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0«@®ii®@yjum-j®urnal » ®3©œ9)), 2023 / pedagogical sciences
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PEDAGOGICAL SCIENCES
UDC37.091.3
Gafarova Gulnar Abulfaz teacher Ganja State University Ganja, Azerbaijan Orcid 0000-0002-5076-6528 DOI: 10.24412/2520-6990-2023-30189-21-23
THE ROLE OF THE COMMUNICATIVE METHOD IN LEARNING A FOREIGN LANGUAGE
Abstract.
The communicative method is based on the fact that speech development occurs through active communication and the use of language in real situations. The main purpose of this method is to develop students' ability to communicate effectively and competently in a foreign language.
The basic principles of the communicative method include:
Communication orientation: the educational process is aimed at developing communication skills in the language, and not only at mastering grammatical rules and vocabulary.
Realistic situations: Students face real tasks and communicative situations that they may encounter in real
life.
Active use of language: Students should actively use language to express the ir thoughts, ideas and emotions.
Functional Grammar: Grammar is studied in the context of real communication, students learn grammatical constructions necessaryfor specific communicative purposes.
Development of listening and speaking skills: this method focuses on the development of students' listening skills and the ability to freely and competently express their thoughts orally.
As a result of the application of the communicative method, students will be able to communicate freely and confidently in a foreign language and apply their skills competently in everyday life or in the professional sphere.
Keywords: Communicative method, Collaborative learning method, situational learning method, vocabulary learning.
Introduction: The communicative method in teaching a foreign language is an approach based on the active interaction of students with each other and with the teacher in the target language. It aims to develop communication skills and the ability to apply language in real communication situations.
The basic principles of the communicative method include:
Focus on using language in real situations — lessons are built around communicative tasks that require students to use language to achieve specific goals.
Active participation of students — students actively participate in discussions, role-playing games, dialogues and other communicative activities. The teacher acts as a facilitator, helping students develop s kills .
The importance of context — language is taught in the context of real life situations, so that students can use the language taking into account socio-cultural and pragmatic aspects.
Task orientation - learning tasks are organized around the performance of specific tasks that require the use of language. This can be, for example, discussing a problem, solving a problem, conducting a study, etc.
Error as an integral part of the process — students' mistakes are recognized and treated as a normal part of the learning process, which helps students improve their skills.
The advantages of the communicative method include the active use of language, the development of communicative and socio-cultural skills, the preparation of students for real situations of communication in a foreign language.
However, this method may be ineffective for students with a low level of a foreign language, as well as for those who need to quickly master specific vocabulary or grammar. In addition, it requires a large amount of practice time and can be difficult to assess the progress of students.
The main part: The emergence and development of the communicative method in the works of various linguists can be traced over many years. This method is based on the idea that the main goal of language learning is to achieve communicative competence, that is, the ability to communicate fluently in a language.
One of the founders of the communicative method in language teaching is Wilhelm Wundt. His works are devoted to the study of the psychology of language and communication. Wundt noted that communication and language are inextricably linked concepts, and it is impossible to develop language skills without taking into account communicative aspects.
In the following decades, the communicative approach to language learning was developed and supplemented by other linguists. In 1950-1960, A.N. Leontiev proposed the concept of communicative psychology,
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where the emphasis was on the practical use of language and interaction within the framework of a communicative situation.
In the 1970s and 1980s, the communicative method was actively developed within the framework of the functional-communicative approach. Linguists such as J. Hillier, M. Heller, H.L.
In recent years, the communicative method has remained one of the main directions in language teaching. Linguists and methodologists continue to actively study and develop this approach, adapting it to different conditions and needs of students. It finds its application both in school and university education, as well as in adult education.
The main advantage of the communicative method is that it focuses on the development of practical communication skills in students. Unlike traditional methods that focus on grammar and formal rules, the communicative approach puts an emphasis on using language for real communication.
The communicative method is one of the main approaches in teaching a foreign language. It includes the active use of language in speech situations, promotes the development of communication skills in students.
However, the communicative method is not self-sufficient and can be effective when integrated with other methods and approaches. Some of them are discussed below:
Grammar-translation. This method is focused on the study of grammar and focuses on the translation of texts. The integration of the communicative method with the grammar-translation method allows students to apply their knowledge of grammar in communicative situations.
The method of situational learning. He suggests the use of communicative situations for language teaching. Combining the communicative method with situational learning allows students to apply language skills in the context of real situations.
The method of joint learning. As part of this method, students work in groups on assignments and projects. The integration of the communicative method with collaborative learning promotes active interaction between students and the creation of communicative situations for language practice.
Technologies in training. Using interactive technologies, such as computer programs, mobile applications, online resources, it is possible to create communicative situations and provide students with more opportunities to practice a foreign language.
Conclusion: The communicative method promotes the development of oral and written communication, and integration with other methods and approaches makes it possible to use language skills more effectively and increase the overall effectiveness of teaching a foreign language.
The basis of learning is the practical use of language: the communicative method helps students develop speaking, writing, reading and listening skills through real communication situations. Students learn to use language to communicate, not just to memorize grammatical rules.
Active participation of students: the communicative method implies active interaction of students. They learn to work in pairs or groups, discuss and analyze information, apply the knowledge gained in practice, which helps them develop teamwork skills and independent thinking.
Orientation to real communication situations: The communicative method aims to teach students to use language in real communication situations that they encounter in everyday life. This helps them develop practical skills that will be useful for communicating with native speakers.
Emphasis on the functional use of language: Instead of focusing only on grammar, the communicative method pays great attention to the functional use of language. Students learn how to use language for specific purposes, such as expressing their thoughts and ideas, asking questions, etc.
The communicative method of teaching Russian as a foreign language (RCT) has several disadvantages that limit its effectiveness:
Focusing on the practical use of the language can lead to insufficient grammar acquisition. As a result, students may have a weak sentence structure and incorrect use oftime forms. To correct this shortcoming, you can use additional grammatical exercises that will help consolidate the theoretical base.
Lack of systematic study of vocabulary. Within the framework of the communicative method, attention is shifted to the development of the ability to communicate, and sometimes not enough time is given to expanding the vocabulary. To improve this area, techniques of repetition and systematic study of new words can be applied.
Insufficient attention to pronunciation and intonation. The communicative method is more focused on developing the ability to understand and speak the language, rather than focusing on correct pronunciation. To correct this shortcoming, it is necessary to integrate special pronunciation exercises and correct intonation into classes.
Limited opportunities for self-study. The communicative method involves active interaction with the teacher and other students, which can make it difficult to learn the language independently. To improve this area, you can use additional online resources, language applications and self-help books.
In general, the communicative method is an effective means of learning RCT, but its shortcomings can be eliminated by improving and additional techniques that pay more attention to grammar, vocabulary, pronunciation and independent language learning.
List of used literature:
1. Е.И. Пассов Н.Е. Кузовлева Основы коммуникативной теории и технологии иноязычного образования. МОСКВА 2010
2. И.А. Пугачев, Н.Г. Карапетян ОБУЧЕНИЕ ОСНОВАМ МЕТОДИКИ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО СТУДЕНТОВ-НЕФИЛОЛОГОВ Учебное пособие Москва Российский университет дружбы народов 2018
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3. М.П. ЧЕСНОКОВА МЕТОДИКА ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОго. Второе издание, переработанное. МОСКВА МАДИ 2015
4. О.Н. МАРТЫНОВА РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ С А М А Р А Издательство Самарского университета 2020
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Reference
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