scholarly journals Literature in EFL/ESL Classroom

2011 ◽  
Vol 4 (1) ◽  
pp. 201 ◽  
Author(s):  
Mohammad Khatib ◽  
Saeed Rezaei ◽  
Ali Derakhshan
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Teaching Material ◽  
Review Of Literature ◽  
Approaches To Teaching ◽  
Teaching Literature ◽  
The Past ◽  
Language Classes

This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

scholarly journals Translation in ESL Classes

2015 ◽  
Vol 7 (3) ◽  
pp. 87-107
Author(s):  
Imola Katalin Nagy
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Translation Method ◽  
Language Pedagogy ◽  
Language Classes ◽  
Grammar Translation Method ◽  
The Times

Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

From Structures to Communicative

1987 ◽  
Vol 8 ◽  
pp. 14-29 ◽  
Author(s):  
A. P. R. Howatt
Keyword(s):  
Subject Matter ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Primary Objective ◽  
Structural Approach ◽  
Target Language ◽  
Translation Method ◽  
Linguistic Rules ◽  
Grammar Translation Method

Language teaching has traditionally adopted one of two complementary orientations towards its subject matter. It has either taken the view that language is a system and the primary objective of teaching must therefore be to insure that the system is mastered or it has taken the view that language is essentially a set of artifacts (texts and the like). System oriented language teaching (e. g., the grammar-translation method or the structural approach) has typically emphasized the generality of linguistic rules and attempted to describe and teach “the language as a whole,” whereas text-oriented approaches (such as, for instance, situational and communicative language teaching) have attempted to teach an appropriate sub-set of relevant texts which are taken to define “what the learner really needs.” The characteristic fault of system-based approaches. which explains how otherwise sane men were able to produce absurdities like “ The pen of my aunt is in the sporran of the Scotsman” [A good example of the genitive, my boy!] or pattern practices like “Are you English?” (cue: my brother) trained to fall victim to these little nonsenses, but what are the equivalent crimes of text-based language teaching? They are less easy to spot, but they generally take the form of “wasting police time.” If, as text-based teaching impliesm every text is potential grist to the learning mill, there is no reliable way of distinguishing between texts which are important because they stretch the learner's command of the target language and those which merely have been obvious.

scholarly journals University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Ruffia Jahanzaib ◽  
Muhammad Zeeshan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Future Research ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Grammar Translation Method ◽  
English Language Classrooms

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

Applying Communicative Language Teaching Principles to Biblical Hebrew Instruction

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Liza Lemmer
Keyword(s):  
Reading Fluency ◽  
Teaching Method ◽  
Language Teaching ◽  
Biblical Hebrew ◽  
Communicative Language Teaching ◽  
The Body ◽  
Translation Method ◽  
First Year ◽  
Teaching Principles ◽  
Grammar Translation Method

Biblical Hebrew (BH) has traditionally been taught using the so-called “grammar-translation” method. This method, however, has been shown to be ineffective in bringing most students to spoken or reading fluency. Communicative language teaching (CLT) has been the dominant teaching method of modern languages since the 1980s. In modern language teaching, spoken fluency is the primary goal of the language teaching. The goal of most students studying BH, however, is not spoken fluency, but reading with comprehension. The thesis of this article is threefold: 1) that CLT can be used to help students reach their goal of reading with comprehension, 2) that it can be implemented with success in a first-year classroom, and 3) that students find it more effective and enjoyable than the grammar-translation method. After a brief overview of the history of language teaching, the first part of the body of the article substantiates the claim that CLT is effective in helping students read with comprehension and not just speaking fluently. The second part shows how CLT can be implemented in a first-year classroom. The various techniques that we use in our curriculum are described in some theoretical detail, after which their application in the curriculum is described. Finally, we consider some feedback that we have received from students.

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.

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

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.

scholarly journals Introduction of Communicative Language Teaching in Tourism in Cuba

1991 ◽  
Vol 8 (2) ◽  
pp. 57 ◽  
Author(s):  
Antonio Irizar Valdes ◽  
Ada Chiappy Jhones
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Tourism Industry ◽  
Careful Examination ◽  
The Past ◽  
Communicative Approach ◽  
Structural Methods ◽  
Language Content

In the early 80's, ideas of the communicative approach filtered through to Cuba, but in no way are these ideas widely used in language teaching in the country today. The importance of the tourism industry to Cuba over the past few years has resulted in a careful examination of language teaching for workers in the industry. As a result of this analysis, an experimental programme based on the ideas of the communicative approach was implemented at the Centre for Studies in Tourism in Havana in September 1987. A description of this programme will be presented. Special emphasis will be given to the difficulties encountered by teachers in a foreign language setting who had been previously used to teaching prescribed, teacher-centred, structural methods. One of the other experimental features of this programme was the incorporation of a Canadian focus into the teaching of English in tourism, in an attempt to move away from the consideration of the U.S. and Great Britain as the only sources of English language content and social context. Attempts to extend this type of programme to all sectors of tourism will also be described.

scholarly journals Standardisasi Pengajaran Bipa: Revaluasi Metode Menuju Kompetensi Komunikatif

2020 ◽  
Vol 20 (2) ◽  
pp. 99
Author(s):  
I Ketut Darma Laksana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Cognitive Linguistics ◽  
Communicative Competence ◽  
Language Teaching ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Teaching Material

The method of language teaching to achieve communicative competencies to be a choice in second language learning has not developed widely at this time. This paper aims to present the workings of the Linguistic Method as a form of revaluation of traditional methods of language teaching which are considered to have not met the requirements of BIPA Teaching Standardization. The traditional teaching methods applied so far still revolve around the Direct Method and Translation Method. Both of these methods are suspected of not being able to bring learners to communicative competence. The application of the Direct Method has not shown maximum results because it only relies on teaching methods by prioritizing the use of the target language (second language), but the issue of teaching material does not receive an adequate portion to achieve the expected communicative competence. Similarly the Translation Method which basically attempts to convey material by translating it into learner language (generally in English to deal with heterogeneous classes), nor touching teaching material. In connection with that, Cognitive Linguistics which gave birth to Cognitivism Theory and is known as the Linguistic Method in second language teaching is important to be applied to achieve communicative competence. By the standardization it means that method of language teaching must be measured by the linguistic methods itself as a guidance: teaching each aspect of language, such as grammatical patterns, vocabulary groups, and sound devices is carried out in five stages, namely recognition, imitation, repetition, variation, and selection.

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