scholarly journals Packing and Unpacking Grammar – Towards a Communicative Approach to Teaching Language Structures

2021 ◽  
Vol 26 (2) ◽  
pp. 121-128
Author(s):  
Isabela-Anda Dragomir ◽  
Brânduşa-Oana Niculescu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Activities ◽  
Successful Outcome ◽  
Classroom Activities ◽  
Teaching Language ◽  
Approach To Teaching ◽  
Communicative Approach

Abstract Creating classroom activities which really get students to communicate in a natural and meaningful way remains a timely challenge when it comes to teaching a foreign language. This article sets out to revisit the traditional trifecta based on the three Ps (presentation, practice, production) and reincorporate it in a set of specific elements that ensure a successful outcome of language learning activities. With particular focus on grammar, the paper aims to deconstruct the steps and procedures behind five important aspects to be taken into consideration when planning and conducting activities that target structures of language and their practice in a communicative manner, with the ultimate goal of linking the often sterile theory of grammar with contextualized models and tasks.

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.

scholarly journals Incorporating theatre techniques in the language classroom

2015 ◽  
Vol IX (2) ◽  
pp. 115-124
Author(s):  
Abigail Paul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native English Speakers ◽  
Language Learner ◽  
Augusto Boal ◽  
Second Language Learner ◽  
Improvisational Theatre ◽  
Language Classroom ◽  
Communicative Approach ◽  
The University

The following workshop was presented at a Foreign Language and Drama Conference at the University of Reutlingen on July 10, 2015. It outlines the use of improvisational theatre techniques in the foreign language classroom by making parallels between the communicative approach to language learning and improvisational theatre techniques learned in various books read and seminars attended by the author throughout the years in numerous cities, but predominantly with Second City Chicago1, iO Chicago2, Keith Johnstone, and Comedy Sportz3. As Friederike Klippel states, “activities are invented, but we rarely know who invented them. Like games or folk songs they are handed on from teacher to teacher” (Klippel 1985: 1). Similarly improvisational activities morph over time, with each teacher adding his or her own personal flair. The seminar is built predominantly on the games and philosophies as outlined by theatre practitioners Augusto Boal, Viola Spolin and Keith Johnstone, but from the viewpoint of the author. While these activities can be used for a variety of purposes with native and non-native English speakers in a number of areas, the focus in the following is on the second language learner. The generally-accepted understanding of a communicative approach to language learning is that it focuses ...

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals Forging new pathways for research on language learning motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Cognitive Ergonomics ◽  
Language Learning Motivation ◽  
Methodological Difficulties

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

scholarly journals Encounter in English as a Second or Foreign Language Classroom

1970 ◽  
Vol 15 (1-2) ◽  
pp. 106-109
Author(s):  
Man Bahadur Khatri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Learning ◽  
Mother Tongue ◽  
Tertiary Level ◽  
English Learning ◽  
Inductive Approach ◽  
Language Classroom ◽  
Approach To Teaching ◽  
Teaching Grammar

This article discusses how mother-tongue interference can influence second or forreign language learning, specifically learning English. In Nepal not only does the mother tongue interfere with English learning, but also the methods used in the schools, specifically the grammar translation method and the deductive approach to teaching grammar, influence student learning as well.Key words: Tertiary level; Inductive approach; Deductive approach; Fossilization; Language transferJournal of NELTAVol. 15 No. 1-2 December 2010Page: 109-109Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4615

scholarly journals Peculiarities of Teaching Bilingual Children

2021 ◽  
Vol 13 (2) ◽  
pp. 337-345
Author(s):  
Marina A. Pastushkova ◽  
Oxana V. Savateeva
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Personal Development ◽  
Foreign Language Learning ◽  
Bilingual Children ◽  
Learning Approaches ◽  
Learning Content ◽  
Approach To Teaching ◽  
Practical Recommendations

The article is focused on the problem of teaching bilingual children. To solve this issue, the authors use the vast experience in addressing it in the Russian and British pedagogical thought in the late 20th and early 21st centuries. The authors believe that the comparison of diverse approaches makes it possible to use the ideas of various researchers for resolving the current issues of teaching bilinguals. Besides, the authors of the article try to present the key recommendations and learning approaches for teaching a second language to preschool children. The article stresses the importance of foreign language learning. The authors consider that it is very important to pay attention to the peculiarities of mastering foreign languages and the influence of the bilingual environment on the mental, speech, and personal development of the child. The article further analyses the main approaches to language learning and gives practical recommendations to bilingual children’s parents for teaching a second language. Finally, the article touches upon the problem of learning content. In the authors’ opinion, the latter should be as close as possible to children's understanding. It should be noted that early learning of a foreign language has many advantages in the modern multicultural world. More and more parents want to raise their children as bilinguals, to allow them to communicate in several languages. The authors hope that the recommendations given in the article will help parents of bilingual children and teachers find their approach to teaching a child a second language.

scholarly journals Exploring literary texts to develop students’ creative writing skills: proposed activities for Spanish as a foreign language

2020 ◽  
pp. 41-49
Author(s):  
Carmen Martín de León ◽  
Cristina García Hermoso
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Writing Skills ◽  
Learning Activities ◽  
Literary Texts ◽  
Communicative Skills ◽  
Fictional Worlds ◽  
Cultural Skills

Literary texts offer a rich environment for language learning that teachers can exploit to develop not only students’ linguistic (pragmatic, discursive) and cultural skills, but also communication and creative skills. In our study, we have used literature with different writing activities that involved the use of students’ imagination and creativity. In order to develop these skills, which require students’ communicative competence as well as their imagination, we need for them to be able to create the meaningful contexts that lie within fictional stories. The assumption is that, as students become familiar with the characters in the novels, they will be able to recreate situations that make sense for those very stories, generating a shared world in which they could immerse themselves. In that shared world, they would be able to participate in possible dialogues and build stories that could have taken place, thus developing their creative and communicative skills. In this paper, we show how the literature-based learning activities that we have designed following this hypothesis have helped students empathise with characters in novels and imagine fictional worlds. Such new fictional worlds have in turn empowered students to communicate in Spanish in an authentic way, that is, in a way that is similar to that of the characters in the novels.

scholarly journals تطبيق الدرس الإضافي في مركز تنمية اللغة الأجنبية لترقية مهارة الكلام لتلاميذ الصف الحادي عشر بمعهد سونن درجات الاسلامي بانجارانيار باشيران لامنجان

2017 ◽  
Vol 1 (2) ◽  
pp. 215-225
Author(s):  
Ainaaul Mardliyah ◽  
Hisbullah Huda ◽  
Saifullah Azhari
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Quantitative Method ◽  
Foreign Language Learning ◽  
Boarding School ◽  
Learning Activities ◽  
Development Institute ◽  
Arabic And English ◽  
Speaking Skills

The institute for Foreign Language Development (LPBA) is a program centered on foreign language learning activities for students of the Sunan Drajat Paciran Islamic Boarding School in Lamongan. The purpose of this institution is to master foreign language, especially Arabic and English. Therefore, researchers want to know about how to apply additional lessons in the Foreign Language Development Institute (LPBA). This research was conducted at the Sunan Drajat Paciran Islamic Boarding School in Lamongan, with class XI as the sample. This study uses descriptive quantitative method to determine the efficiency of speaking skills using the test formula “t”. The results of this study indicate an increase in santri’s speaking skills after the implementation of additional learning at the Institute for Foreign Language Development (LPBA) at the Sunan Drajat Paciran Islamic Boarding School in Lamongan with the value of  t count 9.823 greater that t table 2.026 and this indicates Ho is rejected. Lembaga Pengembangan Bahasa Asing (LPBA) adalah suatu program yang berpusat pada kegiatan pembelajaran bahasa asing bagi santri Pondok Pesantren Sunan Drajat Paciran Lamongan. Tujuan dari berdirinya lembaga ini adalah diharapkan agar siswa menguasai bahasa asing, terutama Bahasa Arab dan Bahasa Inggris. Oleh sebab itu, peneliti ingin mengetahui tentang bagaimana penerapan pelajaran tambahan yang ada di Lembaga Pengembangan Bahasa Asing (LPBA). Penelitian ini dilakukan di Pondok Pesantren Sunan Drajat  Paciran Lamongan, dengan kelas XI sebagai sampelnya. Penelitian ini menggunakan metode deskriptif kuantitatif untuk mengetahui efesiensi keterampilan berbicara dengan menggunakan rumus test “t”. Hasil dari penelitian ini menunjukkan adanya peningkatan keterampilan berbicara santri setelah dilaksanakan  penerapan pembelajaran tambahan di Lembaga Pengembangan Bahasa Asing (LPBA) di Pondok Pesantren Sunan Drajat  Paciran Lamongan. Dengan nilai t Hitung 9,823 lebih besar dari t table 2,026 dan ini menunjukkan Ho ditolak.

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