Using communicative approach in the learning process

Аннотация

The article is devoted to the consideration of the communicative approach in the practice of teaching English as a foreign language. The purpose of the communicative approach is to teach how to use the studied foreign language as a means of constructive communication, depending on the goals and objectives of communication, participants and the situation of communication. The article discusses the ways of constructing training sessions, the selection of linguistic and grammatical material in accordance with the requirements of the communicative approach. Keywords: Communicative language teaching (CLT), Communicative language teaching approach, communicative, method, English as a foreign language, language learners. Recently, the communicative approach has been gaining popularity in the practice of teaching English as a foreign language. This approach prioritizes the ability to use the studied foreign language as a means of constructive communication, depending on the goals and objectives of communication, participants and the situation of communication. Also, the emphasis is on the ability, in principle, to maintain a conversation, even in the presence of restrictions associated with insufficient command of the language. The undeniable advantage of the communicative approach lies in the formation of students' communicative skills, increasing motivation in learning the language and establishing interdisciplinary connections. This contributes to the development of cognitive activity, imagination, self-discipline, skills of joint activity. The essence of the communicative approach lies in the fact that the teacher in the classroom in a foreign language models learning situations that help students acquire knowledge and master skills in various types of speech activity. Skills and habits are formed only in activities using the necessary means and in a certain environment. The concept of "activity" in this case can be considered as purposeful motivated actions with units of life and culture in certain conditions, pursuing various goals. Depending on the conditions that exist in certain environments, various relationships are formed. Speech communication can be organized through dialogues, problematic dialogues on various topics. It is necessary to teach speaking by creating conditions for live speech communication in the classroom. In the process of teaching a foreign language, the personal qualities of students should be taken into account: temperament, abilities, life experience, worldview. Communicative motivation plays an important role in the process of teaching English as a foreign language. Communicative motivation involves the satisfaction of students as a result of using the language as a means of communication. Motivation will remain at a sufficiently high level if the atmosphere in the classroom is friendly, and the relationship within the group and between the teacher and students is respectful. An important factor in ensuring communicative motivation is the role-playing game. The game allows you to effectively stimulate the activity of students of any age. It maintains interest in communication in a foreign language, expands the subject content of the language being studied, making it possible to go beyond the limited field of activity, allows you to expand the boundaries of your own experience by playing the roles of people of different professions and characters. An equally effective way of teaching a foreign language within the framework of a communicative approach can be work in pairs and various forms of working with text. It should be emphasized the simultaneous pair work, which is one of the forms of organizing the activities of students in the classroom. The easiest way to organize it is to do exercises in pairs. In such work, substitution tables with a speech task, block diagrams of the dialogue can be used. These are mini-dialogues, congratulations on the holiday, question-answer exercises, dialogue-exchanges of opinions. You can conduct speech exercises in the form of mini-dialogues. Learning communication skills is facilitated by various types of work with text: drawing up a text plan, answering questions and composing your own questions, formulating a position on what has been read, detailed reading, searching for synonyms for words from the text, filling in gaps with sentences from texts, restoring the chronology of the plot of the text. In the conditions of the classroom system, when there are no real communicative situations, the text for reading can become an incentive to discuss a variety of problems, as well as provide the necessary factual and linguistic material for the formulation of one's own statement and serve as a model for it. In addition, the text contributes to the formation of socio-cultural competence. 174 The communicative approach to teaching the grammatical phenomena of a foreign language involves a communicatively oriented organization of grammatical material and th