Structured output focuses on using a correct form, usually something specific that has been worked on in The purpose it to develop comfort with certain forms or structures.
Communicative output focuses less on form and more on the completion of a task that includes using specific language. The purpose is for the students to get their meaning across; accuracy not as big of a
When developing activities, lessons or tasks around speaking, teachers should also be aware of the 3 areas of knowledge that speaking encompasses. Each area should receive attention, though not necessarily all at once. It is advisable to inform the students of these areas, so they are aware of the purpose of the activities.
Mechanics: This area involves the different pieces that make up speaking including pronunciation, vocabulary, grammar and word
Functions: This area describes the uses of speaking whether for transaction or interaction, and when precise understanding is or is not
Social/Cultural rules and norms: This area involves the more subtle cultural value inherent in the language’s culture, such as turn taking, roles of participants, social norms, etiquette and social register etc.
Communicative Approach There are various reasons why this new, innovative approach has become very popular among the learners. To enumerate a few:
1. Communicative is relevant to all four language skills.
2.The concept of Communication can refer both to the properties of language and to social behavior.
3.The concept is a dynamic and intensely practical skill, providing the learners opportunities for thorough and meaningful rehearsal of the English they will need for effective communication.
4.It enables the learners to use the target language to communicate in real life.
5.It places emphasis on developing skills, particularly, speaking skill, within a wide range of communicative settings.
This ‘Communicative revolution’ was mistaken as valid only for teaching the spoken skill, when learners needed to make conversations in English. Of course, the notion is partially acceptable one, since face-to-face interaction is the most obvious kind of communication with other people and learners are made to feel the need of oral skills, when given the greater opportunities for travel and for communication with English speakers.
The Communicative Approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence”. This approach seeks to formulate design for an instructional system, for materials, for teacher and learner roles and behaviours, and for classroom activities and techniques.
