Applying the Communicative Approach in Teaching English Language: Impediments and challenges, Taza and Taounante Regions as a Case Study

2020 ◽  
Author(s):  
Sofian Herouach
Keyword(s):  
English Language ◽  
Teaching English ◽  
Communicative Approach

scholarly journals Applying the Communicative Approach in Teaching English Language: Impediments and challenges, Taza and Taounante Regions as a Case Study

2020 ◽  
Vol 11 (01) ◽  
pp. 20674-20691
Author(s):  
Sofian Herouach
Keyword(s):  
High School Students ◽  
English Language ◽  
Field Work ◽  
English Teachers ◽  
Language Teachers ◽  
School Students ◽  
Approach To Learning ◽  
English Language Teachers ◽  
Communicative Approach

The present study is an attempt to investigate the impediments that stand against implementing the communicative approach among high school students. The study focuses on 2ndyear baccalaureate students: their prospective year of graduation, taking two regions as case studies Taza and Taounante cities. This paper tends to tackle the approaches that English language teachers tend to apply, the reasons that prevent English language teachers from implementing the Communicative Language Approach (CLA) and the measures that can be applied to enable teachers so as to execute the CLA. The review of literature is inclusive and refers to English theories that first introduced the communicative approach to learning. The field work is conducted through distributing a representative number of questionnaires and interviews. Questionnaires were distributed for both second baccalaureate students and English teachers and conducted interviews with them. This research paper argues that overcrowded classes, time constraints, lack of appropriate materials and the students’ low level of English are the main reasons that make English teachers abstain from implementing the CLA.  Additionally, based on the findings, the study argues that having limited number of students, maintaining in-service trainings for the teachers and the availability of appropriate materials are the measures that should be met to implement the communicative approach in teaching.

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

scholarly journals PRE-SERVICE TEACHERS’ TEACHING PERFORMANCE IN TEACHING ENGLISH TO YOUNG LEARNERS: INSTRUMENTAL CASE STUDY APPROACH

2018 ◽  
Vol 6 (2) ◽  
pp. 85
Author(s):  
Debora Chaterin Simanjuntak
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Teaching Performance ◽  
Sources Of Information ◽  
Teaching English ◽  
Instrumental Case Study ◽  
Study Approach ◽  
Young Learners ◽  
Instrumental Case

The ultimate purpose of conducting this study is to explore teaching performance of pre-service in teaching English to young learners. This is an instrumental case study, using explanatory approach which scrutinize a particular case to gain insight to an issue or theory by involving sources of information to provide in-depth study. Furthermore the findings of this research is expected to underpin realistic aims and current curricular innovation for teaching English to young learners (TEYL). The findings of this study are classified into four aspects: Teaching Aim, Teaching Reflection, Teaching Approach, and Teaching Challenges. Pre-service teachers understood their purpose in teaching English young learners. Throughout the classroom observations and interviews, it was found that pre-service teachers provided relatable tasks for young learners; they focused on course objective; they established good bond with young learners before implementing the lessons. Their challenges in Teaching are to establish parent-teacher relationship and to identify learners’ learning skills. This study is expected to contribute insights to English language teaching area about Pre-service Teachers’ Teaching Performance in Teaching English to Young Learners by immersing into the world of teaching English to Young learners.

scholarly journals An Empowerment Tool for Teaching English Effectively to Refugees: A Case Study of Syrian Adult Refugees in the UK

2018 ◽  
Vol 9 (1) ◽  
pp. 389
Author(s):  
Aisha M. Alhussain
Keyword(s):  
Elementary Education ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Rote Learning ◽  
Teaching English ◽  
Self Confidence ◽  
Self Reliance ◽  
The Uk

There is a growing demand today to fill the gap in the literature with studies that focus on teaching English to adult refugees who are illiterate or have had interrupted education and no English proficiency. This group has been ignored because ESOL courses are not designed to serve their needs, namely, to be self-reliant and socially integrated. This paper shares my personal experience with six Syrian adult refugees, 2 females and 4 males ranging in age from 26 to 52, with either interrupted elementary education or illiteracy. They had no English language proficiency and could neither speak nor understand English at all. Their first language was Arabic. The rote learning approach was used as an empowerment tool to teach self-reliance in speaking and listening when dealing with these participants’ priority themes. The approach is based on memorization using both repetition and recall. Their remarks of progress towards self-reliance varied due to age and motivational factors. Four participants moved from A0 level to A1+, while the other two reached A2 level. Gaining self-reliance helped them to socially integrate, find a job, and gain greater self-confidence. Results of the study might be useful to teachers who are involved in teaching English to refugees as volunteers and to refugees’ organizations to shift from relying totally on interpretation to rote learning when specifically dealing with this group of refugees.

scholarly journals Teaching English with Insta.Ling Online Platform: Case Study in Higher Education Level

2019 ◽  
Vol 9 (1) ◽  
pp. 269-287
Author(s):  
Artur Baranowski
Keyword(s):  
Higher Education ◽  
English Language ◽  
Education Level ◽  
University Teaching ◽  
Teaching English ◽  
Student Groups ◽  
Biology Students ◽  
Learning Platform ◽  
E Learning

The paper presents a study about using Insta.Ling e-learning platform in university teaching process of English language for Biology students. The aim of this study is to estimate its effectiveness and the correlation between the number of repetitions and the number of words memorized. The total number of students involved in this research is 129 (6 student groups and in 3 academic years). They are all students of Cardinal Stefan Wyszynski University, Warsaw. The results allow to assume that Insta.Ling environment is an effective way to learn new vocabulary and regular sessions positively affect the number of vocabulary memorized.

scholarly journals The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)

2017 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
R Bunga Febriani
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Shift ◽  
English Language Teaching ◽  
English Department ◽  
Teaching English ◽  
Language Classrooms

<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>

Teaching English as an additional language: a case study approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Evanthia Tsaliki
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Research Question ◽  
National Curriculum ◽  
Corrective Feedback ◽  
Teaching English ◽  
Case Study Approach ◽  
Content Type ◽  
Study Approach

Purpose This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why. Design/methodology/approach It concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined. Findings The picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted. Originality/value As stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why.

scholarly journals Pedagogic Effectiveness of Digital Storytelling in Improving Speaking Skills of Saudi EFL learners

2019 ◽  
Author(s):  
Hayam Mohamed Salama Eissa
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
Speaking Skill ◽  
Conventional Methods

The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.

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