On the communicative approach to the English language teaching in the context of blended learning

Abstract

The aim of this article is to give an overview of the most popular approaches to teaching English as a foreign language. The most traditional grammar-translation approach is described. In spite of its notorious emphasis on the grammatical structure of the language and its corresponding equivalents in the native language of English learners, this method is considered to have a number of positive aspects, the most important of which is the development of intellectual abilities of learners, because this method is based on the understanding of language as a system and relies on the cognitive approach to learning. The audio-lingual method of teaching is also paid a great attention to. It is emphasized that this method involves multiple repetition of language structures and speech patterns. It leads to their automation which is rather positive for mastering the sound and intonation system of the English language. The communicative method of teaching is admitted to be the most popular nowadays. It involves the change of priorities from mastering grammar and pronunciation to confident communication in the English language in all possible life situations. The proponents of this method highlight its numerous advantages including meaningful communication, student-oriented learning and speech fluency, though disadvantages are not excluded. The works of different modern linguists and methodologists in the field of communicative language teaching are considered. Special attention is paid to the use of the communicative approach to teaching English in the context of blended learning. It is concluded that the communicative method of teaching English in a blended learning environment can be combined with other methods of teaching languages through the use of modern information and communication technologies.