Recent Trends in Communicative Syllabus

Introduction

The educators in the other parts of the world are proposing to adopt the other language in their teaching. Their aim doesn’t change in the traditional aim of learning. Through the different adaptation on the languages such as the English, Japanese, French, and other languages make the students be more open about the global changes. The importance of language can be compared in the importance of the nationality and if a student manages to learn the various languages, for sure there is a need for a little adjustment and can give the student an opportunity to communicate with the other people. Language is the most basic way to communicate and the students definitely create different perception in the emerging communicative syllabus.

The Communicative Syllabus

The communicative syllabus is design because of the increasing concern and attention. The syllabus incorporated the movement in the grammatical and situational syllabus to the communicative or notional or functional syllabus. The approach to the communicative syllabus is truly functional into the language teaching and rests on the functional view of the nature of language and the cognitive view of learning the specific language. The comprehensive model and adaptation establish the communicative competence in the present and future settings (Leimbigler, 2004).

The communicative syllabus promotes the teaching of languages and actually intended not to use only within the four corners of the classroom but also for the curriculum development (Diffey, 1992). The continuous development on the syllabus only pertains that the education doesn’t stop in the use of the natural language but also with the concern on the modern languages. This critical view about the languages states that the communicative competence is indeed needed within the pedagogical settings (Domke-Damonte, 2002).

The Evolution of the Communicative Syllabus

The communicative syllabus for teaching the discipline in learning the second language acquired the popularity in other developing countries. Teaching the second-language can provide the needs of the learner groups which are in the matter of the circumstances such as the challenges that come along with it (Leimbigler, 2004). The importance of learning the second language emphasizes in the future application of the student. For example, the businessman can gain advantage in communication if he has the knowledge about the second learning (Domke-Damonte, 2002).

Due to the different applied methods and approach establish the proficiency guidelines. The adaptation of the nations on the communicative model investigates the effectiveness of the multidimensional approach which integrates in the language and the cultural component. The value system of the communicative syllabus develops in an increasing complex in teachers and in learning. The intentions in teaching the different languages are in a broad concept in the communication requirements. Teaching the type of pronunciation or how to say the word, read, and writes the words in the foreign language is part of teaching. The communicative competence is in the replacement of the grammatical forms and covering the different approach in learning the languages. In the combination of the linguistic-functional and experiential-communicative activities, the creation of the relationships and the exchanges of information can be established. Moreover, the involvement of the teacher is placed on the involvement of the particular crucial performance levels (Diffey, 1992).

Task-Based Language Learning and Second Language Acquisitions

The communicative learning in the schools is emphasized in the syllabus and its guiding principles take an essential part in the teaching languages. Through the measurement of the effectiveness of the trends in the learning the languages, the task-based language learning and second language acquisitions can be the most applicable and effective way to promote the communicative learning. First, the task-based are the meaning-based activities that are related in the actual communicative needs of the learners. On the other hand, the acquisitions on the second language are genuine and natural in the classroom. The activities involve the participation of the other students and through the simple communication the rare and discrete linguistic forms can be acquire simultaneously. The priority of the learners to commit in finding existing linguistic resources describes their concern and attention in learning the languages and in return, creating their own structure of languages with the appropriate meaning enclosed to it (Klapper, 2003).

Conclusion

“Learn the different languages, and you already traveled the world”. This quotation of the anonymous philosopher is one of the basic sayings that respect the values of other languages. In addition, a person can identify the other person not only through their skin color but also in the way they speak. The languages carry the culture and the nationality of the person and through the languages people can understand each other.

References:

Diffey, N., 1992. Second-Language Curriculum Models and Program Design: Recent Trends in North America, Canadian Journal of Education, Vol. 17. No. 2 [Online] Available at: http://www.csse.ca/CJE/Articles/FullText/CJE17-2/CJE17-2-06Diffey.pdf [Accessed 02 March 2010].

Domke-Damonte, D., 2002. Language Learning and International Business, SAM Advanced Management, Vol. 66, No. 1.

Klapper, J., 2003. Taking Communication to Task? A Critical Review of Recent Trends in Language Teaching, Language Learning Journal, No. 27 [Online] Available at: http://www.ittmfl.org.uk/modules/teaching/1b/paper1b4.pdf [Accessed 02 March 2010].

Leimbigler, S.Z., 2004. Towards a Communicative Curriculum for Teaching Chinese to Students in Japan, NUCB JLCC, Vol. 6, No. 2 [Online] Available at: http://www.nucba.ac.jp/cic/pdf/njlcc062/p073_82.pdf [Accessed 02 March 2010].