The importance of learning and teaching activities in communicative approach in the learning process

Аннотация

The focus of the article is on how the communicative approach can be used while teaching English to non-native speakers. The communicative approach’s goal is to educate students on how to communicate effectively in a foreign language, taking into account the participants, the situation, and the communication’s goals and objectives. The essay goes through how to design training sessions and how to choose linguistic and grammatical content in line with the demands of the communicative approach. Keywords: Communicative language teaching (CLT), Communicative language teaching approach, communicative, method, English as a foreign language, language learners. “Communicative Approach in language learning is an approach that is used in learning the second language or foreign language that emphasizes on the improvement of communicative ability”, that is ”the ability of applying the language principle in order to produce grammatical sentences and understand ‘when, where, and to whom’ the sentences used” (Richard, 1997). Communicative method focuses on language as a medium of communication. It recognises that communication has a social purpose – learner which has something to say or find out.” Communication embraces a whole spectrum of functions and notions” (Richards, Jack C. & Rogers, Theodore S., 2001). The communicative method of teaching English as a foreign language has become more popular recently. Depending on the goals and objectives of communication, the participants, and the environment of communication, this method places a higher priority on the capacity to use the studied foreign language as a means of productive communication. Furthermore, the ability to carry on a discussion even in the face of limitations brought on by inadequate language proficiency is stressed. The communicative approach’s evident benefits include developing students’ communication abilities, boosting enthusiasm to learn the language, and creating interdisciplinary linkages. This aids in the growth of mental capacity, creativity, self-discipline, and cooperative skills. The communicative approach’s key component is that it has the teacher in a foreign language setting model learning scenarios that aid in students’ knowledge acquisition and skill development in a variety of speech activities. Only when employing the proper tools in a certain setting can skills and habits be established. The term «activity» in this context refers to deliberate, driven acts carried out by elements of culture and society under specific conditions and in pursuit of different objectives. Different kinds of connections are developed depending on the circumstances that occur 390 XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE, EDUCATION AND TECHNOLOGY INNOVATIONS in specific surroundings. Debates, even contentious ones on many subjects, can organize speech communication. By fostering a live speech communication environment in the classroom, speaking must be taught. The temperament, skills, life experience, and worldview of the students should all be taken into consideration when teaching a foreign language. English as a foreign language instruction heavily involves the use of communicative incentives. Students’ happiness with language use as a tool of communication is referred to as communicative motivation. If the classroom is welcoming and the interactions between the teacher and students and within the group are polite, motivation will continue to be high enough. In general, only a few teachers concentrate on only one of the four skills in their language-learning classrooms. Most English teachers expect their language learners to develop their communicative competence in reading, speaking, listening, and writing skills as comprehensive outcomes and performances after completing the language modules. However, different skills may appear to be more relevant for specific learners. For example, different learners have different demands for language skills. International graduate students may have the desire to develop their writing and speaking skills due to the high demands of project writing and thesis pressures (Sottie, Mfoafo-M’Carthy, & Moasun, 2018). On the other hand, preschool learners may tend to focus on general skills for overall and comprehensive language development. English teachers should focus on different aspects of communicative competence at different times, as student communication needs are unlikely to remain the same throughout a longer course. A large number of language teaching and learning courses and modules tend to focus on one particular skill, such as CV writing. Thus, some branches of language courses were developed to satisfy particular demands, such as English for Academic Purpose (EAP), English for Specific Purpose (ESP), English for Business Purpose (EBP), and English for Nursing Students, etc. Although many different branches and factors have been developed during the last few decades, the CLT approach may apply to most