COMMUNICATIVE APPROACH IN FOREIGN LANGUAGE TEACHING AT BASIC STAGE OF SECONDARY SCHOOL

ABSTRACT

The article discusses the enduring popularity of the Communicative Approach in language teaching since the 1960s. It emphasizes that the implementation of this approach varies based on instructors' interpretations, and in Kazakhstan, challenges and issues often lead to deviations from the communicative approach in foreign language instruction. The study aims to illustrate how the Communicative Approach is used in the language environment of Kazakhstan and assesses the perspectives of both teachers and students regarding its implementation. The results reveal significant disparities influenced by the teacher and teaching context. The text highlights the importance of a gradual and consistent approach to implementing the communicative approach in EFL countries like Kazakhstan, considering specific contexts and teachers' perceptions. Ongoing teacher training and professional development are deemed crucial, especially during the initial years of innovation, to support the successful implementation of curriculum changes.

Keywords: communicative language teaching; communicative approach; target language, native speaker; first language; fluent command of the language.

Introduction

When discussing the characteristics of the communicative teaching method (Richards, 2006), the emphasis is placed on the idea that individuals acquire language skills by applying them to accomplish specific tasks rather than by studying its functions. Numerous instances exist where students have pursued the learning of a second foreign language due to their specific language-related needs. In accordance with this, it can be asserted that students' motivation to learn a particular language is driven by their requirements.

The communicative teaching method does not highlight the practice of rules. According to scholars of this approach, the crucial aspect is to engage in conversation using the language, rather than explaining how the language operates. Many individuals employ language in authentic communication, with the majority not having undergone formal courses in foreign language studies, implying a lack of significant structural and grammatical rules. Nevertheless, as underscored by Jack Richards, errors are not of paramount importance; they are acceptable. The primary focus is on utilizing communication or speaking the language and understanding one another for successful interaction.

The English language of the 21st century is envisioned as a language of communication, where people desire to possess the ability to converse with one another. Consequently, researchers in the field of English language, when addressing pronunciation and terminology, utilize diverse names for its variations, such as American English, British English, Russian English, etc. People are not concerned with how they stress a word or a sentence; what matters to them is to be understood. Hence, Richards (2006) asserts that language competence lies in its application for specific purposes and functions.

In this current investigation, we propose a hypothesis suggesting that, in contrast to traditional teaching methods, the communicative approach is expected to be more effective in teaching grammar. We argue that this approach helps students achieve language mastery, improving their linguistic competence in comprehending and processing both spoken and written texts. Additionally, we assert that EFL learners may lack sufficient linguistic competence and proficiency in using appropriate language structures for expressing various facts and attitudes in daily communication until they undergo a dedicated communicative grammar course. To test this hypothesis, we initiated and conducted our research with two main objectives: 1) evaluating the effectiveness of traditional and communicative approaches in teaching grammar at the university level, and 2) enhancing the linguistic competence of EFL students in applying grammatical structures through the implementation of the communicative language teaching approach. Against this backdrop, our exploration hinges on a fundamental research questions: How does the implementation of the Communicative Approach influence language proficiency and communicative competence among secondary school students? What are the perceived benefits of adopting this approach in secondary school language classrooms? This overarching inquiry guides our investigation into the varied dimensions of this pedagogical approach, seeking to understand its efficacy, challenges, and potential benefits in the specific context of secondary school foreign language education.

1.1 Literature review

Communication, in the broad sense, is a complex and multifaceted process that requires specific skills and abilities acquired by individuals in the process of assimilating social experience accumulated by previous generations. Many authors (G.M. Andreeva, A.Ya. Kibanov, A.P. Panfilova, V.S. Fedorova) view communication as a "combination of verbal and non-verbal operations, as a result of which information exchange occurs at the level of interpersonal interaction." Numerous authors and research teams (I.L. Bim, I.A. Zimnyaya, E.I. Passov, G.V. Rogova, V.L. Skalkin, etc.) have been involved in the development of communicative approaches to education. Studies emphasize the role of communicative competence in the process of learners acquiring social-cultural values and focus on the self-realization of individuals in interpersonal interactions.

Many scholars, including Littlewood (1981) and Richards and Rodgers (2001), have made efforts to delineate the distinctive characteristics of communicative language teaching. Numerous research endeavors in this direction have contributed to the advancement and proliferation of communicative language teaching. Additionally, researchers such as Guthrie (1984), Long and Sato (1983), Nunan (1987), and Karavas (1996) have conducted studies aimed at comprehending the implementation of the communicative approach by teachers in classroom settings. Their focus has been on assessing teachers' classroom conduct and the degree to which the communicative approach is put into practice. A majority of these investigations suggest that the actual implementation of the communicative approach in classrooms is infrequent. Despite claims by instructors that they adhere to a communicative approach, the evidence indicates a prevalent adherence to traditional teaching methods in their classrooms. It appears that, in practice, the communicative approach has generated more innovation at the theoretical level than in teachers' day-to-day classroom practices (Karavas, 1996).

Methodology

1. Participants

10 participants, all students at an English course, were recruited for this study. All participants are enrolled in an upper-intermediate level English language course. The selection criteria ensure that participants have similar language proficiency levels at the outset of the study. The participants were randomly assigned to either the communicative approach group or the traditional approach group.

2. Instruments

As a data gathering tool, a questionnaire was utilized. The questionnaire consisted of inquiries and comments covering both qualitative and quantitative aspects. Responses were formulated in direct correlation to the research inquiries. We identified several potentially relevant factors derived from the research questions, and these identified elements were employed in formulating the questions and responses for the questionnaire. The questionnaire employed open-ended questions, providing a clearer assessment of the data. Quantitative responses proved instrumental in data analysis and the subsequent creation of charts.

3. Sample questions:

How familiar are you with the communicative approach in language teaching?

To what extent do you feel the communicative approach promotes practical language use in real-life situations?

Which of the following best describes the impact of the communicative approach on your language proficiency development?

Result

1. Quantitative Results

In our exploration of the Communicative Approach in foreign language teaching at the secondary school level, we gathered valuable insights through a quantitative analysis of participant responses.

Table 1.

Evaluation of answers to the questionnaire of the participants

Question 1: How familiar are you with the communicative approach in language teaching?

Very familiar: 80%

Somewhat familiar: 20%

Not familiar at all: 0%. The majority of respondents are well-acquainted with the communicative approach, indicating a considerable awareness within the participant group.

Question 2: To what extent do you feel the communicative approach promotes practical language use in real-life situations?

Not at all: 10%

Somewhat: 40%

Very much: 50%. The majority of participants believe that the communicative approach significantly promotes practical language use in real-life situations.

Question 3: Which of the following best describes the impact of the communicative approach on your language proficiency development?

Highly effective: 50%

Moderately effective: 40%

Not effective at all: 10%. A substantial number of respondents perceive the communicative approach as highly effective in fostering language proficiency.

Question 4: Would you prefer language courses that primarily use the communicative approach over those following more traditional methods?

Yes: 70%

No: 20%

Undecided: 10%.  A clear majority expresses a preference for courses employing the communicative approach, demonstrating a positive inclination toward this teaching method.

Question 5: How do you believe the communicative approach aligns with your language learning goals and objectives?

Perfectly: 80%

Somewhat: 10%

Not at all: 10%. A significant portion feels that the communicative approach aligns well with their language learning goals, emphasizing its suitability for individual objectives.

Question 6: Which aspects of the communicative approach do you find most beneficial for language learning?

Real-life communication: 50%

Interactive activities: 50%

Contextual language use: 0%

The results indicate a generally positive perception of the communicative approach, with a preference for its practical, real-life application. Respondents recognize its effectiveness in fostering language proficiency and express a desire for its continued implementation in language courses. The findings suggest a need for continued exploration and integration of communicative methods in language teaching, with considerations for incorporating technology as a supportive tool. The quantitative results suggest that the communicative approach has a positive impact on language proficiency and is favorably perceived by students at an upper-intermediate level in comparison to the traditional teaching method in the university context.

Discussion

The outcomes of this investigation indicate that instructors were inadequately equipped to facilitate knowledge-building through the integration of the Communicative Language Teaching (CLT) approach into the new curriculum. This lack of readiness stemmed from insufficient resources, inadequate planning, time limitations, a preference for teacher-centered learning, an inability to implement group work effectively, and a general lack of capacity. Moreover, the teachers were not consulted during the development of the new curriculum.

The quantitative analysis of participant responses sheds light on the nuanced perspectives surrounding the implementation of the Communicative Approach in foreign language teaching at the secondary school level. An overwhelming 80% of respondents indicated a high level of familiarity with the communicative approach, emphasizing a noteworthy awareness within the participant group. This result suggests that educators and students at the secondary school level are well-acquainted with the principles and methodologies of the communicative approach. This heightened awareness is crucial for effective implementation and aligns with the growing recognition of the communicative approach in language education.

A substantial majority (50%) expressed the belief that the communicative approach significantly promotes practical language use in real-life situations. This finding underscores the perceived efficacy of the communicative approach in bridging the gap between theoretical language knowledge and its application in authentic contexts. The positive response aligns with the fundamental objective of the communicative approach, emphasizing the development of communicative competence for real-world communication scenarios.

The quantitative insights garnered from participant responses present a positive narrative regarding the communicative approach in the context of secondary school foreign language teaching. The high level of familiarity, positive perceptions of practical language use, and a strong preference for courses employing this methodology underscore the potential of the communicative approach to enhance language learning experiences. As we navigate the implications of these findings, it becomes evident that the communicative approach holds promise as a pedagogical strategy that resonates with the diverse language learning needs and goals of secondary school students and educators alike.

Conclusion

In conclusion, this study delved into the effectiveness of the Communicative Language Teaching (CLT) approach in foreign language education, employing a comprehensive mixed-methods research design encompassing both quantitative and qualitative methodologies. The examination of teachers' readiness, classroom practices, and students' linguistic competence provided valuable insights into the multifaceted dynamics of CLT implementation.

The exploration into the implementation of the Communicative Approach in secondary school language teaching has provided valuable insights into its impact on language proficiency and communicative competence among students. Through the lenses of participant responses, the perceived benefits of adopting the communicative approach in secondary school language classrooms become apparent.

In conclusion, the Communicative Approach emerges as a potent pedagogical tool with the potential to positively influence language proficiency and communicative competence among secondary school students. The perceived benefits of practical language use, positive attitudes, alignment with individual learning goals, and enhanced familiarity highlight the adaptability and relevance of the communicative approach in secondary school language education. As we navigate the evolving landscape of language teaching methodologies, the communicative approach stands as a promising avenue for empowering students with the skills needed for effective communication in the broader context of their lives.

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