scholarly journals Implementation of Postmethod Pedagogy as an Alternative to Communicative Language Teaching at the Tertiary Level Education

2020 ◽  
Vol 5 (3) ◽  
pp. 135-154
Author(s):  
Naushin Nazifa Islam
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Subsequent Development ◽  
Communicative Language Teaching ◽  
Cultural Dimensions ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Language Classrooms ◽  
English Language Classrooms

Along with the subsequent development in the field of English Language Teaching, the idea of methods has been criticized for not being sensitive to the contextual factors and also for being imperialistic in nature. The linguistic and cultural dimensions of archetypal methods establish the culture and language of the native speakers as the only erudite variety by promoting monoculturalism and monolingualism. Furthermore, even in Bangladesh, it can be seen that CLT has been applied as a method to teach English as a foreign/second language since the mid-nineties, but it has not brought any significant changes. Therefore, to overcome the obstacles and limitations experienced by the application of the prototypical methods, the notion of postmethod pedagogy has been introduced which focuses on the significance of contextualized materials to bring authenticity in English language classrooms, which in turn ensures learners’ motivation and successful intake of the lesson. At the same time, it also emphasizes the importance of teacher and learner autonomy. Hence, this research paper explores the scopes of the implementation of postmethod pedagogy and its effectiveness at the tertiary level English language classrooms in Bangladesh.    

scholarly journals University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Ruffia Jahanzaib ◽  
Muhammad Zeeshan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Future Research ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Grammar Translation Method ◽  
English Language Classrooms

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

Making Phonemic Inventories of Nepali Mother Tongues and its Implications to English Language Teaching: A Case of Dungmali

2019 ◽  
Vol 10 (1) ◽  
pp. 123-142
Author(s):  
Nirajan Rai
Keyword(s):  
Language Learning ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
English Language Teaching ◽  
Rich Country ◽  
Teaching English ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Linguistic Backgrounds

This article presents the idea why phonemic systems of students' mother tongues should be studied while teaching English? As Nepal is a rich country in terms of linguistic diversity, students having different linguistic backgrounds attend the English language classrooms every day. However, their perception of learning English language is different to each. They think English is very hard, talent one only masters it. Teachers also are not aware on vast distinctions of sound systems of students' mother tongues with English that affects language learning hugely. This gap is one of the major issues of English language teaching in Nepal. This paper attempts to analyze this issue by making phonemic inventory of one of the Nepali mother tongues of Nepal; Dungmali. It emphasizes the importance of phonemic inventories with reasons in reference to English Language Teaching.

scholarly journals CHALLENGES FOR NON-AMERICAN-ENGLISH-SPEAKING TEACHERS IN ENGLISH LANGUAGE CLASSROOMS IN BRAZIL

2019 ◽  
Vol 34 (107) ◽  
pp. 249-264
Author(s):  
Nilton Hitotuzi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
American English ◽  
English Language Teaching ◽  
British English ◽  
American Variety ◽  
The World ◽  
Language Classrooms ◽  
English Speaking ◽  
English Language Classrooms

In this reflection paper, it is discussed the issue of prestige varieties of English mostly in terms of accent preference and, based on the literature, American and British English are pointed out as the varieties dominating English language teaching textbooks around the world. At the same time, it is suggested that the American variety is predominantly favoured worldwide, especially in Brazil. Furthermore, it is maintained that, because of the American linguistic hegemony in this country, non-American-English-speaking teachers of English can be faced with some institutional and pedagogical challenges. Finally, some suggestions on how to cope with “Americanised” classrooms are offered. 

scholarly journals CONSCIOUS USE OF CODE-SWITCHING TO IMPROVE FLUENCY IN SPOKEN ENGLISH OF BANGLADESHI STUDENTS

2019 ◽  
Vol 7 (6) ◽  
pp. 247-254
Author(s):  
Ehatasham Ul Hoque Eiten ◽  
M Hasan Parvez ◽  
Kaish Q Khan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Code Switching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Spoken English ◽  
Teachers And Students ◽  
Three Phases ◽  
Speaking Skills

Purpose: Present-day English language teaching in Bangladesh, despite adopting Communicative Language Teaching (CLT), focuses more on accuracy (i.e. grammar) than fluency which is proved as a weak strategy. Fluency acquisition in speaking includes pronunciation, but focusing on pronunciation first, slows down the process of becoming a fluent speaker. Methodology: As code-switching exists at the tertiary level in Bangladesh and because of the tremendous fascination of Bangladeshi students towards Bengali, code-switching can be utilized as a tool to improve fluency in spoken English. Thus, this research proposes an alternative to existing approaches. Result: Once desired fluency is achieved; grammar and pronunciation will be emphasized respectively to attain proper speaking skills. The success of this process can be studied in three phases. In the first phase, it examines whether allowing code-switching while speaking English helps Bengali students achieve fluency or not. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of the Conscious Use of Code-Switching to Improve Fluency in Spoken English of Bangladeshi Students is presented in a comprehensive and complete manner.

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

scholarly journals Supplementary Resources Materials in English Language Classrooms: Development and Implementation

2018 ◽  
Vol 32 (1) ◽  
pp. 251-260
Author(s):  
Tek Mani Karki
Keyword(s):  
English Language ◽  
Group Discussion ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Teacher Needs ◽  
Language Classrooms ◽  
Major Factors ◽  
Teaching Learning ◽  
English Language Classrooms

Supplementary resource materials are additional but more useful in English language teaching (ELT). The teacher needs to supplement materials to promote motivation, which is one of the key factors influencing learning. However, there is a lack of study what supporting materials the teachers are using in English language classrooms for teaching learning purposes. This paper attempts to explore the supplementary teaching materials selected and used in ELT classrooms of community schools in Nepal. The information was collected through observations, interviews and focus group discussion. It was found that non-technical visual supplementary teaching materials were used more than technical and audio/audio visual ones. Most of the materials were used for reading and writing purposes. Teachers’ knowledge about technology, carefulness in using appropriate instructional materials/techniques, infrastructure and existing facilities of schools, are the major factors that affect to use the supplementary materials successfully in classrooms.

scholarly journals An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English

2020 ◽  
Vol 1 (2) ◽  
pp. 180-209
Author(s):  
Eva Ogiermann ◽  
Spyridoula Bella
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Explanation ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Strong Preference ◽  
Advanced Learners ◽  
Pragmatic Transfer ◽  
Language Groups

Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.

scholarly journals Teaching Speaking in the Nepalese Context: Problems and Ways of Overcoming them

1970 ◽  
Vol 15 (1-2) ◽  
pp. 1-9 ◽  
Author(s):  
Bal Ram Adhikari
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Teaching Experience ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Learner Centered ◽  
Speaking Skill ◽  
Meaningful Interaction

Fluency-first approaches such as Communicative Language Teaching and Task-based Language Teaching aim at the development of communicative competence in students by engaging them in meaningful interaction. Ability to speak accurate, appropriate and effective English is vital for meaningful interaction that ensures students' communicative competence in English. Unfortunately, in the Nepalese context, especially in government-aided schools and constituent colleges of Tribhuvan University (TU), speaking skill lies on the periphery of English Language Teaching (ELT) owing to several factors. This article attempts to explore those factors that have been a hindrance in developing speaking skill in Nepalese students in general and the students from the above-mentioned institutions in particular. This article draws on the author's experience as a supervisor of student teachers from B.Ed. and M.Ed. programmes and his teaching experience at a constituent campus of TU. Moreover, the article presents some suggestions that can help English teachers to overcome the hindrances.Key words: Speaking skill; Interaction; Teacher-fronted teaching; Learner-centered activitiesJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 1-9Uploaded date: 3 May, 2011DOI: 10.3126/nelta.v15i1-2.4602

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