1. Traditional vs. Communicative Materials
The term traditional is used here, to describe a type of the material (textbook) rather than mentioned how old the textbook is. These kinds of textbook are still being published. These try to get students to learn a language as a system. Once they have learned the system, it is hoped that they are then equipped to use the language for their own purpose in any way they think fit. The characteristics of the traditional textbooks, which are pointed out by Grant (1987:13), are:
a. They tend to emphasize the forms or patterns of language (the grammar) more than the communicative functions of language.
b. They tend to focus on reading and writing activities, rather than listening and speaking activities.
c. They often make use of a great deal of L1.
d. They emphasize the importance of accuracy.
e. They tend to focus rather narrowly on a syllabus and examinations.
f. They are often attractive to some teachers, because they seem easy to use, and are highly examination-oriented.
The traditional textbooks are still used since they have a great advantage that a teacher can use them without too much difficulty. However, a problem with traditional textbook is also found that students work through them, sometimes for years, and often conscientiously, whereas, they are incapable of using the language.
Communicative textbooks, then, try to overcome the problem found in the traditional textbook by creating opportunities for the students to use the language in the classroom before using in real life. Nowadays, the word communicative has not been strange. Mostly the new textbook claims to be communicative. Communicative textbooks vary quite a lot, but very broadly, they have the following characteristics:
a. They emphasize the communicative functions of language, not just the forms.
b. They try to reflect the students' needs and interests.
c. They emphasize skills in using the language, not just the forms of language, and they are therefore activity-based.
d. They usually have a good balance among the four language skills, but may emphasize listening and speaking more than a traditional textbook does.
e. They tend to be very specific in their definition of aims.
f. Both contents and methods reflect the authentic language of everyday life.
g. They encourage work in-groups and pairs, and therefore make heavier demands on teachers' organizational abilities.
h. They emphasize fluency, not just accuracy.
Grant (1987:14) further states that a communicative activity is any classroom exercise that helps the students to use the language they have learned in the classroom in real life. Some examples of communicative activities are as follows:
- Students listen to authentic language of real-life purposes. For example, the students might listen to a recording of an airport announcement.
- Students talk to each other as they might in real life with an English speaker, for example, to find out something they do not know. We call these information-gap exercises; the idea is to give the students a purpose for communication.
- Students use reading skills such as those needed in finding information, or the main points, from a newspaper article, etc. which they may need to use in real life.
- Students express themselves in writing in realistic situations, and for realistic purposes, for example, writing a postcard to a pen friend, completing an application form, making notes.
The term traditional is used here, to describe a type of the material (textbook) rather than mentioned how old the textbook is. These kinds of textbook are still being published. These try to get students to learn a language as a system. Once they have learned the system, it is hoped that they are then equipped to use the language for their own purpose in any way they think fit. The characteristics of the traditional textbooks, which are pointed out by Grant (1987:13), are:
a. They tend to emphasize the forms or patterns of language (the grammar) more than the communicative functions of language.
b. They tend to focus on reading and writing activities, rather than listening and speaking activities.
c. They often make use of a great deal of L1.
d. They emphasize the importance of accuracy.
e. They tend to focus rather narrowly on a syllabus and examinations.
f. They are often attractive to some teachers, because they seem easy to use, and are highly examination-oriented.
The traditional textbooks are still used since they have a great advantage that a teacher can use them without too much difficulty. However, a problem with traditional textbook is also found that students work through them, sometimes for years, and often conscientiously, whereas, they are incapable of using the language.
Communicative textbooks, then, try to overcome the problem found in the traditional textbook by creating opportunities for the students to use the language in the classroom before using in real life. Nowadays, the word communicative has not been strange. Mostly the new textbook claims to be communicative. Communicative textbooks vary quite a lot, but very broadly, they have the following characteristics:
a. They emphasize the communicative functions of language, not just the forms.
b. They try to reflect the students' needs and interests.
c. They emphasize skills in using the language, not just the forms of language, and they are therefore activity-based.
d. They usually have a good balance among the four language skills, but may emphasize listening and speaking more than a traditional textbook does.
e. They tend to be very specific in their definition of aims.
f. Both contents and methods reflect the authentic language of everyday life.
g. They encourage work in-groups and pairs, and therefore make heavier demands on teachers' organizational abilities.
h. They emphasize fluency, not just accuracy.
Grant (1987:14) further states that a communicative activity is any classroom exercise that helps the students to use the language they have learned in the classroom in real life. Some examples of communicative activities are as follows:
- Students listen to authentic language of real-life purposes. For example, the students might listen to a recording of an airport announcement.
- Students talk to each other as they might in real life with an English speaker, for example, to find out something they do not know. We call these information-gap exercises; the idea is to give the students a purpose for communication.
- Students use reading skills such as those needed in finding information, or the main points, from a newspaper article, etc. which they may need to use in real life.
- Students express themselves in writing in realistic situations, and for realistic purposes, for example, writing a postcard to a pen friend, completing an application form, making notes.