scholarly journals Targeting Communicative Competence Through Poetry as a Tool

2019 ◽  
Vol 8 (2S3) ◽  
pp. 84-90
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Information Exchange ◽  
Point Of View ◽  
Language Teachers ◽  
Literary Texts ◽  
Self Advocacy ◽  
Authentic Texts ◽  
Language Curriculum ◽  
Essential Components

Communication is the process of establishing a connection between two points of information exchange. It is essential to everyone for giving and receiving information when they communicate their ideas. Communication skills are necessary for the development of self-advocacy and selfdetermination. It is one of the essential components of the foundation of the personality. The role of literature and the source of authentic texts of the language curriculum have been gaining in recent years. There has been a hot debate among language learners as to how, when, where, and why literature should be incorporated in the ESL curriculum. Reasons for using literary texts in second language classroom and main criteria for selecting suitable literary texts in second language classes are stressed so as to make the reader familiar with the underlying reasons and criteria for language teachers’ using and selecting literary texts. Learning poetry is extremely helpful for a learner to grasp the rhythmic aspect of the language. Poetry serves not only a model of literature but also a model for teaching skills of language such as reading and writing. Poetry is an effective way of language teaching. The student can easily relate structures and themes with the help of poetry. Moreover, it promotes the students to learn new words and different literary terms. This paper focuses on how communication skills can be improved through listening to poetry. Learning literature provides a platform to improve student’s communication skills. When the students read poetry, it improves their vocabulary, sentence, syntax, fluency and the creative skills. Teaching poetry is also interesting as far as teacher’s point of view is concerned. Learning poetry helps the students to enhance their fluency.

scholarly journals A Critical Analysis of the Problems in Communicative English Faced by Learners in Engineering Colleges

2015 ◽  
Vol 5 (3) ◽  
pp. 767-771
Author(s):  
Joseph Thomas
Keyword(s):  
Communication Skills ◽  
Evaluation System ◽  
English Language ◽  
Point Of View ◽  
Language Teachers ◽  
Critical Study ◽  
Communication Competency ◽  
Extra Curricular Activities ◽  
Class Room ◽  
Teaching Grammar

A critical study is conducted in a premier Engineering college in Tamil Nadu.This Institution enjoys an excellent status in terms of admissions, extra-curricular activities and placement. Meritorious students with high scores in plus two are admitted every year. The institution takes up a series of steps to improve the communication skills of learners. Despite these efforts, many final year students are unfit to be placed due to low proficiency in the basic skills of English language. Hence the study aims at identifying their problems with communication skills, analyzing the causes and suggesting remedies for improvement. Every class room has a heterogeneous group of students from different educational streams such as- CBSE, matriculation and state board. A majority of students have had their schooling in Tamil medium. Further, they hail from different backgrounds, rural, semirural and urban. Technical English is included in the curriculum only in first and second semesters, where concentration is on teaching grammar items. In the fifth semester, every branch of students is given a three hour training per week in the communication lab. The study reveals that the learners indifference and lack of intrinsic motivation is the prime cause for low proficiency. The evaluation system compels the faculty to complete the syllabus from an examination point of view. This is another handicap which prevents the teachers from imparting the required communication competency within the prescribed hours. It is hoped that this study will create awareness among the language teachers to discover more efficient methods to cope up with the learners need.

scholarly journals Using drama-in-education to Facilitate Active Participation and the Enhancement of Oral Communication Skills among First Year Pre-service Teachers

2013 ◽  
Vol VII (2) ◽  
pp. 49-63
Author(s):  
Logamurthie Athiemoolam
Keyword(s):  
Second Language ◽  
Communication Skills ◽  
Intermediate Phase ◽  
Oral Communication ◽  
Language Teachers ◽  
First Year ◽  
Drama In Education ◽  
Trainee Teachers ◽  
English Second Language ◽  
Second Language Teachers

This study provides an evaluation of a program in drama-in-education aimed at enhancing the English oral communication skills among a cohort of 63 first year intermediate phase (English second language) teachers and to establish to what extent they would be prepared to use such creative approaches in their classes as potential teachers. The data for this in-depth qualitative case study was collected through observation of their dramatic presentations, informal interviews with them based on their drama-in-education experiences and written accounts of their learning. The findings suggest that the potential of drama-in-education to enhance oral communication skills amongst English second language trainee teachers is phenomenal. A number of trainee teachers also indicated that they would definitely implement drama in education in their classes as potential teachers, since their exposure to this technique had contributed to the development of their critical and creative skills and their confidence.

scholarly journals Assessing the Communicative Use of Literary Texts in EFL Coursebooks

2021 ◽  
Vol 11 (2) ◽  
pp. 68
Author(s):  
Shaima J. Al-Saeed ◽  
Abdullah A. Alenezi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Literary Texts ◽  
Unique Contribution ◽  
Authentic Texts ◽  
Language Programs ◽  
Learning And Teaching ◽  
Language Classes

Integrating and utilizing literary texts from coursebooks in foreign language teaching could impact the communicative competence of language learners. The study aims to scrutinize the usage of authentic and inauthentic literary texts found in 44 mainstream English as a foreign language (EFL) coursebooks. The article particularly examines how texts can facilitate communicative language learning and teaching in language classes. To do this, the study proposes a set of principles that can enable using literary texts more appropriately. The analysis of the study indicates that authentic and inauthentic literary texts are used differently, with authentic texts providing great opportunities for communication and offering a unique contribution to the EFL classroom. The study has implications for language teachers and coursebook designers in language programs. Further recommendations are made on how literature can be used communicatively.

scholarly journals CEFR-aligned school-based assessment in the Malaysian primary ESL classroom

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Gurnam Kaur Sidhu ◽  
Sarjit Kaur ◽  
Lee Jia Chi
Keyword(s):  
Second Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Self Assessment ◽  
Language Curriculum ◽  
Constructive Feedback ◽  
School Based ◽  
Second Language Teachers ◽  
Teaching Learning ◽  
Esl Classroom

The Malaysian ESL (English as a Second Language) curriculum has undergone several reforms since the implementation of the Malaysian Education Blueprint 2013-2025. In 2016, the Kurikulum Standard Sekolah Rendah (KSSR) or the Standard Curriculum for Primary Schools (SBCPS), first introduced in 2011, was revised to align with the Common European Framework of References (CEFR) for languages. This more action-oriented approach resulted in fundamental changes to teaching, learning, and assessment including the integration of an innovative school-based assessment (SBA). It witnessed a shift from the traditional stance of assessment of learning to assessment for learning that emphasizes both peer and self-assessment as necessary components for the development of autonomous language learners.  Therefore, the main aim of this study was to investigate the implementation of the CEFR-aligned SBA in the primary ESL classroom. Data were collected via a three-pronged procedure involving surveys, interviews, and document analysis from TESL (Teaching English as a Second Language) teachers in five randomly-selected schools located in Damansara, Malaysia. The findings revealed that the implementation of SBA left much to be desired and was far from formative assessment. Though teachers expressed rather positive opinions on SBA, they lacked a full understanding of the method and admitted possessing a limited knowledge of the revised CEFR-aligned ESL curriculum altogether. Teachers provided little or no constructive feedback on assignments, and learners were not encouraged to reflect on assignments. There was little evidence of peer and self-assessment required for developing autonomous learners. Teachers cited time constraints, classroom enrolment, heavy workload, and lack of training as their main challenges against the effective implementation of the CEFR-aligned SBA.

Second language curriculum renewal

1988 ◽  
Vol 11 (1) ◽  
pp. 147-157
Author(s):  
H.H. Stern ◽  
Birgit Harley
Keyword(s):  
Second Language ◽  
Curriculum Design ◽  
Language Teachers ◽  
Language Programs ◽  
Language Curriculum ◽  
Task Forces ◽  
Canadian Association ◽  
Second Language Teachers ◽  
Core French ◽  
Curriculum Renewal

Abstract Many different patterns of curriculum design have been proposed in recent years. Few of them have gone beyond the drawing board and been implemented in language programs. The Canadian Association of Second Language Teachers, which has recognized as a particular current Canadian problem, the teaching of French in non-immersion settings throughout Canada (so-called ‘Core French’), has launched a three-year project to improve the teaching of Core French through curriculum renewal. The project has adopted one such syllabus design model, that of a multidimensional second language curriculum. The project operates through six task forces and several regional committees. The paper/symposium is concerned with aspects of the rationale of the project, the design and rationale of the curriculum, the

scholarly journals Second Language Development Through the Use of Dance

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
IIdiko Pinter
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learners ◽  
Teaching Strategy ◽  
Language Teachers ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Second Language Development ◽  
Mind And Body ◽  
The Mind

Professionals Feqllently discuss implicit language learning and teaching techniques, but few language teachers actually use explicit techniques to teach second language. This article discusses the use of dance as a teaching strategy for second language learning. Through dance, students can develop various relationships. Creating relationships between the mind and body, and between the self and the community is velJ! meaningfiil especially for second language learners. The foclls of these relationships is holistic. It is important to begin to use explicit strategies to bring together various domains of knowledge. I propose a variety of tools in which dance can be implemented into the second language curriculum.

LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

2018 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Desy Damayanti ◽  
Adin Fauzi ◽  
Azizatul Mahfida Inayati
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Learning Materials ◽  
Authentic Materials ◽  
Authentic Texts ◽  
Radio Broadcasting ◽  
Language Classroom ◽  
Level Of Understanding

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.

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