scholarly journals Enhancing knowledge-building through communicative language teaching

2021 ◽  
pp. 1-16
Author(s):  
Mildred Shingirirai Nyamayedenga ◽  
Lizette de Jager
Keyword(s):  
Cultural Theory ◽  
Knowledge Building ◽  
Language Teaching ◽  
School Curriculum ◽  
Communicative Language Teaching ◽  
Experiential Learning Theory ◽  
Structured Interviews ◽  
Primary School Curriculum ◽  
Do So

Zimbabwe's new primary school curriculum aims at enhancing knowledge-building through the use of communicative language teaching (CLT) to assist both the teachers and the learners to solve problems. In this qualitative case study, we investigated the extent of teachers' inclination to use the CLT approach. To do so, the study was guided by Socio-cultural Theory (SCT) and the Experiential Learning Theory (ELT). Five purposively selected participants in the Warren Park/Mabelreign District in Zimbabwe responded to semi-structured interviews and were observed while they were teaching. The analysis revealed that although teachers understood that knowledge-building can be enhanced by CLT they are ill prepared to implement it because they lack the skills and the knowledge, and they have to cope with inadequate resources. Consequently, teachers still follow traditional pedagogic practices that do not lead to knowledge-building in learners. We recommend that a number of workshops be offered to in-service teachers and stakeholders on how to employ CLT activities that enhance knowledge-building.

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

2016 ◽  
Vol 8 (4) ◽  
pp. 224 ◽  
Author(s):  
Lubna Ali Mohammed ◽  
Sidek H.M ◽  
Murad Abdu Saeed
Keyword(s):  
Secondary School ◽  
English Language ◽  
Evaluation Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
School Level ◽  
Response Evaluation ◽  
Senior Secondary School ◽  
Senior Secondary

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on  Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA). 

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

scholarly journals The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

2019 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Makrina Zafiri ◽  
Vassiliki Vakalopoulou ◽  
Vassiliki Pliogou
Keyword(s):  
High School ◽  
Foreign Language ◽  
Differentiated Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Small Scale ◽  
Structured Interviews ◽  
Before And After

In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

scholarly journals HOW COMMUNICATIVE LANGUAGE TEACHING METHOD ACTIVATE STUDENTS LEARNING PROCESSES IN SECONDARY SCHOOLS IN TANZANIA

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Irene Mollel
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Learner ◽  
Target Language ◽  
Unique Contribution ◽  
Qualitative And Quantitative

Purpose: The purpose of this study was to make a thorough assessment of how communicative language teaching method activates student learning process in secondary schools in Tanzania, particularly Arusha district. Methodology: This study employed both qualitative and quantitative approaches under case study design and data were gathered through questionnaires and interviews. Data obtained were analyzed using descriptive and thematic analysis. Findings: Results from the study reveals that, CLT promotes learner’s self-expression abilities using a target language; build learners communicative competences; Create and maintain the interaction between language, learner and the speaker and enhance easy assessment of the learners' practices and development.   Unique contribution to theory, practice and policy CLT method is the best approach to be adopted by all teachers on instructing learners’ new language particularly the English language. The scrutiny of this study will help the policymakers to review the curriculum and add utmost CLT activities to be done in and outside the classroom thus enable students to get more time to practice the language.

scholarly journals Exploring Communicative Language Teaching Principles Alignment of English Textbook in Saudi Arabia Middle School

2021 ◽  
Author(s):  
Ahmed O. Alharbi
Keyword(s):  
Middle School ◽  
Saudi Arabia ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Textbook Analysis ◽  
Target Language ◽  
Linguistic Complexity ◽  
Teaching Principles

This paper aims to analysis an English language textbook used in “middle school” (high school) in Saudi Arabia in-depth, to ascertain the type of pedagogy pushed by the teacher’s book. The criteria of analysis are adapted from Communicative Language Teaching (CLT). These criteria are used to analyses the textbook in terms of how communicative it is and personalised, how authentic, how meaningful; its degree of linguistic complexity; whether it is scaffolded, accuracy or fluency oriented; and how much of all each of these categories is in the textbook activities. The methodology of this paper is qualitative and presents only one aspect, textbook analysis, of a broader case study which forms part of a Ph.D. project that explores the factors behind the failure of implementation of CLT in Saudi Arabia. The results of this analysis show that in the textbook there is a careful balance between accuracy and fluency. There are some person, alised and meaningful activities, however most of the activities lack of authenticity which limits freedom for the students in using use the target language.

scholarly journals Chasms of Communicative Language Teaching: Perils of Pupils in Primary Schools of Bangladesh

2021 ◽  
Vol 10 (4) ◽  
pp. 275-291
Author(s):  
Mohammed Shamsul Hoque ◽  
J Karthikeyan ◽  
Md Monjurul Islam ◽  
Md Kabirul Islam
Keyword(s):  
English Learners ◽  
Primary Schools ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Local Context ◽  
Structured Interviews ◽  
Before And After ◽  
Lesson Delivery ◽  
Learner Empowerment ◽  
Teaching Learning

The success of the Communicative Language Teaching (CLT) approach at primary schools of Bangladesh has recently been questioned seriously. No measures have yet been taken to remedy the apprehended failure of CLT programs in the country. This inquiry focuses on the perils of pupils in the forms of shaming, failure, and fear for the tyranny of the current CLT curriculum. A mixed research method was used to conduct a comprehensive analysis of the learners’ situation through a questionnaire survey with participation of 211 CLT practitioners, an FGD with 12 participants and semi-structured interviews with 15 English learners. Along with lack of teacher empowerment mechanisms, other challenges for young learners (YLs) included problem of enduring class rules, their inability to cope with difficult texts, fear of failure in lessons, tests, and physical and psychological sufferings inflicted on them during, before and after the delivery of the lessons. The findings reveal the need of a modified CLT curriculum with provisions for innovative pedagogy, learner care and learner empowerment. Provisions for use of L1 Bangla in lesson delivery, inclusion of learner culture and local context in the teaching-learning of English are recommended to ensure expected outcomes.

scholarly journals Communicative Language Teaching Strategies for German as a Foreign Language in Uganda

2017 ◽  
Vol 8 (1) ◽  
pp. 8 ◽  
Author(s):  
Samuel Sekiziyivu ◽  
Christopher B. Mugimu
Keyword(s):  
Language Learning ◽  
Teaching Strategies ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teacher Competence ◽  
Structured Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional

The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students’ excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners’ acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers’ experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.

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