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kdjfklj lu thiAlthough Communicative Approach sounds good in theory, it might encounter some problems after being put into practice. As we know, the main task of teachers in this approach is to teach students how to communicate in English efficiently, how to ask directions, order dishes at restaurants in English etc. by themselves. However, Communicative Approach is conditioned to ESL (English as a Second Language) meaning there should be an environment of ESL. Students have to use English in everyday situations so that they can get enough practice. However, the problem arises when we are learning English in an environment of EFL (English as a Foreign Language). One way of solving this problem is to teach the students to learn accurate modes of expression, that is, how to communicate with foreigners in every day situations. For example, how to help them with directions, how to ask your superior for a raise of salary in a foreign company, etc…
One big problem, however, is in the complexity of the message we want to transfer. It is important to understand that the form is as important as meaning, it is part of meaning. We have to make students aware of how form contributes meaning. It is not the same to say ‘If Marko understands problem, he’ll solve it’ or ‘If Marko understood problem, he’d solve it’. So it is obviously very important that students should hear correct language and one can only learn that language by observing – listening and reading. Yet in classes where they do most of the talking themselves they will hear mostly each other’s often incorrect speech more than anything else. Students cannot learn language simply by using it, they need to concentrate on input first to get a reasonable degree of accuracy which is an essential part of fluency.
Furthermore, since this approach is aimed at training students' listening and speaking, it relatively ignores the training of reading and writing. The ability of writing and reading is quite important for an...
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