1. Outline the communicative approach to second language teaching.

In the past the main priority of language teaching was the mastery of grammatical competency. Teaching language was dominated by deductive methods. The shortcomings of the traditional method are now apparent and over the last 25 there has been a departure from this passive style of teaching second language to the modern phenonomen known as the Communicative Language Approach. The CLT was thus born out of the international effort to respond to the present day language learners needs. CLT ensures that language acquisition is no longer passive but an active learning process and it has influenced teaching practices around the world. There are four principles which underpin the communicative approach. We will take a brief look at each of the four principles which are at the heart of CLT. Communicative compentancy CLT focuses on language as a means of communication, so that students can fulfil specific language tasks- business or travel. This is a common sense approach as naturalistic language acquisition occurs through communication. CLT focuses on concrete everyday things that you want to do with the language and allows you to communicate spontaneously in the target language. The communicative approach assigns a central role to group work and pair work as a means of creating opportunities for students to communicate in a natural social setting. Target Language The use of the target language is one of the main principles underlining the CLT. Little ( bath of language acquisition. Turnbull and Miles ( )

states that by exposing oneself to the target language one can create that which is the natural ) believe that immersing oneself in the target language is the most effective way to learn a language. It is necessary to foster communication through the target language in the class to ensure that the students are able to communicate. Authenticity is one of the key concept within the CLT, CLT realises the need to secure the learner into the actual world of language use ( Little) therefore the use of authentic texts and materials are the main source of target language input. Maximising the use of authentic material in the classroom can lead to a genuinely acquisition rich environment and a richer linguistic diet for the students.

Learner Centred CLT focuses on the interests and the needs of the learner, the lesson is learner focused, and the material is relevant to their life and motivating.

Interaction and Task-based learning Interaction and task based learning allow students to learn in an environment which recreates real life situations. It allows them to use the language they are learning for different purposes and it stimulates the natural conversation setting. It sees itself as a natural learning process as a spiral where language is to be recycled not just learned in isolated chunks. The focus is on meaning instead of form. CLT is rewarding because it enable students to use language in an active way, therefore it is mor enjoyable for students and they get a better sense of achievement.

2. Explore the current understanding of the role of form within a communicative approach to second language teaching Traditional teaching approaches gave priority to grammar. The approach to teaching was a deductive one in which grammar was taught in isolation and out of context. Direct instruction, drilling, and repetitive exercises were the norm. Traditional teaching facilitated what Nunan refers to as a linear model of language acquisition. However, this model has proved outdated and inconsistent with the natural process of language acquisition. When observing native speakers it is obvious that they acquire language spontaneously and implicitly and therefore the linguistic wall approach to teaching is in conflict with the natural acquisition of language. In recent years the teaching of grammar has been viewed from a very different perspective. Nunan promotes the organic approach to second language acquisition or the cyclical approach. The building block approach has been replaced by an approach where meaning has priority over form and there is now a living context for the treatment of grammar. However, it is recognised that a focus on meaning alone will is insufficient to create full native like speakers (Long). This is best achieved by the Focus on Form approach whereby an otherwise meaning-focused lesson and by using a variety of pedagogic procedures, learners' attention is briefly shifted to linguistic code features, in context (Long ). This enables students to form structures correctly and also how to use them to communicate meaningfully. It allows students to use grammar to socialise and express their thoughts and feelings through the language. In the inductive approach the students are given sentences with examples of grammar rules and are asked to work out the rules for themselves. In true communicative settings grammar and context are interwoven. Students have to encounter grammar in context to understand why different forms exist and express different communicative meanings. Nunan states that focus on form will show students how to achieve their communicative ends through the appropriate deployment of grammatical resources. Grammar methodologies have been replaced by fluency activities based on interactive small group work (Richards: ). Grammar and context are inextricably linked and this should be brought to the classroom to ensure a true communicative classroom. It promotes that language is better to be acquired incidentally while doing something else. Attention is to be
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paid to linguistic features within a context, and discrete grammar instruction is interwoven into the lesson. Meaning and use must be evident to the learner before attention is drawn to the linguistic features needed to get the meaning across. According to Long focus on form entails a prerequisite engagement in meaning before attention to linguistic features can be expected to be effective.

Explain the processes and strategies involved in second language reading and speaking/oral reaction. In recent years research has shown the best processes and strategies that teach reading, speaking and listening skills effectively. Processes In reading there are two types of processing skills, the bottom-up approach and the top down approach. The bottom up process involves a focus on letters and words for reading and deal with information with little relevance to the higher level knowledge. Its priority is on word recognition, structure, pronunciation and a focus on the relationship between the spoken and the written word. On the other hand with the top-down processes, the uptake of information is guided by an individuals prior knowledge and expectations. Successful reading in the L2 involves both processes. Strategies To promote successful reading it is necessary to employ a number of strategies. Firstly, it is important to ensure word recognition fluency. Readers must recognize printed words accurately and automatically, linking them to representations stored in the mental lexicon. Grabe (2004) states that increased word recognition automatically results from incidental exposure to vocabulary through instruction (Grabe, 2004: 47). Therefore it is necessary to expose students to a rich linguistic diet of vocabulary. By creating a vocabulary rich environment leads to a higher fluency reading rate. This can be facilitated by promoting extensive reading and by developing intrinsic motivation for reading. Background knowledge plays a key role in reading comprehension. To facilitate learners comprehension of a text it is necessary to activate the schema in their minds before reading a text, by activating their background knowledge the students are able to read and comprehend at a much higher level than their ability and they are better equipped to make sense of new experiences and better comprehension skills. To become a competent reader it is necessary to possess both vocabulary and grammar knowledge. However, according to Grabe grammar is better seen as an indirect support system that is developed through comprehension instruction and strategy training.
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When completing the reading task itself there are many strategies that help promote reading skills. There are 4 different ways of reading, scanning, scimming, extensive and intensive, these can all be incorporated into lesson plans. Also to encourage the two processing skills, prereading, while reading and post activities can be incorporated to ensure successful reading.

Explain and discuss the relevance and organisation of a thematic approach to second language teaching and learning, and in particular relate this approach to the development of the four skills According to the National Standards for Language Teaching, teaching instruction can be enriched when teachers use thematic units. In the thematic approach many areas of the curriculum are connected together and integrated within a theme. The thematic approach allows learning to be more natural and less fragmented. In language teaching in particular the thematic approach is particulary useful as vocabulary is recycled and reinforced on a daily basis. The thematic unit focus on content area information, engages students in activities in which they must think critically, and provide opportunities for students to use the target language in meaningful contexts. It guides connected ideas and allows easy transition from one topic to another. By following the thematic approach students enjoy learning and are more actively involved. The four skills of reading listening speaking and writing develop quickly within a thematic unit as each lesson is connected and reinforced by the other. Creating thematic units takes time, it engages students and provides them with a meaningful and exciting content in which to learn a new language. Thematic units allow the teacher to incorporate a variety of language concepts into a topic area that is interesting and gives students a reason to use the target language, the lessons integrate language, content and culture into activities that allow students to practice the language and prepare them to use it in a variety of context. Planning a thematic approach to teaching and learning is beneficial to all students. It provides students with a focus and helps them understand the relevance of the lesson.

Discuss the importance of developing learner identity in the second language classroom and link this to developing powerful second language learning tasks.

Autonomy is at the heart of native language acquisition. In order for language learning to be successful a certain degree of autonomy is necessary. In order for a student to redefine themselves and their relationship towards the world in a second language context, they must first function independently in the language. This involves allowing the students choices about what is to be done and said. It regards their own responses, what the learner feels, and allows them to express meanings that are important to them. It is necessary to find the linguistic ways and means to express their identity in second language contexts. Real language is messy and instantly responsive to the moment in real language situations students have the space to express who they are, and these responses entail aspects of autonomy. By allowing autonomy in the classroom it establishes a personal agenda for learning. To increase autonomy in the classroom it is necessary to introduce identity affirming tasks.