Developing competencies for using the interactive whiteboard to implement communicative language teaching in the English as a Foreign Language classroom

2010 ◽  
Vol 19 (2) ◽  
pp. 159-172 ◽  
Author(s):  
Euline Cutrim Schmid
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Interactive Whiteboard ◽  
Language Classroom ◽  
Foreign Language Classroom

Institutionalized utterances, literature, and language teaching

2000 ◽  
Vol 9 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Ian MacKenzie
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Epic Poetry ◽  
Foreign Language Teachers ◽  
Huge Number ◽  
Linguistic Performance ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Lexical Phrases

Linguists have recently suggested that a large proportion of linguistic performance in naturally acquired languages is enabled by the internalization of a huge number of institutionalized utterances, or lexical phrases, or fixed and semi-fixed expressions. This research parallels the discovery, earlier this century, of the oral-formulaic nature of Homeric poetry. Furthermore, although written literature (as opposed to oral epic poetry) is generally assumed to be anything but formulaic, it can be shown that it too necessarily contains a lot of institutionalized expressions, or at least transformations of them, and that our own repertoire of memorized phrases almost certainly comes from literary as well as oral sources. Foreign language teachers clearly need to give serious consideration to the prevalence of lexical phrases, in both speech and writing. Literature can be used in the foreign language classroom as (among many other things) a source of institutionalized phrases.

scholarly journals On Context Theory and Interactive Language Teaching

2015 ◽  
Vol 3 (11) ◽  
pp. 152-156
Author(s):  
Jixin Liu
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Classroom Activities ◽  
Linguistic Rules ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Context Theory

In this paper, the author explores the importance of context in interactive language teaching and how to make the classroom activities interactive through the application of context theory from the perspective of comprehension (listening, reading) and production (speaking and writing) and how to build context in foreign language classroom in accordance with the linguistic rules of English to promote the students’ communicative competence in the context.

scholarly journals Performance for Introverts?

2019 ◽  
Vol XIII (2) ◽  
pp. 139-156
Author(s):  
Silja Weber
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Student Agency ◽  
Social Spaces ◽  
Analytic Methods ◽  
Language Classroom ◽  
Foreign Language Classroom

A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.

scholarly journals Exploring opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT): A case study in a Chinese as a foreign language classroom in a New Zealand high school

2021 ◽  
Author(s):  
◽  
Juliet Kennedy
Keyword(s):  
High School ◽  
New Zealand ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Starting Point ◽  
Language Classroom ◽  
Teacher Awareness

<p>This qualitative case study explores naturally arising opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT) in a New Zealand high school Chinese as a foreign language (CFL) classroom. Although developing intercultural competence is a goal of many school curriculums, teacher awareness and implementation of effective intercultural pedagogies is not yet wellestablished. Exploring the naturally arising occurrences of intercultural teaching practices and behaviours in one classroom with no formal knowledge of ICLT provides evidence of how culture may be currently understood and approached in comparative settings. Existing views on culture provide a starting point for further developing ICLT.  Data collection methods included classroom observations, stimulated recall, unstructured and semi-structured interviews, and written reflections. One teacher and three students from an intermediate level CFL class participated in the study from June to September 2015.  The findings show that while some intercultural pedagogies and behaviours occurred naturally, without an explicit focus on developing intercultural competence students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence in the language classroom. This study suggests that the current cultural activities in class could be transformed into opportunities for developing intercultural competence by adding a regular comparative, connective, and reflective dimension, incorporating the students’ linguistic and cultural experiences. The results of this study illustrate the necessity of expanding teacher awareness and skills in practising ICLT to promote the development of intercultural competence and to increase students’ interest in learning languages in New Zealand.</p>

scholarly journals Interakcja w ujęciach teoretycznych – wieloaspektowy charakter zjawiska

Neofilolog ◽  
2017 ◽  
pp. 163-177
Author(s):  
Magdalena Aleksandrzak
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theoretical Orientations ◽  
Interactional Competence ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Status ◽  
Language Teaching And Learning

The paper concentrates on the notion of interaction with regard to selected theoretical orientations and perspectives. First, the definitions of the three frequently overlapping terms – communication, discourse and interaction – are discussed with particular attention given to their mutual relationships within presented interpretations. Next, the status of interaction in some psychological, sociological and pedagogical orientations is briefly illustrated and a closer look is taken at interaction within cognitive, sociocultural and interactionist approaches to foreign language teaching and learning. The following part of the article focuses on types of interaction in the foreign language classroom. Finally, the selected interpretations of the construct of interactional competence are presented and analysed.

scholarly journals Text in the Foreign Language Teaching

2012 ◽  
pp. 204-209
Author(s):  
N. N. Klementsova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Short Review ◽  
Foreign Language Teaching ◽  
Text Production ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
History Of ◽  
Insight Into

The article offers a short review of the history of text studies undertaken by different branches of linguistic sciences and focuses on the possibilities of the text in the foreign language classroom aiming at the development of the students’ communicative competence. The text is characterized as a form of language units actualization, as structural and semantic entity giving an insight into the mechanism for sense integration in the processes of text production and comprehension. The text is also described as a base for the development of correlating receptive and productive skills of the students.

scholarly journals La commutazione di codice nel parlato dell’insegnante di inglese come lingua straniera Uno studio di caso

2021 ◽  
Author(s):  
Mariagrazia Palumbo
Keyword(s):  
Observational Study ◽  
Foreign Language ◽  
Language Teaching ◽  
Code Switching ◽  
Review Of The Literature ◽  
Positive Effects ◽  
Language Class ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Relationship

In the current study, code-switching is analysed in the context of an English as a Foreign Language class. Following a brief review of the literature on the relationship between code-switching and language teaching, an observational study involving forty-one students in two classes is presented. The analysis is based on class observations, duly recorded and transcribed, and on two questionnaires completed by students and their teacher. Results reveal some positive effects of code alternation in the English as a foreign language classroom.

Sign in / Sign up

Export Citation Format

Share Document