an approach to second language learning that includes sociocultural influences as part of its conceptual foundation.
Sociocultural and Linguistic Influences of Second Language
Learning and their affects on Teaching and Teacher's Role
One approach to second language learning that attempts to take sociocultural influences into account is the communicative approach. According to Boyd (1986), this method of ESL instruction, is learner-centered; the approach focuses on the use of language to communicate. Boyd characterizes the communicative approach as follows:
A communicative approach recognizes that the yield or payoff for a learner is related to the opportunities given the student for self-investment in the learning activities. The learner needs to be motivated or rewarded through engaging in extended conversation in a real context, transacting communication of personal interest, engaging in unrehearsed discourse, and participating in conversation on real topics, using real language, in real time. (p. 1)
Another element of the communicative approach is that its instructional methodology promotes active involvement of learners through activities such as task- or goal-oriented group projects. Boyd (1986) reports that there are several criteria to consider in preparing, selecting, or evaluating communicative activities and materials; these criteria include purpose, content, need, negotiation, and the role of the teacher in second language learning.
What is the role of the teacher in the communicative approach to second language learning in general and ESL in particular? Sheils (1986) notes that the learner-centered emphasis that is part of the communicative approach to teaching of a second language implies an enhanced and more demanding role for the teacher because it is only the teacher who can develop a learner-centered classroom.
Sheils feels that the communicative approach and its underlying educationa...