scholarly journals DIDACTIC INNOVATION IN TEACHING, LEARNING THE KICHWA LANGUAGE FROM THE COMMUNICATIVE APPROACH

2022 ◽  
Author(s):  
José Antonio Duchi Zaruma
Keyword(s):  
Communicative Approach ◽  
Teaching Learning

COMMUNICATIVE METHOD IN TEACHING UNIVERSITY STUDENTS FOREIGN LANGUAGES

2021 ◽  
Vol 4 ◽  
pp. 58-63
Author(s):  
T. TKACHEVA ◽  
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Teaching Methods ◽  
Foreign Languages ◽  
Communicative Approach ◽  
Teaching Learning

In this article the main principles, relevance and prospects of the communicative approach in teaching university students foreign languages are considered. Special emphasis is given to the versatility of the method application in teaching a big variety of themes, including highly specialized ones, by creating a comfortable teaching/learning environment that makes it easier for students to study the material and overcome the difficulties that are typical for classical teaching methods.

scholarly journals Task-based Language Teaching and Text Types in Teaching Writing Using Communicative Approach

2018 ◽  
Vol 42 ◽  
pp. 00064 ◽  
Author(s):  
Ni Nyoman Riyana Sari ◽  
Dewa Komang Tantra ◽  
Made Hery Santosa
Keyword(s):  
Language Teaching ◽  
Teaching Writing ◽  
Significant Difference ◽  
Writing Competency ◽  
Text Types ◽  
Comparison Groups ◽  
Communicative Approach ◽  
Teaching Learning ◽  
Post Hoc ◽  
Language Competencies

One of the most important language competencies in teaching learning process is writing. The present study focused on investigating the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency at SMP N 2 Kediri viewed from text types(i.e. descriptive, recount, and narrative). To analyze the data, the design of the experimental study was posttest-only comparison groups by involving 60 students that were selected as the sample of the study through cluster random design. The sample’s post tests were assessed by using analytical scoring rubric. The data were then analyzed by using One-way ANOVA and the post hoc test was done by computing Multiple Comparison using Tukey HSD Test. The result showed that there was significant difference of the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency. These findings are expected to give contribution in teaching English, particularly writing.

scholarly journals استخدام كتاب العربية بين يديك بالمدخل الإتصالي بدار اللغة العربية بندا أتشيه

2021 ◽  
Vol 10 (2) ◽  
pp. 178
Author(s):  
Ali Basa ◽  
Intan Afriati ◽  
Fadhilah Fadhilah
Keyword(s):  
Learning Process ◽  
Native Speakers ◽  
Language Skills ◽  
Direct Methods ◽  
Arabic Language ◽  
Learning Material ◽  
Communicative Approach ◽  
Skills Learning ◽  
Teaching Learning ◽  
Banda Aceh

Many factors influence the success of learning Arabic for non-native speakers. One of the textbooks is the Al-Arabiyyah Baina Yadaik book. Darul Lughah Al-Arabiyyah Banda Aceh uses this book in learning four language skills and their elements with a communicative approach. This research focuses on learning Arabic using the “Al-Arabiyyah Baina Yadaik” in Darul Lughah Al-Arabiyyah Banda Aceh. This research is descriptive, where the data is collected through interview and documentation. The resource persons in this study were the Director and one of the teachers at Darul Lughah Al-Arabiyyah Banda Aceh. The result shows that: The process Arabic teaching learning uses direct methods, where the teacher and students communication in Arabic, again the teacher encourages students to be involved in the Arabic learning process. In addition, The teacher is in use himself to speak Arabic with the student outside the classroom. The teacher explains the Arabic language skills learning material and its elements well and uses many exercises to master the materials being studied.

scholarly journals Communicative Approach in the Teaching-Learning Process of English as a Foreign Language

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Jairo Vicente Sánchez Freire ◽  
Osmany Pérez Barral
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Communicative Approach ◽  
Teaching Learning

El artículo tiene como objetivoproponer una enseñanza delidioma inglés basada en contextosde la vida cotidiana, mediante elenfoque comunicativo. Asimismo, se haceuna revisión teórica sobre este tema,comparado con el método de traduccióngramatical, donde se analiza la efectividaddel enfoque comunicativo en el proceso deenseñanza-aprendizaje del inglés. Lainvestigación es de tipo descriptivaexplicativa, donde se determina que, losdocentes desarrollan métodostradicionales aplicados a la enseñanza delinglés. En este sentido, la experienciapráctica demuestra en la actualidad, que, laaplicación del enfoque comunicativo esmínima, limitándose el desarrollo delproceso de enseñanza del idioma inglés.Este método, fomenta el uso de actividadessignificativas, donde, los estudiantes estánexpuestos a situaciones reales en contextosdiferentes del aula. Los resultados, seasocian a un cambio positivo a partir demétodos comunicativos en el aprendizaje yenseñanza del inglés

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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