scholarly journals Communicative Language Teaching Method in Teaching the Kazakh Language to Russian-Speaking Technical Students in Kazakhstan

2018 ◽  
Vol 27 (8-9) ◽  
pp. 152-158
Author(s):  
N. M. Aubakirov ◽  
A. A. Dolgopolova
Keyword(s):  
Teaching Method ◽  
Language Teaching ◽  
Adult Population ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Educational Institutions ◽  
State Technical ◽  
Technical Students ◽  
Traditional Grammar

The article deals with the specifics of teaching Kazakh language to Russian-speaking technical students at Karaganda State Technical University, Kazakhstan, in the light of the nationwide trilingualism policies. The paper explains ineffectiveness of the traditional grammar-translation method used today in many educational institutions. It  has been hypothesized that Kazakh language teachers should use the  Communicative language teaching (CLT) methodology, which is rather popular in the West and widely used for teaching foreign languages, in particular English, with its adaptation for Kazakhstan’s conditions. The study  gives a model of a communication-based lesson and proves its effectiveness  in teaching Kazakh language to Russian-speaking students as well as  suggests the possibility of its widespread implementation for training adult population in Kazakhstan.

scholarly journals The Application of Communicative Language Teaching Method in Vocabulary Teaching

2019 ◽  
Vol 12 (2) ◽  
pp. 99
Author(s):  
Lilik Yuliawati ◽  
Aprillia Aprillia
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Word Meaning ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Classroom Activities ◽  
Long Time

Abstract: Since young learners have special characteristics in learning a foreign language, teachers have to create an interesting method in teaching English especially vocabulary. One of the methods usually used in teaching vocabulary is Communicative Language Teaching (CLT). The objective of the research is to know how to teach vocabulary using pictures and games in the CLT method, to investigate the advantages of teaching English vocabulary through pictures and games in CLT method, as well as to investigate the problems that occurred in teaching and learning process. The method used in this study is action research with 30 participants. The researcher collected the data by having observation, conversation, and interview. In delivering materials there are three necessary elements, those are engaged, study, and activate stage. The result shows that all the students gave positive responses to the use of pictures and games in vocabulary learning. They felt that pictures and games in the CLT method could help them understand the word meaning more easily and motivate them to learn vocabulary since the classroom activities were more interesting. Besides, this method also helped the students to pronounce each word correctly. However, there are some problems, such as the students usually feel bored when they only have one discussion for a long time. When the students have never heard of the word before, the teacher must explain it to them first. Besides, the class could be crowded and noisy.

MLA Foreign Language Proficiency Tests for Teachers and Advanced Students

PMLA ◽  
1962 ◽  
Vol 77 (4-Part2) ◽  
pp. 31-42
Author(s):  
Wilmarth H. Starr
Keyword(s):  
Foreign Language ◽  
American Association ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Language Program ◽  
Modern Language ◽  
South Central

I. Brief History of the Project: Since 1952, the Foreign Language Program of the Modern Language Association of America, responding to the national urgency with regard to foreign languages, has been engaged in a vigorous campaign aimed in large part at improving foreign-language teaching in our country.In 1955, as one of its activities, the Steering Committee of the Foreign Language Program formulated the “Qualifications for Secondary School Teachers of Modern Foreign Languages,” a statement which was subsequently endorsed for publication by the MLA Executive Council, by the Modern Language Committee of the Secondary Education Board, by the Committee on the Language Program of the American Council of Learned Societies, and by the executive boards or councils of the following national and regional organizations: National Federation of Modern Language Teachers Associations, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Spanish and Portuguese, American Association of Teachers of Slavic and East European Languages, Central States Modern Language Teachers Association, Middle States Association of Modern Language Teachers, New England Modern Language Association, Northeast Conference on the Teaching of Foreign Languages, Northwest Conference on Foreign Language Teaching, Philological Association of the Pacific Coast, Rocky Mountain Modern Language Association, South Atlantic Modern Language Association, and South-Central Modern Language Association.

scholarly journals Culture and Language as Factors Related in the Process of Learning and Education

2015 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Irena Papa
Keyword(s):  
Intercultural Competence ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
The Relationship ◽  
Culture And Language

Communicative language teaching has become a familiar part of the landscape of language teaching in the last three or four decades. Teachers who perceive the objectives of teaching foreign languages associated with learning intercultural competence will be more inclined to make the process of teaching foreign languages more intercultural than teachers who perceive objectives as related to the acquisition of communicative competence. In this paper the relationship between culture and language is going to be explored by focusing on their role and impact in the process of learning languages and education.

scholarly journals Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽  
2018 ◽  
Author(s):  
Heather Adams ◽  
Laura Cruz-García
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Oral Performance ◽  
Specific Language ◽  
Language And Culture ◽  
Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

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.

Illuminating the Enactment of High-Leverage Teaching Practices in an Exemplary World Language Teaching Video Library

2019 ◽  
Vol 56 (5) ◽  
pp. 1681-1717 ◽  
Author(s):  
Ling Zhai
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
World Language ◽  
Content Areas ◽  
Video Library ◽  
Teaching Video

In response to the American Council on the Teaching of Foreign Languages’ initiative and the gap existing in identifying high-leverage teaching practices (HLTPs) in world language teaching, this study investigated and decomposed HLTPs in a video corpus of exemplary world language teachers. Specifically, this study clarified the definitions of some identified HLTPs and proposed one new practice—building connections to other content areas to promote students’ communicative competence. The proposed HLTP was broken down into component micro-practices and instructional moves illustrating the ways in which practices were enacted in particular classroom contexts. This line of research is important because only through making visible and breaking down instructional moves can novice teachers quickly grasp practices and truly learn to enact the teaching practice for themselves.

scholarly journals IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNICATIVE LANGUAGE TEACHING OF THE SECOND LEVEL STUDENTS AT ‘MEC’ MEGALIA ENGLISH COURSE.

2016 ◽  
Vol 1 (01) ◽  
Author(s):  
Emelia Panambunan ◽  
Golda J Tulung ◽  
Mister Gidion Maru
Keyword(s):  
Personal Experience ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Collaborative Action Research ◽  
Collaborative Action ◽  
Questions And Answers ◽  
Speaking Skill ◽  
The Subject ◽  
Evaluation Of Learning

This study is a collaborative action research investigation to improve the speaking abilityof the students at Megalia English course especially class X-B. Opportunities to teach English areprovided in many different ways and it is based on each teacher who teaches. One of the teachingmethods is Communicative Language Teaching that would provide more opportunities for children todevelop their speaking skill in English because the classroom procedure in CLT gives students moreactivity in class. The subject of this research was taken from class X-B of second level students atMegalia English Course. This class consisted of 15 students. The researcher concluded this researchduring Febuary-March 2015. The improvement of students’ speaking ability could happen by usingthe Communicative Language Teaching type of activities as follow: (a) Presentation of a brief dialogor several mini dialogs, roles setting topic and the informality or formality of the language with thefunction and the situation demand. (b) Questions and answers based on the dialog. (c) Questions andanswers related to students personal experience but centered on the dialog theme. (d) Individual work.(e) Pair works. (f) Evaluation of learning. (g) Sampling of the written homework assignment. (h)Games related to the topic. (i) Oral pratice. Based on the conclusion, it is recommended that: (1) TheEnglish teachers have to be sure that the method of teaching is effective to improve the students’ skillor not. Communicative Language teaching method is recommended to apply to increase the studentsspeaking ability. (2) A well-prepared planning is also important to the teacher before teaching so theclass will be running well without wasting time to the unimportant things. (3) The English teachershave to be able to make a creative class so the students will not be bored in the class.Keywords: Communicative Language Teaching, Speaking Ability, Second Level Students ofMegalia English Course.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

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