Completion

Completion;

Addition;

Addition can be simple- such as a drill for adding tail-questions. It can also be accumulative – such as the addition of modifiers.

This latter technique is very suitable for practicing word order.
Teacher ; Two boys came.

Students ; Two boys came.

Teacher ; School, young

Students ; Two young schoolboys came.

Teacher ; Yesterday

Students ; Two young schoolboys came yesterday.

Pattern practice is very suitable for drilling problem areas, especially when used for a few minutes at the beginning or end of a lesson.

The Communicative Approach;
Advocates of the communicative approach ascribe the emergence of their movement early in the 1970 s to at least three major roots; 1. work on ESP which started in the 1960 s, 2. the notional and functional categories of language and the subsequent taxonomy developed by David Wilkins , 3. development in discourse analysis in which linguists like J. McH. Sinclair started to think that the key to language lay in extended samples of language (discourse) not in sentences and clause. The theoretical concepts have been developed by Henry Widdoson. Also sociolinguistic studies have been brought to the scene.
The Central Idea;
One of the central ideas in the distinction between linguistic competence and communicative competence . The first is associated with usage and has been limited by linguists to the study of the sentence and sentence components . The second is associated with use and discourse , i.e, language samples that exceed the sentence in length and that involved appropriateness of use and coherence.
The aim of language course is to develop communicative competence as well as linguistic competence. The second being subsidiary to the first. Thus, the course should concentrate on the functional- notional categories of language rather than on grammatical categories. In the process of training to inculcate a notion or a language function a variety of grammar patterns may be introduced.
Gradation of materials does not follow a rigid scheme of controlled vocabulary or structures , but a scheme in which notions are introduced at a simple level of rhetorical competence . With recycling the same notions more complex rhetorical competence is developed.
The three other principles besides the central idea which says that language is a means of communication . They are as follows;
1. Language use is an individual process in which the user expresses his individuality and in terest.
2. Language use is social phenomenon in which communication takes place in a social context.
3. Language use is enjoyable. Enjoyment is present in the use of the language as well as in the language learning and language teaching.
4. Language is a essentially means of communication and no one can express his feelings and needs without using language. Therefore, language is considered main tool through which individuals can communicate. Other tools I believe may not replace it.



Best Regards
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