scholarly journals A Conceptual Review of the Role of Teaching and Learning of Second Language Through Literature and Communicative Approach

2019 ◽  
Vol 2 (2) ◽  
pp. 6-10
Author(s):  
Tariq Ahmad ◽  
Zaidah Zainal ◽  
Azizah Rajab
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Previous Literature ◽  
Translation Method ◽  
Grammar Translation Method ◽  
Communicative Approach

The paper reviews the role of teaching second language (SL) by using Communicative Approach. The main purpose of this paper is to analyze the importance of using literature and Communicative Approach for teaching and learning SL. The review of previous literature indicates that teachers normally prefer to teach L2 through Grammar Translation Method (GTM), which requires little efforts and few resources to teach [1]. Many studies have found that GTM is not an effective method of teaching SL. In order to critically understand at a deeper level the role of literature and Communicative Approach in teaching SL, this paper explores thoroughly the existing literature and analyzes various works done on the importance of using Literature and Communicative Approach to teach SL. The current study found that teaching of SL through literature and Communicative Approach is more effective than through GTM. It is, therefore, recommended on the basis of this paper that teachers of L2 should adopt Communicative Approach and literature for teaching second language.

REVIEW OF THE ROLE OF TEACHING AND LEARNING OF SECOND LANGUAGE THROUGH LITERATURE AND COMMUNICATIVE APPROACH

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Translation Method ◽  
Relevant Research ◽  
Grammar Translation Method ◽  
Communicative Approach

This paper examines the potential role of literature and Communicative Approach in teaching second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials([1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

REVIEW OF THE ROLE OF TEACHING AND LEARNING OF SECOND LANGUAGE THROUGH LITERATURE AND COMMUNICATIVE APPROACH

2019 ◽  
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Translation Method ◽  
Relevant Research ◽  
Grammar Translation Method ◽  
Communicative Approach

This paper examines the potential role of literature and Communicative Approach in teaching second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials([1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

scholarly journals The translation turn: a communicative approach to translation in the language classroom

2021 ◽  
pp. 83-89
Author(s):  
Ángeles Carreres ◽  
María Noriega-Sánchez
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Translation Method ◽  
Digital Platforms ◽  
Language Pedagogy ◽  
Language Classroom ◽  
The Common ◽  
Grammar Translation Method ◽  
Communicative Approach

What is it? Translation, explicitly or implicitly, has been a constant presence in the teaching and learning of languages throughout the ages. It may therefore seem surprising that it should find a place in a report on innovative pedagogies. While translation has indeed been used for centuries for the purpose of language learning, there is no doubt that recent approaches in the area of language and translation pedagogy have helped re-conceptualise – and re-operationalise – translation in radically new ways. For decades, translation had been identified with the grammar translation method, and decried as incompatible with a communicative approach. In the last two decades, however, we have seen a thorough re-examination of the role of translation in language teaching and learning. A range of factors have contributed to this trend, among them, the questioning of the monolingual principle in language pedagogy, extensive developments in the area of audiovisual translation, exciting innovations in the field of professional translation didactics, the huge success of translation-based digital platforms such as Duolingo, and, crucially, the introduction of the notion of mediation in the Common European Framework of Reference for languages (CEFR, 2001), later expanded in the Companion volume (CEFR, 2018).

scholarly journals A Review Of Second Language Teaching And Learning Through Short Fiction And Communicative Approach

2019 ◽  
pp. 52-65
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Short Fiction ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Relevant Research ◽  
Second Language Teaching ◽  
Communicative Approach

This paper examines the potential role of literature and the Communicative Approach in teaching a second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials[1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

scholarly journals English teachers’ methods in teaching reading comprehension of procedure text

2020 ◽  
Vol 9 (1) ◽  
pp. 75-84
Author(s):  
Akidatul Yusmalinda ◽  
Puji Astuti
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Teachers ◽  
Project Based Learning ◽  
Translation Method ◽  
Teaching Reading ◽  
Hard Time ◽  
Procedure Text ◽  
Grammar Translation Method ◽  
The Difference

This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang  in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.

scholarly journals Teaching and Learning Arabic as a Second Language: A Case Study of Dubai

2021 ◽  
Vol 10 (05) ◽  
pp. 052-061
Author(s):  
MOHMED MOGHAZY
Keyword(s):  
Second Language ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Policy Practice ◽  
Curriculum Review ◽  
Immigrant Populations ◽  
Main Challenge

Enrolment into Arabic as a second language (ASL) in Dubai has increased steadily due to the high influx of immigrant populations. Although Arabic is the primary language in Dubai mandatory taught in primary schools in Dubai, training and learning face challenges that affect learning a teaching objective. The extant investigation aimed to examine the teaching and learning of ASL in Dubai through exploring the importance of ASL, ALS programs in Dubai, ASL changes and solutions, and the role of technology infusion and motivation in ASL training and learning. The examination utilized a qualitative case study where seven teachers and eight learners were interviewed. The researcher analyzed the data using thematic analysis. The data obtained revealed that ASL is important among non-Arabic natives and immigrants since its improved communication and interaction. The main challenge noted included curriculum shortcomings, inadequate training and learning, poor technology utilization, and insufficient learning times. The findings suggested curriculum review, increase in the technology used in training and learning, and allocation of more time for ASL lessons to curb the challenges. The examinations discuss the policy, practice, and research implications of the findings. Although the findings are insightful in ASL training and learning in Dubai, the researcher recommended extensive research using different methodologies, sample sizes, and other cities in the UAE.

Designing for Teaching and Learning in an Open World

2017 ◽  
Vol 8 (3) ◽  
pp. 55-67
Author(s):  
Ani Derderian
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Open Architecture ◽  
Teaching Approaches ◽  
Open World ◽  
New Ideas ◽  
Based Instruction ◽  
Task Based Instruction

Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to introduce and discuss some major principles of open architecture in the application of task based instruction in areas such as second language vocabulary acquisition, grammatical rules, and expressing new ideas. This manuscript examines the following topics (a) Task based (supported) instruction, (b) Open Architecture teaching design, and (c) The role of technology in language learning.

scholarly journals Intersections between Law and Language: Disciplinary Concepts in Second Language Legal Literacy

2016 ◽  
Vol 45 (1) ◽  
pp. 69-86 ◽  
Author(s):  
Alissa J. Hartig
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Islamic Law ◽  
The United States ◽  
Professional Experience ◽  
International Mobility ◽  
Graduate Studies ◽  
Legal Literacy ◽  
Insight Into

AbstractInternational mobility among graduate students of law presents unique challenges for the teaching and learning of Legal English. Master of Laws (LL.M.) students, for example, often bring both prior legal training and professional experience from their home jurisdiction to their graduate studies abroad. Taking a closer look at the experience of these students as they engage with genres associated with another legal system provides insight into broader issues of intersections between language and content in English for Legal Purposes. This article draws on case studies of four LL.M students from China and Saudi Arabia, a civil law jurisdiction and an Islamic law jurisdiction, respectively, as they learn to read and write common law genres in the United States. Considering students’ experiences with these texts, the article outlines a potential framework for understanding the role of disciplinary concepts in second language legal literacy development. Specifically, the article elaborates a tentative taxonomy for disciplinary concepts that distinguishes between discourse-relevant concepts and discourse-structuring concepts in considering the interaction between language and content in ESP and CLIL for law.

scholarly journals THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE

2018 ◽  
Vol 3 (2) ◽  
pp. 119-132
Author(s):  
Kitri Katon Peni
Keyword(s):  
Reading Comprehension ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Intelligence Quotient ◽  
Translation Method ◽  
Teaching Reading ◽  
Test Technique ◽  
High Intelligence ◽  
Grammar Translation Method ◽  
Contextual Teaching

  The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the  intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the  experimental design assigning 72 students as sample.  Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading. 

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