scholarly journals PREPARATION PROGRAM FOR ENHANCING COMMUNICATIVE LANGUAGE TEACHING ABILITY

2019 ◽  
pp. 318-332
Author(s):  
Saifon Songsiengchai ◽  
Punwalai Kewara ◽  
Denchai Prabjandee
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Training Session ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Preparation Program ◽  
Knowledge And Skills ◽  
Teaching Practicum ◽  
The Real ◽  
Teaching Ability

English language teaching in Thailand has shifted the paradigm to implement the Communicative Language Teaching approach and focus on who is expected to understand and be able to create activities for them. Although the English teaching practicum provides an internship for all pre-service teachers, it is found that they lack sophisticated professional knowledge and skills. Pre-service teachers have anxiety about “how” and “what” to teach, the communicative language teaching activity for supporting students' communication. The Faculty of Education is aimed to train pre-service teachers before teaching in the real context. Preparation programs can prepare pre-service teachers to develop their knowledge and skills of teaching and learn how to competently apply these in the teaching practicum by teacher training. The purpose of this study is to investigate how to enhance pre-service teachers’ communicative language teaching ability through a designed three-day preparation program for teaching practicum. This qualitative research employed self-reflection to collect the data. Twelve pre-service teachers were selected to participate through purposive sampling. The data were analyzed by using content analysis as the coding technique for grounded theory. The results from the training session phases showed seven topics: confidence, speaking ability awareness, CLT classroom activities, awareness on learners’ language abilities, error tolerance, accuracy and fluency, and grammar discovery. In conclusion, the designated three-day program enhanced pre-service teachers' CLT regarding their knowledge and awareness of how to apply CLT to their future teaching practicum rather than gaining tangibly improved CLT performance. However, future study, such as on monitoring the pre-service teachers' teaching at the real professional context, i.e., during teaching practicum, is highly suggested to seek empirical evidence of their CLT ability.

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

Falls and rises: meanings and universals

1981 ◽  
Vol 17 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Alan Cruttenden
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Second World War ◽  
English Language Teaching ◽  
Real Problem ◽  
World War ◽  
Discourse Function ◽  
The Real ◽  
Second World

The study of intonation has gone through phases in which it has been fashionable to ascribe the meaning of intonation to one particular sort of function.1 Most traditionally that function has been grammatical (see, e.g., the earliest British attempts at intonation analysis (e.g. Butler, 1634) and many recent textbooks on English language teaching). More recently (i.e. since the second world war), speakers' attitude has often been taken as most important (e.g. Pike, 1945; Kingdon, 1958). In the light of current fashion, the discourse function is often seen as most important (e.g. Brazil,, 1975, 1978; Pilch, 1977).I argue in this article that intonation operates with its own set of meanings which are of higher abstraction than those of grammar, attitude or discourse; and that it is only at a lower level that these meanings of higher abstraction become relevant to one or more of these functions (in so far as the functions can in any case be clearly separated). Such a hypothesis is relevant to the question of how intonation is acquired by children (where the real problem for investigators has always been WHAT exactly is being acquired). It is also important to questions of cross-dialectal intonational translation (whether across social or regional boundaries) and also to possible intonation universals.

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 Becoming mentors: a narrative exercise to unveil struggles guiding an english language teaching practicum

2021 ◽  
Vol 10 (11) ◽  
pp. 312-324
Author(s):  
Pilar Méndez-Rivera ◽  
Francisco Pérez-Gómez
Keyword(s):  
English Language ◽  
Public Universities ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Small Scale ◽  
Collaborative Reflection ◽  
Teaching Practicum ◽  
Narrative Study ◽  
English Language Teachers

This paper analyses the memories of two English language teachers recollected about their struggles to break through as practicum mentors in two public universities. This small- scale narrative study emerged from the constant and collaborative reflection upon their long years of experience advising primary and secondary schools’ mentees, and upon the different situations mentors had to experience while performing their job. Findings revealed that despite having worked in two allegedly different settings, both mentors faced similar issues regarding their vision of education, their view on language and their own identity as teachers, which affected their guidance. They also found that the feedback they provided their mentees perpetuated or contradicted dominant visions where inclusion and diversity were neutralized.

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

scholarly journals Methods and Techniques Used by English Teacher Educators in Nepal

2020 ◽  
Vol 1 (4) ◽  
pp. 9-15
Author(s):  
Bhim Lal Bhandari
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Research Study ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Qualitative Research Study ◽  
Methods And Techniques ◽  
Play Group ◽  
Pair Work

This qualitative research study aims to explore the methods and techniques used by teacher educators in Nepalese English Language Teaching (ELT) contexts. Four teacher educators from two campuses of Rupandehi district of Nepal were selected purposively. Open-ended questions were used to collect information from the participants. The results of the study reveal that grammar-translation method (GTM), audio-lingual method and communicative language teaching (CLT) were three major methods like-wise, role play, group, and pair work techniques were found to be used frequently used in the ELT classrooms by teacher educators. The study reveals a positive perception of teachers towards the methods and techniques used by them. It also shows the necessity of the eclectic method with the idea that no method or technique is the best and worst in English language teaching.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

Building Academic Language Through Innovation

2018 ◽  
pp. 215-235
Author(s):  
Brandy C. Judkins ◽  
Zoe Falls
Keyword(s):  
English Language ◽  
Academic Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Instruction ◽  
Language Teachers ◽  
English Language Teaching ◽  
Limited Time ◽  
Written Discourse ◽  
Context Specific

Academic language instruction, exposure, and proficiency are increasingly the focus of research, curricula, and pedagogy within the field of English language teaching. Yet, academic language is more than lexicon, encompassing context-specific and content-driven spoken and written discourse in a large range of registers, each with its own quirks, features, and discourse patterns. We must, then, engage students in developing and practicing academic language in authentic communicative experiences—experiences we may have limited time to add to the curriculum. Thus, innovative approaches to these experiences are needed. Consequently, the aim of this chapter is to present one such innovative approach: incorporating making, tinkering, and collaborating into the classroom. Direct connections between communicative language teaching and the theoretical grounding of making in the classroom are highlighted, in addition to specific pedagogical advice and examples that empower language teachers to purposefully teach with a maker's mind.

Reforming Pre-Service English Language Teacher Training Using Professional Community of Learning

2021 ◽  
pp. 595-621
Author(s):  
Abdulmalik Yusuf Ofemile
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Professional Community ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Context ◽  
Community Of Learning ◽  
Service Training

In the English language teaching context in Nigeria, teacher training-institutions often use theoretical and outdated curriculum with little emphasis on the acquisition of communicative language teaching (CLT) skills or content mastery. This does not adequately prepare teachers for work in basic and secondary schools. This chapter focuses on the potential of using professional community of learning to train pre-service teachers of English in CLT approaches. Two groups of teachers with similar pre-service training were evaluated during teaching practice, with one group being exposed to CLT approaches. Results suggest that pre-service teachers that were exposed to CLT approaches performed better in class than those who were not. Following these results, the potential for replication and integration into the national teacher-training curriculum in Nigeria is explored.

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