SOME ASPECTS OF FOREIGN LANGUAGE TEACHING IN TERMS OF THE COMMUNICATIVE APPROACH

Abstract

The article deals with the analysis of foreign language teaching in respect of personal experience and students’ motivation when students can communicate in a conscious way, taking into account their real experiences. Set before are some aspects of the communicative approach to language teaching, students and the teacher participation in it. Analyzed are the works of some foreign scientists and teachers-practitioners. In real life, language emerges from communicative need when one person wants to say something; another wants to find out something. This is why information gap activities are a staple of communicative language teaching, but they are often somewhat artificial: the set-up involves a role play, none of the information is real, and Student A doesn’t really need to know what Student B has to tell them. Described is the issue of opportunities in the classroom for the students to engage in real-life communication in the target language. Questions to be dealt with include what the communicative approach is, where it came from, and how teachers’ and students’ roles differ from the roles they play in other teaching approaches. It is defined that by being pro-active and responding to an opportunity, we restore our sense of agency as teachers – and we transfer it to the learners, working with them as they co-construct their narratives.