English as a foreign language in Azerbaijan: English teaching in the post-Soviet era

English Today ◽  
2010 ◽  
Vol 26 (1) ◽  
pp. 9-14 ◽  
Author(s):  
Ulker Shafiyeva ◽  
Sara Kennedy
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Methodology ◽  
Rigorous Approach ◽  
Linguistic System ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Traditional Language

During the Soviet era, language teaching methodology in the Union of Soviet Socialist Republics (USSR) was premised on promoting a deep knowledge of a language's grammar and vocabulary. To this end, the selection of texts was centrally mandated, and teaching techniques and activities were carefully controlled and monitored. This rigorous approach to language teaching had both benefits and drawbacks for teachers and students. In response to the drawbacks of traditional Soviet methodology, some teachers and teacher trainers in former Soviet republics are currently promoting communicative language teaching, also known as the communicative approach. Communicative language teaching, as opposed to more traditional Soviet teaching methodology, emphasizes learning to use language to communicate rather than learning language solely as a linguistic system. However, the implementation of communicative language teaching has been problematic, for reasons ranging from government policies to teachers' beliefs and training to students' expectations. The purpose of this article is twofold. We first describe important characteristics of traditional Soviet language teaching methodology and the consequences of that methodology for language learning. Then, we explore the challenges of transforming traditional language teaching methodology (for the teaching of English as a foreign language, in particular) in post-Soviet republics, using Azerbaijan as a specific example.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

scholarly journals Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Hui Su
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Process Philosophy ◽  
Foreign Language Teaching ◽  
Innovation Research ◽  
Teachers And Students ◽  
Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

Beliefs about foreign language learning among students training to teach English as a foreign language

2011 ◽  
Vol 39 (5) ◽  
pp. 645-653 ◽  
Author(s):  
Julide Inozu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Learning Beliefs ◽  
Trainee Teachers ◽  
Teachers Beliefs ◽  
Language Learning Beliefs

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

scholarly journals Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 101-105
Author(s):  
Mariana Karapetyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Language Teaching Methods ◽  
Language Teaching And Learning

While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with the theory of game. The aim of the research is to reveal how games contribute to the improvement of foreign language teaching and learning.

scholarly journals Behaviorism and Foreign Language Teaching Methodology

2017 ◽  
Vol 1 (2) ◽  
pp. 101
Author(s):  
Asep Budiman
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Activities ◽  
Teaching Methodology ◽  
View Point ◽  
Left Behind

ABSTRACT This paper aims at exploring in details about one of the left language learning theoriesnamely Behaviorism. Behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. Regarding this issue, it is very important to ensure that actually Behaviorism is still useful in certain teaching and learning activities in the classroom. This review investigates behaviorism methodology having advantages in learning a language in the classroom. This review also observes the critics of behaviorism and its weaknesses in a learning environment. This inquiry concentrates on the view point of B.F. Skinner, one of the most outspoken behaviorism psychologist and his experimentations about animals. The notion of antimentalism of behaviorism also discussed in the process. Keywords: Behaviorism Theory, Foreign Language, Teaching Methodology

Do student-student interactions improve their language learning? A comparison between GTM and CLT approaches

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Reza Raissi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Translation Method ◽  
Control Group ◽  
Student Interactions ◽  
Grammar Translation Method

Nowadays most of the scholars in the field of foreign/ second language teaching emphasized on learner centered approaches of language teaching and replacing them by old ones. In this research, researcher examined two different teaching approaches which are very common in Iran where English considered as a foreign language, namely Communicative Language Teaching (CLT) and Grammar Translation Method (GTM). Two groups of thirty participants have been participated in this study namely control and treatment groups. Students of the treatment group have received the CLT instruction in which they had high amount of interaction in the considered classes during 14 weeks of the classes while students in the control group didn’t receive any interaction in the target language by implementing GTM approach. Pretest and delayed posttest have been used in this study for measuring student’s proficiency during the course instruction. Results of the experiment have been analyzed descriptively which shows that by implementing CLT among nonnative students, their general knowledge of English can be improved significantly. At the end of the research some useful pedagogical implications have been proposed by the researcher.   Keywords - Language teaching and learning, interaction hypothesis, Communicative Language Teaching, Grammar Translation Method, English as a Foreign Language.

Denotational Incongruencies in TEFL: Cognitive linguistic solutions for a didactic problem

2019 ◽  
Vol 7 (1) ◽  
pp. 67-78
Author(s):  
Olaf Jäkel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Linguistics ◽  
Semantic Analysis ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Intercultural Communicative Competence ◽  
English Classroom

Abstract Denotational incongruencies as a contrastive phenomenon of lexical-semantic analyses have been described in various respects in Cognitive Linguistics (Jäkel 2001, 2003, 2010a, 2014). This contribution based on authentic evidence from the Flensburg English Classroom Corpus (FLECC) (Jäkel 2010b) is going to demonstrate that and how denotational incongruencies also affect foreign language teaching by creating problems of intercultural misunderstanding. The proposed approach to their comparative analysis can hopefully provide solutions. Thus, German “Bitte” is not always English “Please”, just as “Seid ihr fertig?” does not always translate as “Are you ready?” It will be argued that and why the common label of false friends is insufficient in this context. Especially the types of granularity differential and even crosspiece incongruencies pose a didactic problem for teachers whose origin needs to be recognized. First of all, the cognitive field-semantic analysis contributes to a differentiated recognition by the teacher. In a next step, cognitive linguistics can contribute motivated solutions for TEFL and its teaching methodology. In sum, this makes for a two-stage consciousness raising enterprise: Teachers realize in how far denotational incongruencies interfere in their pupils’ foreign language learning. And they find appropriate methods to make their pupils aware of concrete cases of denotational incongruencies – an important ingredient for promoting intercultural communicative competence in foreign language teaching.

scholarly journals A Five-Feature Language Teaching Proposal

Lenguaje ◽  
2013 ◽  
Vol 41 (1) ◽  
pp. 263-281
Author(s):  
Leonardo Herrera Mosquera
Keyword(s):  
Teaching Methods ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Sheltered Instruction ◽  
Teaching Methodology ◽  
Teaching Model ◽  
Communication Practice ◽  
Teachers And Students ◽  
Observation Protocol ◽  
Communicative Teaching

Which language teaching methodology brings the most benefits to learners in terms of communicative and linguistic competences? This is a question linguists, educational researchers, and teachers continuously ask without reaching a concrete consensus. Perhaps the Communicative Language Teaching (CLT) Approach is the preferred response of educators and practitioners. However, do our communicative teaching methods really foster communication practice in the classroom? Is it important to label our teaching approach with a specific name? In this article, I intend to move beyond this label and suggest instead five methodological elements that can be easily implemented in diverse socio-educational contexts. These teaching features correspond to five of the thirty components of the Sheltered Instruction and Observation Protocol (SIOP) Model, which has been adopted in many schools around the world. Because a thirty-component teaching model may become quite overwhelming for teachers and students, a five-feature teaching proposal is herein suggested.

scholarly journals COMMUNICATION-ORIENTED LESSONS: MOVING FROM COMMUNICATIVE LANGUAGE TEACHING TOWARDS TASK-BASED INSTRUCTION

2019 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Diego Ortega-Auquilla ◽  
Uvaldo Recino Pineda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Positive Impact ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Teaching Methods

Communicative-oriented  language teaching methodologies need to have a central role in the current foreign language education. In fact, language teachers are expected to shift away from traditional language teaching methods that have proven to be ineffective for language learning. Nowadays, a movement, which favors and embraces interaction, communication, and negotiation of meaning, is growing in language education; therefore, pre-service and in-service teachers of English need to be responsive to and become aware of the importance of these key aspects. With these notions in mind, the present article can be seen as a contribution  to help language teachers gain an understanding of key theoretical notions related to the emergence of communicative language teaching and its most well-known methods – CLT and TBLT. Additionally, this work analyzed CLT and TBLT as these two language teaching methods are not opposing but in line with the communicative  approach. The importance of implementing communicative-oriented lessons into the English classroom was also examined. In this sense, a table made up of specific guidelines was elaborated by using works of leading experts in language teaching and learning. The table is intended to help teachers to be better equipped to design and implement  TBLT lessons into the classroom, which may have a positive impact  on foreign language learning.

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

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