Bitiruv ishi topshiriq varaqasi

Problems with the traditional approach to teaching English 
According to Su (2007), the traditional approach to teaching English as a 
second or foreign language teachesreading, writing, speaking and listening the four

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language skills separately by stressing “skill orientation and rote memorization, 
where teachers pay a great deal of attention to reading and writing instruction.” 
Another problem that Su sees with the lessons that stick to the Traditional Approach 
is that those “are teacher-centered and emphasize linguistic over communicative 
competence.” This represents a problem since the ultimate goal of the language 
classroom is communication.Su also states that instruction tends to be skill-oriented, 
emphasizing the acquisition of hierarchically arranged skills, with the teacher acting 
as the central authority. Students are viewed as passive participants.  
As Su (2003) states in Su this traditional teaching procedure decreases
students‟ motivation and interest in learning English. Students are encouraged to 
identify a large number of individual words, idioms, and grammatical structures to 
enhance their language competence rather than use the language for real 
communicative purposes. 
2.2.
 
Authentic communication 
Authentic communication refers to the use of English in oral or written 
speeches, which is important because it is widely accepted “that being able to 
interact with others through the medium of English is of crucial importance in 
today‟s world”(Senior, 2011). Therefore, Authentic Communication can be defined 
as the situation in which “students share personal information, anecdotes, 
feelings,opinions,cultural information and so on” (Senior, 2011).  
Considering this,the reaction of the teacher when the student communicates
authentically is very important. The teacher is expected to demonstrate genuine 
interest on what the student expresses, and not only notice if the accuracy of 
students‟ speech is correct. It is important for students to know that the teacher 
values what they are saying, especially in the case of shy students. If they receive a 
positive response towards their speech, their self esteem can improve and they may 
feel more confident to continue to express their opinions.  
A very important aspect on this topic for teachers to consider is that they 
cannot “force (…) students to communicate authentically: it must happen in a 
natural and organic way” (Senior, 2011). As long as they see that their classmates 
share ideas, and considering the reaction of the teacher towards this, they will feel 
confident enough to express their own opinions, whether orally or in writing.  
The topics discussed during the lesson also contribute to create an 
environment as authentic as possible, affecting the body language of speakers and 
listeners “the speakers becoming more intense and eager, and the listeners more alert 
and attentive, perhaps even leaning forward to hear what the speaker is saying” 
(Senior, 2011). 

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“Some teachers believe that it‟s important to control all communication that 
occurs in language classrooms, because when left to their own devices, students will
make significant numbers of linguistic errors. To a certain extent they‟re right. It‟s
very difficult for students to focus on both content and form at the same time. Often, 
when authentic communication is taking place, students struggle to find the words 
to express what they want to say. They often use creative, non-standard ways of 
conveying meaning: gestures, imitation, paraphrasing, circumlocution, analogies 
and so on. In these circumstances, accuracy tends to fly out of the window. But this 
doesn‟t matter: we can focus on accuracy at other points in our lessons” (Senior, 
2011).
To sum up, teacher can take advantage of students‟ natural eagerness to share 
ideas and demonstrate what they know. This natural desire can be used as an 
effective tool that will contribute to create an environment in which students feel 
free to express themselves, and that can help them to develop both their receptive 
and productive skills, since the objective of language is to communicate real and 
meaningful things and considering that the more teachers allow authentic 
communication within the classroom, the more motivated students will become.