B.Ed DAYS

The Communicative Approach is based on the idea that learning a language successfully comes through having to communicate real meaning. In the Communicative Approach, the main objective is to present a topic in context as natural as possible. In this page, On TESOL introduces the principles, features, and techniques used in the Communicative Approach. You will also find free video tutorials on how to teach grammar, vocabulary, and language skills using the Communicative Approach. PRINCIPLES OF THE COMMUNICATIVE APPROACH: Language learning is learning to communicate using the target language. The language used to +/*communicate must be appropriate to the situation, the roles of the speakers, the setting and the register. The learner needs to differentiate between a formal and an informal style. Communicative activities are essential. Activities should be presented in a situation or context and have a communicative purpose. Typical activities of this approach are: games, prob

eacher and blogger Larissa Albano, who won our latest monthly Teaching English blog award, explains how using pictures as a teaching aid can help language teachers engage their students. If I say 'picture', what do you think about? I guess the words 'drawing', 'photo', 'painting', and 'film' might come to mind. As for me, well, I think a picture is much more than an image, especially when I teach English. Pictures are essential when it comes to engaging students who are learning a new language at any level. They can be successful study aids during lessons, and they can act as useful prompts to help students when they are practising speaking. So how can you use pictures in the classroom? Here are seven tips for bringing visual aids into your lessons, each starting with one of the letters in 'picture' to help you remember them. P redict: Students can look at pictures or watch the first part of a video in order to predict what th

Language Acquisition Device Anybody who has had or known a child knows that children take to learning language at a remarkable rate. In fact, it seemed a little too remarkable for one linguistics researcher. Noam Chomsky, a pioneering linguist and a professor at MIT, put forth an idea called the language acquisition device or LAD, for short. The LAD is a hypothetical tool hardwired into the brain that helps children rapidly learn and understand language. Chomsky used it to explain just how amazingly children are able to acquire language abilities as well as accounting for the innate understanding of grammar and syntax all children possess. Keep in mind that the LAD is a theoretical concept. There isn't a section of the brain with 'language acquisition device' printed on it and a big switch to turn on and learn a new language. Rather, the LAD is used to explain what are most likely hundreds or thousands of underlying processes that humans have in their brains tha

Cognitive psychologists challenge the limitations of behaviorism in its focus on observable behavior. They incorporate mental structure and process into their learning theories. Like behaviorists, they engage more in the hypotheico-deductive scientific inquiry. The primary focus of the research study in cognitive psychology emphasizes the internal processes and structures processes inferred through the observation of behavior. However, the focus on the mental structures and processes in cognitive psychology does not explicitly indicate its philosophical position. The internal representation of the learners can echo the external reality, which asserts a position of objectivism that the mind can stand separate and independent from the body. Thus, knowledge can be transferred from the outside of the mind into the inside of the mind. knowledge is transferred from the outside of the mind into the inside of the mind. Wilson and Meyers (2000) illustrate such a position pretty well by indic

In order to provide facilities for teaching a minority language or mother tongue, State Education Ministers evolved a scheme in 1949. Subsequently, the Union Education Ministry in consultation with States formulated a Three Language Formula. This Formula as enunciated in the National Policy Resolution of 1968 and reiterated in the National Policy on Education 1986 provides Hindi, English and modern Indian language (preferably one of the southern languages) in the Hindi speaking states and Hindi. English and the Regional language in the non-Hindi speaking States. This Formula has created many difficulties for Urdu speakers. The major grievance of Urdu speaking linguistic minority is that their children have been denied the facility of mother tongue instruction. The result is that a large number children of Urdu speakers are learning the regional language instead of the mother tongue as the first language. Accordingly, the Gujral Committee recommended the following modified form of