scholarly journals Improving Student Learning Ability Through Communicative Language Learning Approach

2020 ◽  
Vol 7 (1) ◽  
pp. 20-32
Author(s):  
Gitit I.P Wacana
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Ability ◽  
Teaching Approaches ◽  
A Value ◽  
English Speaking ◽  
Improving Student Learning ◽  
Speaking Skills

This study aims to find out how students' speaking skills are developed through the Communicative Language Teaching approach. The significance of this research is to provide information for readers, especially for Pamona people as native speakers of the language, about the tenses in the Pamona language. Researchers used the Communicative Language Teaching (CLT) theory by Richard and Rodgers to develop students' speaking skills. The results of this study indicate that the objectives of this study have been achieved. The ability to speak English students successfully developed through the application of communicative language teaching approaches, through learning that triggers students to speak actively in the classroom through conversations as an exercise. In the first cycle all students attend the test. The results of the test in the first cycle were 12 students failed (33.3%) and 24 students (66.7%) passed. Achievement of the average grade of the class is also still low with a score of 65.8 grades C. Researchers then reflect on the learning process in this first cycle to be applied in the second cycle. In the second cycle, all students attend the test. The results of this test were 33 students (91.6%) successfully passed the test and 3 students (8.4%) failed. From the explanation of the results of the second cycle above, it appears that in this cycle the completeness criteria for class has been reached, in which 80% of the total number of students must achieve grades A, B or C or a value of more than 65. Students succeed in developing their English speaking skills because supported by teaching approaches that trigger students to speak and practice the functions of the language being learned.

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Probus ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

scholarly journals Ideas for integrating meaningful immediate repetition tasks in the English as an additional language classroom: promoting fluency

2019 ◽  
Vol 10 (2) ◽  
pp. 32988
Author(s):  
Rafael Zaccaron
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
The Other ◽  
Teaching Approaches ◽  
The Core ◽  
Contemporary Research ◽  
Other Hand ◽  
Language Classroom ◽  
Speaking Skill

Although repetition is at the core of many different approaches to language learning, either implicitly or not, using this pedagogic practice in the additional language classroom is still negatively perceived by some teachers (Bygate and Samuda, 2005). For contemporary research, on the other hand, the use ofrepetition is not incongruous with communicative additional language teaching approaches that bring the use of tasks to the forefront. The use of immediate repeated tasks can benefit learners because it allows the possibility of repeating slightly altered tasks in a meaningful way. Bearing this in mind, this paper describes three immediate repetition tasks that focus on the speaking skill aiming at developing both fluency and accuracy. All are inherently suited for the additional language classroom and can be easily adapted to better suit specific contexts.

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.  

scholarly journals 'Real English' in Japan : team teachers' views on nativeness in language teaching

2012 ◽  
Vol 10 ◽  
pp. 175 ◽  
Author(s):  
Sean Sutherland
Keyword(s):  
Team Teaching ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Teacher ◽  
Daily Lives ◽  
Interview Research ◽  
English Speaking ◽  
Native English Speaking

In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JTEs with regards to their feelings about their own skills as English language users. In this paper, based on interview research with JTEs, I argue that team teaching reinforces the dichotomy between native and non-native speakers to the detriment of both Japanese teachers and their students.

scholarly journals IMPROVING STUDENTS’ ENGLISH-SPEAKING SKILLS THROUGH BEHAVIOUR MODIFICATION IN INDONESIAN ISLAMIC BOARDING SCHOOLS

2018 ◽  
Vol 7 (2) ◽  
pp. 146-156
Author(s):  
Izzuddin A
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Boarding Schools ◽  
English Language Teaching ◽  
Daily Activities ◽  
Behaviour Modification ◽  
English Speaking ◽  
Speaking Skills

A number of modern Islamic Boarding Schools (IBS) have long implemented a unique English Language Teaching (ELT) strategy in improving their students’ English-speaking skills. In IBS, for example, head of language department requires the students to communicate in English in daily activities, and punishment is imposed to those who do not speak English. However, there was no specifically academic term used to describe such strategy, nor was there a study to investigate the effectiveness of the strategy. This essay investigates what IBS-applied ELT strategy is, and to what extent it is effective in improving speaking skills of the students. It is found that IBS has made use of a behaviour modification as ELT strategy. The behaviour modification is able to encourage students to communicate in English in their daily activities. It also leads students to acquire accuracy, complexity and fluency in speaking.

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.

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