistic and semantic relations within the discourse (cohesion, coherence);
- sociolinguistic competence or understanding of the functional aspects of communication (including role relationships, personal factors, social and cultural context);
- strategic competence is called strategies that are developed to solve problems of learning and autonomy.
The communicative approach can be defined as a rich and eclectic approach in linguistic theory, as it is marked by the following basic principles (Richards and Rodgers, 1986):
1. Language is a system of expressing meaning.
2. The main function of language is interaction and communication.
3. The structure of language reflects its functional and communicative goals.
4. The basic units of language are not only its grammatical and structural features, but also the categories of functional and communicative meaning, which is an example of discourse.
Activities and methods of communicative approaches.
Communicative approaches use a variety of materials that are selected and considered as a way to improve classroom interaction and communicative use of language. Some of the criteria on which these materials are based and some of the activities and methods based on them are as follows (Jonhson, 1982 and Larsen-Freeman, 1986):
- the principle of information transfer, which refers to the ability to understand and produce languages that translate from one means of speech to another. Activities based on the transfer of information can be: to write a purposeful text to understand listening, to write sentences from diagrams, to give a personal opinion about the picture and so on.
- the principle of information gap takes into account different levels of information between people during communication, which allows you to perform many exercises: the students have different pieces of information and have to exchange them by the means of questions and answers; students can choose different answers, which means they can negotiate while making a decision.
- the correction of content principle means focusing on communicative content rather than grammatical accuracy. Thus, errors and inaccuracies receive different processing than in previous methods.
- the use of authentic materials prompts students to face the real dishonest language, so that the student comes into contact with the language as it is.
- language games are communicative because they have three features of communication: information gap, choice and feedback.
- role-playing games allow students to be aware of different social contexts and roles, moods.
Assessment of communicative method.
It is difficult to evaluate the communicative method unambiguously, because it is not a fully defined method and it is subject to several interpretations, as we have seen above, especially at the level of organization and development of tasks in the classroom. This method had a strong influence on language teaching, which we briefly summarized below (McDonough and Shaw, 1993):
1) it increased interest in the meaningful potential of language; 2) it showed that the relationship between the form of language and function is quite complex; 3) it proved that the concept of communication goes beyond the sentence to the texts and conversations; 4) along with the accuracy, the adequacy of language use was considered, which was important for correcting errors; 5) it provided real and motivational language practice; 6) the communicative concept is applied to all language skills; 7) it introduced a better level of reflection and language awareness in later times.
Procedural approaches.
Currently, we can say that there are two main paradigms: propositional (structural and functional approaches) and procedural (task- and process-based approaches). We considered the above propositions as ways of learning and learning through formal and sys-
tematic utterances (expressed as structures, rules, functions, etc.), although they differ in the main element on which they focus and in how they consistently change content (Breen, 1987).
The most important changes that have taken place in the teaching of foreign languages are the following (Breen, 1987):
- views on language (discussed above when working with a communicative approach);
- views on the teaching methodology, which recognize the necessary balance between planning goals and content, with special attention paid to the development of the educational process;
- views on the contribution of students, which take into account the process of interaction in the classroom and they are the basis of learning, not the content of the lesson;
- views on planning that assume that the learning process, activities and roles are important lesson content for those involved, rather than lesson content. This means an important shift in emphasis from the topic to be studied to the learning process and to keep in mind the interesting implications of negotiation, evaluation and retrospective planning.
Procedural models demonstrate this alternative, which builds on these innovations and reflects how something is done. They see linguistic forms and functions as partial aspects of what needs to be learned, and see this task as a central element of learning. Using tasks tries to achieve some tasks in the target language through a process that will work or solve a problem, as it is usually done in real life. These models have a flexible way of creating a curriculum because they take into account the goals and the plan of content and tasks at the same time, so that the content can offer tasks, and vice versa; the evaluation results are re-introduced into the planning process.
In contrast to the propositional models, procedural models proved to be quite difficult to establish long-term content and results planning. Therefore, their planning is more retrospective than prospective, emphasizing the assessment and the process of the class. The retrospection is presented in the form of reports concerning the purposes of training, character of the content and the way of work, necessary explanations and data, and also the individuals, the type of interaction, the planned and spent time. All this is based on the research in the classroom. This model of planning and evaluation promotes the development of not only teachers but also curricula (Candlin, 1984).
Based on the tasks of the model, on the one hand, we organize learning in terms of how the student uses his communicative competence to perform certain tasks. The task-based curriculum can be organized in the form of two curricula: communication tasks (real tasks that a person performs in communication) and related tasks that facilitate student participation in the first one (tasks that are clearly focused on rules and conventions of language system, interpersonal knowledge and meaning). Tasks are cyclical and consistent from those that are familiar in terms of students' competence to less familiar and more complex.
The background for task-oriented models can be found in several sources: the situational approach, the use of project-based materials, and the use of problemsolving measures. Practical contributions come, in particular, from the Bangalore Project, developed by Prabhu (1987) and his colleagues in India. Process models go beyond the target and focus on three processes: communication, learning, and social activity in the classroom. As everything happens in the classroom, it is a means of communication and learning. The "Process" model is a plan of work in the classroom, which provides: 1) the main decisions that teachers and students must jointly implement on a regular basis and discuss; 2) the bank of activities and tasks of the class as a target plan.
Classroom decisions appear in the plan as related issues concerning three important aspects of classroom work:
- participation ("Who works with whom?": individual, couple, group or the whole class and the role of the teacher);
- procedure ("What specific activity or task will we do?", "How will we work?", "What resources should be used?", "How should we share and evaluate the results of activities?";
- subject matter ("What is the work focused on?" and "What is the purpose of learning?" (Breen, 1987).
Conclusions. We have considered the method of communicative approach, or communicative teaching and procedural approaches as a model or paradigm of foreign language teaching in higher education establishment. Some of them may be considered obsolete from a scientific point of view, some of them seem more relevant, but in fact they all have the right to ec-lectically coexist and collaborate with modern innovative computerized approaches, because the benefits and advantages of live speech in foreign language learning cannot be refuted by any technology. The way in which the learning process actually takes place, along with careful planning and evaluation is paramount. Teachers must take this into account and combine it with theory and their own experience in developing teaching-methodological materials.
To summarize everything mentioned in this article, we can say that foreign language teaching can be performed by a certain chosen method, but one must consider that teaching is a dynamic and reflective process that includes constant interaction between teachers and students, methodology and teaching materials.
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