scholarly journals A Case of Teaching Modern Latvian

2020 ◽  
Vol 29 (1) ◽  
pp. 135-140
Author(s):  
Ērika Sausverde ◽  
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Free Communication ◽  
Learning Contexts ◽  
Basic Ideas

Numerous reviews of the language teaching subject show that, in spite of the impressive diversity of methods and approaches, certain basic ideas are repeated and reinterpreted, Recognition of the complexity and diversity of language learning contexts has led some to suggest that we have moved ‘beyond methods’ to a ‘postmethod’ condition (Kumaravadivelu 2002; Savignon 2007). It seems there is a big gap between CLT (communicative language teaching - one of the most popular methods today) as an approach and its implementation. This paper considers that dialogue, one of fundamentals of CLT, should be born within the free communication of learners who are taught to produce a monologue. The method of constructing lectures around good texts along with plenty of (grammar) drills is presented with the idea that such a method would help the learner to move rather speedily from the phase of interlanguage to the target language.

Do student-student interactions improve their language learning? A comparison between GTM and CLT approaches

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Reza Raissi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Translation Method ◽  
Control Group ◽  
Student Interactions ◽  
Grammar Translation Method

Nowadays most of the scholars in the field of foreign/ second language teaching emphasized on learner centered approaches of language teaching and replacing them by old ones. In this research, researcher examined two different teaching approaches which are very common in Iran where English considered as a foreign language, namely Communicative Language Teaching (CLT) and Grammar Translation Method (GTM). Two groups of thirty participants have been participated in this study namely control and treatment groups. Students of the treatment group have received the CLT instruction in which they had high amount of interaction in the considered classes during 14 weeks of the classes while students in the control group didn’t receive any interaction in the target language by implementing GTM approach. Pretest and delayed posttest have been used in this study for measuring student’s proficiency during the course instruction. Results of the experiment have been analyzed descriptively which shows that by implementing CLT among nonnative students, their general knowledge of English can be improved significantly. At the end of the research some useful pedagogical implications have been proposed by the researcher.   Keywords - Language teaching and learning, interaction hypothesis, Communicative Language Teaching, Grammar Translation Method, English as a Foreign Language.

scholarly journals TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?

2021 ◽  
Vol 8 (1) ◽  
pp. 134-146
Author(s):  
Muhammad Badrus Sholeh ◽  
Kisman Salija ◽  
Sahril Nur
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Language Classroom ◽  
Real Language ◽  
English Classroom ◽  
Authentic Language

Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.

scholarly journals Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs

2011 ◽  
Vol 4 (2) ◽  
pp. 46 ◽  
Author(s):  
Mahyar Ganjabi
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Efl Students ◽  
Computer Based ◽  
Iranian Students

This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students’ and teachers’ beliefs regarding what procedures were most effective in bringing about language learning. Discussion of the findings and implications for further research are also articulated.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

scholarly journals The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

2021 ◽  
Vol 14 (12) ◽  
pp. 171
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Communicative Language Teaching ◽  
Observation Data ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Efl Teachers ◽  
The Impact

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.  

Lessons from “communicative language teaching” for Māori language teachers in English medium schools

2020 ◽  
Vol 16 (3) ◽  
pp. 259-267
Author(s):  
Sophie Judy Nock
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Of Instruction ◽  
Generational Transmission ◽  
Ultimate Fate ◽  
High Level

Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supportive teaching tool for language teachers. This article will also introduce a number of “focus points” derived from the review of a range of literature sources specific to the analysis of language lessons and relevant literature on the teaching and learning of second or additional languages and will provide anecdotal illustrations from lessons observed. Finally, this article will suggest some useful recommendations for already heavily burdened Indigenous language teachers.

scholarly journals Tanzanian Secondary School Learners’ Beliefs about EFL Learning, Teaching and Testing: Exploratory Account

2018 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
Zelda Elisifa Sam
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Language Teaching ◽  
Data Gathering ◽  
Language Assessment ◽  
Communicative Language Teaching ◽  
National Language ◽  
Language Curriculum ◽  
Efl Learners ◽  
Teaching Learning

The current study explored EFL secondary school learners’ beliefs about language teaching, learning and testing in Tanzania. Specifically, it sought to find out the EFL learners’ beliefs about language assessment, explore the EFL learners’ beliefs about language learning and establish degree of EFL learner variability in their beliefs about language teaching. The study involved 48 secondary school learners, 36 (75%) males and 12 (25%) females. From these 20 (all boys) (50%) were from a private secondary school in Temeke and the rest (16 boys and all 12 girls) from another secondary school in Kinondoni District, Dar es Salaam, Tanzania. Data were collected via a questionnaire, which was one and only tool for data gathering and it consisted of 25 items, five on language assessment, 9 on language teaching and 11 on language learning to which the respondents were asked to react and register their level of agreement about pre –developed assertions. Findings showed that while the learners differed in their beliefs about language teaching, a grand majority shared a belief about primacy of grammar teaching and on role of teacher in error correction and disfavoured communicative language teaching. The same was the case for language assessment where the most shared belief was testing grammar and correcting errors. It is concluded that these set of beliefs are hinged upon years of grammar-focussed teaching in Tanzania which still characterize language teaching in Tanzania despite the introduction of communicative language teaching approach in the national language curriculum more than ten years ago.

English as a foreign language in Azerbaijan: English teaching in the post-Soviet era

English Today ◽  
2010 ◽  
Vol 26 (1) ◽  
pp. 9-14 ◽  
Author(s):  
Ulker Shafiyeva ◽  
Sara Kennedy
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Methodology ◽  
Rigorous Approach ◽  
Linguistic System ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Traditional Language

During the Soviet era, language teaching methodology in the Union of Soviet Socialist Republics (USSR) was premised on promoting a deep knowledge of a language's grammar and vocabulary. To this end, the selection of texts was centrally mandated, and teaching techniques and activities were carefully controlled and monitored. This rigorous approach to language teaching had both benefits and drawbacks for teachers and students. In response to the drawbacks of traditional Soviet methodology, some teachers and teacher trainers in former Soviet republics are currently promoting communicative language teaching, also known as the communicative approach. Communicative language teaching, as opposed to more traditional Soviet teaching methodology, emphasizes learning to use language to communicate rather than learning language solely as a linguistic system. However, the implementation of communicative language teaching has been problematic, for reasons ranging from government policies to teachers' beliefs and training to students' expectations. The purpose of this article is twofold. We first describe important characteristics of traditional Soviet language teaching methodology and the consequences of that methodology for language learning. Then, we explore the challenges of transforming traditional language teaching methodology (for the teaching of English as a foreign language, in particular) in post-Soviet republics, using Azerbaijan as a specific example.

From Structures to Communicative

1987 ◽  
Vol 8 ◽  
pp. 14-29 ◽  
Author(s):  
A. P. R. Howatt
Keyword(s):  
Subject Matter ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Primary Objective ◽  
Structural Approach ◽  
Target Language ◽  
Translation Method ◽  
Linguistic Rules ◽  
Grammar Translation Method

Language teaching has traditionally adopted one of two complementary orientations towards its subject matter. It has either taken the view that language is a system and the primary objective of teaching must therefore be to insure that the system is mastered or it has taken the view that language is essentially a set of artifacts (texts and the like). System oriented language teaching (e. g., the grammar-translation method or the structural approach) has typically emphasized the generality of linguistic rules and attempted to describe and teach “the language as a whole,” whereas text-oriented approaches (such as, for instance, situational and communicative language teaching) have attempted to teach an appropriate sub-set of relevant texts which are taken to define “what the learner really needs.” The characteristic fault of system-based approaches. which explains how otherwise sane men were able to produce absurdities like “ The pen of my aunt is in the sporran of the Scotsman” [A good example of the genitive, my boy!] or pattern practices like “Are you English?” (cue: my brother) trained to fall victim to these little nonsenses, but what are the equivalent crimes of text-based language teaching? They are less easy to spot, but they generally take the form of “wasting police time.” If, as text-based teaching impliesm every text is potential grist to the learning mill, there is no reliable way of distinguishing between texts which are important because they stretch the learner's command of the target language and those which merely have been obvious.

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