ქურდაძე ეკატერინე

ასისტენტ-პროფესორი, ინგლისური ფილოლოგიის დეპარტამენტი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო

დემეტრაძე ნინო

ასისტენტ-პროფესორი, ინგლისური ფილოლოგიის დეპარტამენტი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო


Communicative Approach for the Language Acquisition

(სასწავლო პროცესისა და კვლევების ინტეგრაცია)


Introduction and aim: Present day teachers would probably like to think that their classes are “communicative” in the widest sense of the word. Most teachers probably use activities where learners communicate and tasks are completed by means of interaction with other learners. Thus, teacher’s role in this case is to facilitate and to monitor, usually without interruption and to provide feedback on the success of the communication.

Research methodology: What is communication and why has communicative approach become the accepted “standard” in English language teaching? Real communication should always be informative and unpredictable. If the teacher is always informative and interesting students will be disposed for a good class. But if the previous class is just the same as the next one undoubtedly students will be bored.

Results and implications: During a language lesson a good teacher should use the dialogue that can reflect spontaneous situation, because unexpected dialogues are really communicative and they stimulate active thinking process and use of language in the frame of fixed communicative habits.

Conclusion: The communicative language teaching method has various features that distinguish it from other methods:

• understanding through active interaction;

• teaching by using authentic English materials;

• importance is given to learner’s personal experiences and spontaneous situations that contribute much to the content of the class.

Keywords: communicative approach; meaningful language, feedback; interaction; spontaneous situations; thinking process; communicative activities, competences

სტატია