Journal of Pedagogical Inventions and Practices issn no: 2770-2367

 
Discussion.
The communicative methodology involves maximizing access to the language 
process, which is achieved by minimizing the student’s reference to the mother tongue. The
main 
purpose of this method is to teach the student to speak the language fluently and then to think. 
Since the advent of Communicative Language Teaching, teachers and materials writers have 

---

Journal of Pedagogical Inventions and Practices ISSN NO: 2770-2367 
https://zienjournals.com  Date of Publication: 20-03-2022 
______________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________ 
A Bi-Monthly, Peer Reviewed International Journal [91] 
Volume 6 
sought to find ways of developing classroom activities that reflect the principles of a 
communicative methodology.
Fluency is natural language use occurring when a speaker engages in meaningful interaction 
and maintains comprehensible and ongoing communication despite limitations in his or her 
communicative competence. Fluency is developed by creating classroom activities in which 
students must negotiate meaning, use communication strategies, correct misunderstandings, and 
work to avoid communication breakdowns. [2] 
Fluency practice can be contrasted with accuracy practice, which focuses on creating correct 
examples of language use. Differences between activities that focus on fluency and those that focus 
on accuracy can be summarized as follows: 
Activities focusing on fluency: 
❖
Reflect natural use of language; 
❖
Focus on achieving communication; 
❖
Require meaningful use of language; 
❖
Require the use of communication strategies; 
❖
Produce language that may not be predictable; 
❖
Seek to link language use to context; 
Activities focusing on accuracy: 
✓
Reflect classroom use of language; 
✓
Focus on the formation of correct examples of language; 
✓
Practice language out of context; 
✓
Practice small samples of language; 
✓
Do not require meaningful communication; 
✓
Control choice of language; 
Role-play
- is an oral activity usually done in pairs, whose main goal is to
 
develop students' 
communicative abilities in a certain setting.
 
Example: The instructor sets the scene: where is the 
conversation taking place?
 
(E.g., in a café, in a park, etc.)
 
The instructor defines the goal of the 
students' conversation. (E.g., the speaker is
 
asking for directions, the speaker is ordering coffee, 
the speaker is talking about a movie they recently saw) The students converse in pairs for a 
designated amount of
 
time.
 
It is widely agreed that learning takes place when activities are 
engaging and
 
memorable. Jeremy Harmer advocates the use of role-play for the following
 
reasons:
 
➢
It's fun and motivating; 
➢
Quieter students get the chance to express themselves in a more forthright way; 
➢
The world of the classroom is broadened to include the outside world 
–
thus offering a 
much wider range of language opportunities; 
In addition to these reasons, students who will at some point travel to an English speaking country 
are given a chance to rehearse their English in a safe environment. Real situations can be created 
and students can benefit from the practice. Mistakes can be made with no drastic consequences. 
[3] 
Interviews
- An interview is an oral activity done in pairs, whose main goal is to develop 
students' interpersonal skills in the teaching language. Example: The instructor gives each student 
the same set of questions to ask a partner. Students take turns asking and answering the questions 
in pairs. This activity, since it is highly-structured, allows for the instructor to more closely 
monitor students' responses. It can zone in on one specific aspect of grammar or vocabulary, while 
still being a primarily communicative activity and giving the students communicative benefits. The 
interviewing process provides a unique method for determining what children know, and it is an 
innovative addition to a science methods course. Evidence for the effectiveness of the model is 
found in the comments of teachers. Their comments indicate that through the experience they 
have learned to value the process and recognize the importance of many of the topics included in 
the science methods course. Finally, most of the teachers reported their intentions to use the 
interviewing process in their classrooms. It appears, therefore, that interviewing can be a valuable 
part of a science methods course. It is likely that the interviewing process would also be useful if 

---