scholarly journals Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks

2000 ◽  
Vol 18 (1) ◽  
pp. 47 ◽  
Author(s):  
Ayse Akyel
Keyword(s):  
Language Teaching ◽  
Communicative Language Teaching ◽  
Adult Esl ◽  
Research Findings ◽  
Teaching Implications

This article examines a number of adult ESL grammar textbooks via an author designed checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form1ocused instruction (FFI). It concludes that although a few textbooks incorporate some of the research findings in CLT and FFI, they are not necessarily those chosen by the teaching institutions.

scholarly journals A Review Paper on ELT Articles Conducted on EFL Teachers’ Perceptions, Practices and Challenges towards Communicative Language Teaching

2021 ◽  
Author(s):  
Netsanet Haymanot Belete
Keyword(s):  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Sampling Techniques ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Research Findings ◽  
Research Questions

This review paper aimed at reviewing English language teaching articles on EFL teachers’ perceptions, practices and challenges towards communicative language teaching. In this review, two ELT articles, which have been conducted on teachers’ perceptions, practices and challenges towards communicative language teaching in EFL classes, were reviewed in detail. While reviewing the articles, the researcher adapted Rideley’s (2008) checklist to evaluate elements of article. Thus, articles were reviewed by focusing on the title, abstract, introduction, research questions, objectives, research design, participants, sample and sampling techniques, data collecting instruments, methods of data analyses, findings and references based on the checklist provided above. The review revealed that the articles had clear objectives, researchable questions, appropriate methods and inevitable conclusions. They tried to answer the questions which were raised in each article, and the objectives went along with the overall research findings. The review, on the other hand, revealed that the participants in the articles were not representative so as to conclude and generalize the overall population by taking only few participants which were selected even by using non probability sampling.

scholarly journals LEARNING VOCABULARY THROUGH GAMES: A CRITICAL REVIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 66-70
Author(s):  
Harits Masduqi ◽  
Fatimah Fatimah
Keyword(s):  
Critical Review ◽  
Vocabulary Acquisition ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
Learning And Teaching ◽  
The World ◽  
Research Findings

For decades linguists have been interested in doing research on English vocabulary and vocabulary teaching. In the article Learning Vocabulary through Games published in the Asian EFL Journal, Huyen and Nga investigate the benefits of using games for their students’ vocabulary learning. They argue that games are helpful for students to enrich their English vocabulary acquisition. As of May 2021, the article has been quite influential and cited for 381 times by scholars and students around the world. This paper presents a critical review of the aforementioned article. The discussion is mainly centred on the relation between the research and communicative language teaching, strengths and weaknesses of the research, and reflection of the research findings on the authors’ learning and teaching experience.

First Steps toward a Model of Interactive Whiteboard Training for Language Teachers

2010 ◽  
pp. 197-215 ◽  
Author(s):  
Euline Cutrim Schmid ◽  
Estelle Schimmack
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Technology Training ◽  
Communicative Language Teaching ◽  
Interactive Whiteboard ◽  
Language Teachers ◽  
Computer Assisted ◽  
Video Recordings ◽  
Research Findings ◽  
Teacher Professional

This chapter presents findings of a research project that investigates a model of interactive whiteboard technology training that incorporates a) a “bottom up” approach to teacher professional development in Computer Assisted Language Learning, and b) a pedagogical framework based on a socio-cognitive view of communicative language teaching. The chapter reports on a study conducted with a group of nine English teachers at a secondary school in Germany. Research data were collected via classroom observations, video recordings of IWB training workshops and in depth interviews with the teachers. The research findings shed some light on a) the various competencies that may be required by language teachers who want to exploit the IWB towards a socio-cognitive view of communicative language teaching and b) some principles for the design and implementation of an IWB technology training which would best assist the teachers with achieving this outcome.

scholarly journals IMPLEMENTATION OF GROUP WORK IN THE CLASSROOM

2015 ◽  
Vol 12 (1) ◽  
pp. 97-106
Author(s):  
Usman Karim
Keyword(s):  
Group Work ◽  
Work Group ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Traditional Teaching ◽  
Teaching Techniques ◽  
Grammatical Knowledge ◽  
Information Gap ◽  
Traditional Language ◽  
Research Findings

One of the techniques which is a breakthrough to traditional lock step language teaching is group work. The traditional lockstep language teaching focuses teaching language on the explicit explanation of grammatical aspects, asking students to read and translate  line by line, memorizing difficult words, repeating words, phrases and sentences, and memorizing dialogues. This way, students tend to be passive and have lack of language practice in the classroom.  In other words, language teaching focuses on presenting grammatical knowledge, not on the use of language.  The traditional teaching now has been replaced by the various innovative and effective language teaching  techniques since the emergence of communicative language teaching in 1970s. One of them is group work.  Group work is learning together in a small group of four or five to work with language. Through group work, students can have more chance to practice the use of language in the classroom. Many research findings  show that group work is superior to traditional language teaching  in terms of learning achievement. Some of the activities which can be implemented through group work in the classroom are to be presented in this paper. They are game, role play, project, information gap, jigsaw, think pair and share, debate, enquiry technique, prioritizing (Expedition to Gunoeng Leuser), and fishbowl technique.     

scholarly journals Is Communicative Language Teaching Being Tested Communicatively? An Analysis of English Tests in Oman

2018 ◽  
Vol 11 (11) ◽  
pp. 83
Author(s):  
Maya Rashed Hamdan Al Mamari ◽  
Abdo Mohamed Al-Mekhlafi ◽  
Thuwayba Ahmed Al-Barwani
Keyword(s):  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Ability ◽  
Descriptive Content ◽  
Random Integration ◽  
Test Specifications ◽  
Actual Content ◽  
Research Findings ◽  
S Model

This paper investigates the degree of communicativeness of English final tests in Oman. It is a descriptive, content-based analysis of Five Final tests from 2011 to 2016. A framework and a checklist were developed for purposes of analysis. The framework was based on Bachman and Palmer's model of language ability (2010) and grade 10 English test specifications. Research findings reveal: (i) A discrepancy between test specifications of English final tests and the actual content of the tests (ii) That communicative competence was not fully addressed in the English final tests (iii) That the input used in English final tests lacks authenticity (iv) The majority of the test components used suitable language in a limited context with limited instructions given for some components. There was also lack of constructed responses (v) There was no integration between two skills or elements on the test, except for a random integration between vocabulary and reading.

scholarly journals Communicative Language Teaching

2019 ◽  
Vol 5 (12) ◽  
pp. 393-396
Author(s):  
S. Mammadova
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Real Life ◽  
Communicative Language Teaching ◽  
Learning Tasks ◽  
Eclectic Approach ◽  
Research Findings ◽  
Approach To Teaching ◽  
Methodological Principles ◽  
Principles Of Learning

The purpose of this article is to provide an introduction to communicative language teaching (CLT) and to describe methodological principles that facilitate the language learning process. CLT furthermore takes a pragmatic or performance-based approach to learning. Its goal is to promote the development of real-life language skills by engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT methodologies embrace an eclectic approach to teaching, which means they borrow teaching practices from a wide array of methods that have been found effective and that are in accordance with principles of learning as suggested by research findings in research in SLA and cognitive psychology. Its open-ended or principle-based approach allows for a great deal of flexibility, which makes it adaptable to many individual programmatic and learner needs and goals.

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.

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