scholarly journals Exploring Effective Foreign Language Teaching from the Eyes of Iranian Learners: Reporting a Qualitative Interview Study

2018 ◽  
Author(s):  
Alireza Oskouei ◽  
Azizollah Dabaghi ◽  
Dariush Nejad Ansari
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Structured Interview ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Knowledge Based ◽  
Qualitative Interview Study ◽  
Culture Teaching ◽  
Teacher Personality

This article reports on a qualitative study of the learners’ beliefs about effective foreign language teaching in an Iranian setting. A semi-structured interview covering several fundamental issues in foreign language (FL) pedagogy was conducted with 22 upper-intermediate Iranian English as a Foreign Language (EFL) learners. Qualitative content analysis of the transcript data yielded several interesting and informative themes. Among the most prominent results of the study, mention can be made of learners’ strong penchant for modern, learner-centered approaches to FL teaching such as communicative language teaching (CLT) and task-based language teaching (TBLT). Among the other notable themes were learners’ endorsement of teachers’ high proficiency and pedagogical knowledge, positive teacher personality, the integration of culture teaching in the classes, and sustaining learner interest and motivation. The results have implications for knowledge-based teacher education as well as for practicing and prospective FL teachers.

scholarly journals Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

2016 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Evis Kapurani
Keyword(s):  
Elementary Schools ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Control Groups ◽  
Traditional Methods ◽  
The Impact

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

scholarly journals On the Alternate Use and Complementation of Grammar: Translation Method and Communicative Language Teaching Method

2020 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Translation Method ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Communicative Teaching ◽  
Organic Combination

Grammar-translation method and communicative language teaching method are the two most important methods of foreign language teaching at home and abroad, each of which holds its own advantages and disadvantages, and complements each other. The organic combination and alternate use of the grammar-translation method and communicative teaching method will help to improve the efficiency of foreign language teaching.

scholarly journals Construction of Acculturation-Oriented Teaching Pattern in College Foreign Languages Courses – From Cultural Experience Theory Perspective

2019 ◽  
pp. 225-243
Author(s):  
Shujun Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning Outcome ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cultural Experience ◽  
Culture Teaching ◽  
Teaching Pattern

Language is an integral part of culture and culture’s big role in language learning can never be exaggerated too much. With worldwide globalization development, it grows to be a heated topic on how to improve foreign language learning outcome by culture teaching. Based on Schumann’s Acculturation Model and Moran’s Cultural Experience Theory, attempts are made to shed more light on acculturation-oriented pattern construction from cultural experience perspective to guide college foreign language teaching in a more effective way. In addition, pedagogical implications are put forward as well.

scholarly journals A Retrospective View of English Language Learning Materials Produced in Slovenia from 1945 to the Present

2013 ◽  
Vol 10 (2) ◽  
pp. 97-124
Author(s):  
Janez Skela
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Learning ◽  
Retrospective View ◽  
Historical Periods ◽  
Translation Methodology

Taking a historical perspective, this article documents the development of domestically produced English Language Learning (ELL) materials in the period between 1945 and 2013. To this end, reference is made to milestones that marked shifts in linguistic and foreign language teaching paradigms, including aspects of Method and the underlying conception of language. The analysis will draw on aspects of Method in relation to language policy documents (i.e., curricula) and the course books in which these principles are embodied. Through the analysis of these factors we trace the evolution from Grammar–Translation methodology to Communicative Language Teaching in locally produced textbooks which are representative of various historical periods.

scholarly journals The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools

2019 ◽  
Vol 12 (11) ◽  
pp. 97
Author(s):  
Abderrahim El Karfa
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Classroom Environment ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Communicative Approach

The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students’ personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.

scholarly journals An analysis of Gazi University Tomer B1 book in terms of values educationGazi Üniversitesi Tömer B1 seviyesi kitabının değerler eğitimi bakımından incelenmesi

2018 ◽  
Vol 15 (2) ◽  
pp. 755
Author(s):  
Gökmen Boztilki
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Values Education ◽  
English Summary ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Common Value ◽  
The World ◽  
Culture Teaching ◽  
Technological Opportunities

Teaching a language is an action that involves teaching not only the grammar, but also the culture, traditions, and the point of view of the world. The concept of value is one of the elements that make up culture, tradition and the individual's perspective on the world. One of the problems experienced by individuals who learn Turkish as a foreign language is the problem of incompatibility caused by not recognizing these values.One of the most important principles in the field of foreign language teaching is the principle of transferring culture along with language. In this context, language teaching is also culture teaching. Today technological opportunities bring many innovations and developments in education field, but the basics of foreign language teaching are still forming textbooks. These books are one of the important factors of cultural transfer. In order to achieve a healthy education in Turkish as a foreign language, the values belonging to the society must be reflected in the books of the foreign language in a balanced way. In this study,which aims to anaylze the book B1 level for foreigners in terms of values education, the descriptive document scanning model was taken into consideration. According to the results of the analysis, all values in Schwartz classification are shown in Turkish B1 book for foreigners at Gazi University TOMER. While the most common values in the classification are self-direction and benevolence, the least common value is conformity.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBir dilin öğretimi yalnızca dil bilgisini değil aynı zamanda o dilin  kültürünü, geleneklerini, dünyaya bakış açısını da öğretmeyi içeren bir eylemdir. Kültürü, geleneği ve bireyin dünyaya bakış açısını oluşturan unsurların başında ise değer kavramı gelmektedir. Türkçeyi yabancı dil olarak öğrenen bireylerin yaşadıkları sorunlardan biri de bu değerleri tanımamaktan kaynaklanan uyumsuzluk  sorunudur. Yabancı dil olarak Türkçe öğretiminin ilkelerinden biri de dil ve kültür aktarımının aynı anda sağlanmasıdır.  Bu bağlamda dil öğretimi aynı zamanda kültür öğretimidir.Günümüzde teknolojik imkanlar eğitim alanında da birçok yenilik ve gelişimi beraberinde getirse de yabancı dil öğretiminin temelini halen ders kitapları oluşturmaktadır. Bu kitaplar kültür aktarımının önemli unsurlarından biridir. Yabancı dil olarak Türkçe öğretiminde değerler eğitiminin sağlıklı gerçekleşebilmesi için topluma ait değerlerin yabancı dil kitaplarına da dengeli bir şekilde yansıması gereklidir. Gazi Üniversitesi TÖMER Yabancılar İçin Türkçe B1 seviyesi kitabının değerler eğitimi açısından incelenmesinin amaçlandığı bu çalışmada, betimsel nitelikli döküman tarama modeli kullanılmıştır.Tarama sonuçlarına göre Gazi üniversitesi TÖMER Yabancılar için Türkçe B1 kitabında Schwartz’ın sınıflandırmasındaki bütün değerlere yer verildiği görülmektedir. Sınıflandırma  içindeki değerlerden kitapta en çok yer alan değerler özyönelim (self-direction)  ve  iyilikseverlik (benevolence) iken en az yer verilen değer ise uyma (conformity) olmuştur.

scholarly journals Peculiarities of Communicative Approach in Foreign Language Teaching

2020 ◽  
Vol 6 (2) ◽  
pp. 297-301
Author(s):  
N. Wahedi
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Negotiation Of Meaning ◽  
Essential Function ◽  
Conventional Methods

This paper looks briefly at the preconditions that gradually formed communicative language teaching (CLT) as a response to the growing demand and needs of non-native learners of English in many different contexts of learning, then draws a parallel between existing conventional methods of language teaching and novel insights presented by CLT. The constituent parts of Communicative competence are introduced. The negotiation of meaning is considered as the most essential function of the target language that learners are capable to master which allows them to maintain flexibility in a deliberate speech despite the gaps in their language proficiency. Besides, the article discusses the current limitations of CLT bound to several factors such as the lack of language proficiency, rigid curricula, and teachers’ misconceptions of CLT.

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