Here is the synopsis of our sample research paper on ESL: Communicative Approach And Total Physical Response. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 5 page paper that describes two approaches to teaching in the English as a second language classroom – the communicative approach and the total physical response approach. Both were introduced in the 1960s and 1970s and both have been adapted and modified to be more effective. Each approach is described, including its origins and how it has been adapted over the years. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGeslcatp.rtf
Buy This Term Paper »
Unformatted sample text from the term paper:
instruction" (1993). Teachers felt that their students were not learning realistic language skills, they did not know how to communicate in another language using the appropriate expressions, gestures or social
language (Galloway, 1993). It was in the 1970s that communicative approaches began to become popular with students engaging in real communication interactions (Galloway, 1993). As this style of teaching other
languages was used more, it was adapted for different levels and for different situations and was given a number of different labels, such as teaching for proficiency, proficiency-based instruction, notional-functional
and communicative language teaching (Galloway, 1993). The communicative approach is defined in this way: "A set of principles about teaching including recommendations about method and syllabus where the focus
is on meaningful communication not structure, use not usage" (George Mason University, nd). The focus of the communicative approach is to have students involved in real-life conversations rather than memorizing
and repeating vocabulary and grammar rules (George Mason University, nd). Students are then involved in authentic conversations as they learn the language and focus on getting their message across rather
than focusing on the rules of grammar in written or verbal communication (George Mason University, nd). Errors may or may not be immediately corrected depending upon the teachers
philosophy and interpretation of the communicative approach. If errors are not corrected right away, it is possible for students to leave the class lacking an understanding for different rules of
expression (Collins, 1999). In the early days of the communicative approach, grammar instruction was downplayed, resulting in the situation just described. By the 1990s, however, it became apparent that grammar
instruction needs to be included (Ministry of Education, Quebec, 2001). The prevailing premise became that contexualized grammar and vocabulary activities would enable the student to accomplish more complex communication activities
...