born in the context of teaching a second language and, specifically, within a methodology, communicative. Follows the tradition of notional-functional methods, developed in Europe during the sixties, in which the most important thing is to teach a language to use to communicate. This type of approach has its origins in the philosophy of language (Wittgenstein, Austin, Searle, etc..), And the functionalist conception of language that developed it. Also is influenced by sociolinguistics, from the early work on text linguistics and in the field of didactics, pedagogical renewal movements and active learning. According to this view, language is a closed set of knowledge that students have to memorize, but a useful communication tool to get things: order a coffee in a bar, read the newspaper, expressing feelings, asking for information, show kindness, etc. . The specific action that achieved a goal is called speech act and is in the encoding or decoding of a linguistic text. The complete set of speech acts is the set of things that can be achieved with the language and can be classified with large generic groups of functions: greeting, request a speech turn, apologize, express opinions, etc.. These functions relate to the linguistic resources for (the notions): vocabulary, structures, abstract concepts, etc. and are the contents and objectives of communicative language course.
In the classroom, is taught the language from this point of view. The purpose of a class or lesson is to learn to perform a specific function in the language you learn. The methodology is very practical in two senses: first, the content of the class are the same uses of the language, such as occurring in the street (not the abstract grammar underlying them), and secondly, the student is constantly active in the classroom: listening, reading, talking with colleagues, practice, etc. For example, students listen achievements a function, understand them, repeat them and begin to practice so they subconsciously learn the vocabulary and grammar in them.
Carlos Lomas points out in his book "Science of language, communicative competence and language teaching, communicative approach that mainly arises from the relationship that should exist between the School of Language learning and performance that it has in the life social.
The language is learned in context in the use of it is socially, therefore, the teaching of language should assist with other disciplines to realize the inserted language in a communicative context that transcends the linguistic. Human communication, since this approach goes beyond the verbal and relies on knowledge of the context in which it occurs, sign language, varieties of language use.
Therefore, the view of language must be broad and disciplines such as Pragmatics, Sociolinguistics, Text Linguistics, Psycholinguistics are important supports for the understanding of language as a human phenomenon and the lift of a proper approach to teaching.
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