TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?

Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.

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Manipulating and Complementing Content Teaching To Maximize Second Language Learning

TESL Canada Journal ◽

10.18806/tesl.v6i1.542 ◽

1988 ◽

Vol 6 (1) ◽

pp. 68 ◽

Cited By ~ 97

Author(s):

Merrill Swain

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Content Learning ◽

Current Discussion

Much current discussion about communicative language teaching incorporates the notion that second language learning will be enhanced through its integration with content learning. This paper argues that not all content teaching is necessarily good language teaching, and suggests some ways in which content teaching might be organized to enhance second language learning.

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Do student-student interactions improve their language learning? A comparison between GTM and CLT approaches

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v5i1.425 ◽

2013 ◽

Vol 5 (1) ◽

Author(s):

Reza Raissi

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Target Language ◽

Translation Method ◽

Control Group ◽

Student Interactions ◽

Grammar Translation Method

Nowadays most of the scholars in the field of foreign/ second language teaching emphasized on learner centered approaches of language teaching and replacing them by old ones. In this research, researcher examined two different teaching approaches which are very common in Iran where English considered as a foreign language, namely Communicative Language Teaching (CLT) and Grammar Translation Method (GTM). Two groups of thirty participants have been participated in this study namely control and treatment groups. Students of the treatment group have received the CLT instruction in which they had high amount of interaction in the considered classes during 14 weeks of the classes while students in the control group didn’t receive any interaction in the target language by implementing GTM approach. Pretest and delayed posttest have been used in this study for measuring student’s proficiency during the course instruction. Results of the experiment have been analyzed descriptively which shows that by implementing CLT among nonnative students, their general knowledge of English can be improved significantly. At the end of the research some useful pedagogical implications have been proposed by the researcher. Keywords - Language teaching and learning, interaction hypothesis, Communicative Language Teaching, Grammar Translation Method, English as a Foreign Language.

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Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

Global Expert: Jurnal Bahasa dan Sastra ◽

10.36982/jge.v8i2.963 ◽

2020 ◽

Vol 8 (2) ◽

Author(s):

Desi Surayatika

Keyword(s):

Language Learning ◽

English Language ◽

Language Use ◽

First Language ◽

Language Instruction ◽

Target Language ◽

English Language Learning ◽

Classroom Language ◽

Students First ◽

English Classroom

ABSTRACTStudents’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( L1 ) is combined with the target language ( L2 ) being studied to be a language instruction used by the teacher to conduct an English classroom. The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( EFL ).Keyword : Bilingual, Students’ Perception, language use, EFL classroomABSTRAKPersepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( L1 ) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( EFL ).Kata kunci : Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL

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EMERGING FACTORS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) AND ITS APPLICATION IN INDONESIAN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOMS

Langkawi Journal of The Association for Arabic and English ◽

10.31332/lkw.v3i2.587 ◽

2018 ◽

Vol 3 (2) ◽

pp. 169

Author(s):

Abd Rahman

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Second Language Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Learning And Teaching ◽

Efl Context ◽

Main Factors

Communicative Language Teaching (CLT) has been adopted in many countries and has influenced the foreign and second language learning and teaching. This article aims to explore the emerging factors of CLT and how CLT is practiced in Indonesian EFL classroom. This study finds that there are three main phases of the development of CLT. Started from the works of Hymes (1967, 1972), Canale and Swain (1980) and Bachman (1990). Moreover, recent theories in second language acquisition and globalization are two main factors which lead to the widespread of CLT. Finally, in the EFL context the application of CLT has faced many challenges. Socio-cultures, grammar and reading-based exam, and teachers’ low English proficiency make the application of CLT in Indonesian EFL classroom has not reached its objectives yet.

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An Experimental Analysis of Errors in Light of Language Learning and Language Use and the Role of Executing Involvement to Increase Motivation in the English Language Classroom

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.51.82 ◽

2015 ◽

Vol 51 ◽

pp. 82-88

Author(s):

Mohsen Fatehi ◽

Omid Akbari

Keyword(s):

Language Learning ◽

English Language ◽

Language Use ◽

Foreign Language Learning ◽

Language Classroom ◽

English Classroom ◽

Motivation And Learning ◽

Experimental Effort ◽

Teaching Situations

People are very likely to make mistakes during language learning, FL learners above all. We want in this paper to make an experimental effort to describe and pinpoint learners’ errors in language learning and language use hoping it will pave the ground for FL learners’ to have a better understanding of the errors they make. And yet all researches done empirically until present day show a correlation between students’ motivation and learning aftermaths in the teaching of English in ESL and EFL contexts. Notwithstanding of a sound theoretical framework, there are few studies which bring about strategies intended to increase motivation and report findings. This paper also endeavors to enlighten the factors which put students’ motivation in jeopardy and act as hindrance in efficient foreign language learning. It equips teachers with a tool for assessing students’ motivation so that they put into practice effective motivation strategies in the English classroom. The strategies and involvements suggested can be used by teachers in copious teaching situations after of course considering and taking their own teaching contexts under advisement.

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A Case of Teaching Modern Latvian

Baltu filoloģija ◽

10.22364/bf.29.1.08 ◽

2020 ◽

Vol 29 (1) ◽

pp. 135-140

Author(s):

Ērika Sausverde ◽

Keyword(s):

Language Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Target Language ◽

Free Communication ◽

Learning Contexts ◽

Basic Ideas

Numerous reviews of the language teaching subject show that, in spite of the impressive diversity of methods and approaches, certain basic ideas are repeated and reinterpreted, Recognition of the complexity and diversity of language learning contexts has led some to suggest that we have moved ‘beyond methods’ to a ‘postmethod’ condition (Kumaravadivelu 2002; Savignon 2007). It seems there is a big gap between CLT (communicative language teaching - one of the most popular methods today) as an approach and its implementation. This paper considers that dialogue, one of fundamentals of CLT, should be born within the free communication of learners who are taught to produce a monologue. The method of constructing lectures around good texts along with plenty of (grammar) drills is presented with the idea that such a method would help the learner to move rather speedily from the phase of interlanguage to the target language.

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Revisiting Input and Output Hypotheses in Second Language Learning

Asian Education Studies ◽

10.20849/aes.v1i1.18 ◽

2016 ◽

Vol 1 (1) ◽

pp. 19 ◽

Cited By ~ 2

Author(s):

Victor A. Birkner

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Language Teaching ◽

Target Language ◽

Effective Learning ◽

Input And Output ◽

New Ideas ◽

The Impact ◽

Output Hypothesis

This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students’ level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough. Students need to use the language they have learnt. These new ideas emerged from the output hypothesis that had a significant impact on the field of language teaching. The article concludes that both approaches can be used complementarily although more study is still needed. atology and expand its studies from macro-studies to micro-studies.

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Corpus Research Applications in Second Language Teaching

Annual Review of Applied Linguistics ◽

10.1017/s0267190511000055 ◽

2011 ◽

Vol 31 ◽

pp. 205-225 ◽

Cited By ~ 56

Author(s):

Ute Römer

Keyword(s):

Second Language ◽

Language Learning ◽

Corpus Linguistics ◽

Second Language Learning ◽

Language Teaching ◽

Future Research ◽

Learning And Teaching ◽

Language Pedagogy ◽

Language Classroom ◽

Specialized Language

Over the past few decades, corpora have not only revolutionized linguistic research but have also had an impact on second language learning and teaching. In the field of applied linguistics, more and more researchers and practitioners treasure what corpus linguistics has to offer to language pedagogy. Still, corpora and corpus tools have yet to be widely implemented in pedagogical contexts. The aim of this article is to provide an overview of pedagogical corpus applications and to review recent publications in the area of corpus linguistics and language teaching. It covers indirect corpus applications, such as in syllabus or materials design, as well as direct applications of corpora in the second language classroom. The article aims to illustrate how both general and specialized language corpora can be used in these applications and discusses directions for future research in applied corpus linguistics.

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Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs

English Language Teaching ◽

10.5539/elt.v4n2p46 ◽

2011 ◽

Vol 4 (2) ◽

pp. 46 ◽

Cited By ~ 2

Author(s):

Mahyar Ganjabi

Keyword(s):

Language Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Target Language ◽

Grammar Teaching ◽

Teachers Beliefs ◽

Efl Teachers ◽

Efl Students ◽

Computer Based ◽

Iranian Students

This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students’ and teachers’ beliefs regarding what procedures were most effective in bringing about language learning. Discussion of the findings and implications for further research are also articulated.

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Student Language Anxiety in Learning English (A survey to non-English Major students in rural area)

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) ◽

10.21093/ijeltal.v2i2.55 ◽

2018 ◽

Vol 2 (2) ◽

pp. 95

Author(s):

Tuti Hidayati

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Negative Evaluation ◽

Target Language ◽

Language Anxiety ◽

Language Class ◽

Language Classroom ◽

English Major ◽

English Classroom

Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3,5. Communication apprehension and test anxiety were in the second and third rank with the average mean 3,3 and 3,1 respectively. Meanwhile, English classroom items were perceived to contribute the least to the students’ tense experience given the average mean 2,7. It is suggested that making the learners realize that they are not alone experiencing anxiety in learning a foreign language is crucial. Furthermore, it is important that teachers embrace a supportive and non-threatening role to provide a more effective foreign language learning.

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