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COMMUNICATIVE APPROACH TO TEACHING FOREIGN LANGUAGES ... : КОММУНИКАТИВНЫЙ ПОДХОД К ОБУЧЕНИЮ ИНОСТРАННЫМ ЯЗЫКАМ ...
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Critical Analysis of the Evolution in English Language Teaching Approach: CLT to Context Approach ...
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Critical Analysis of the Evolution in English Language Teaching Approach: CLT to Context Approach ...
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Предметно-языковое интегрированное обучение экономистов в неязыковых вузах ... : Integrated subject-language education of economists in non-linguistic universities ...
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Some English-Medium Primary School Teachers? Perspectives of Using a Drama-Based Approach to Teach Irish
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Analysis of teaching resources used in EFL classes in selected Ecuadorian universities
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 100-109 (2018) (2018)
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New Perspectives for Teaching French in Iraq: Principles and Practices
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In: All Graduate Plan B and other Reports (2017)
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A Review of Mobile Language Learning Applications: Trends, Challenges, and Opportunities
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Overcoming the challenges: How native English-speaking teachers develop the English speaking skills of university students in South Korea
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Seo, Dawon. - : Edith Cowan University, Research Online, Perth, Western Australia, 2015
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In: Theses: Doctorates and Masters (2015)
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Potential of Voice Recording Tools in Language Instruction
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 128-141 (2015) (2015)
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Communicative Language Teaching in Indonesia: Issues of Theoretical Assumptions and Challenges in the Classroom Practice
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In: TEFLIN Journal, Vol 12, Iss 2, Pp 184-193 (2015) (2015)
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Observations on Teachers’ Knowledge Growth in the Communicative Approach in Taiwanese EFL Classes
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Abstract:
This paper aims to illustrate how the observation scheme was developed and helped evaluate the extent to which the teachers’ practitioner knowledge in adapting the communicative approach (CA) develops. ; This paper aims to illustrate how the observation scheme was developed and helped evaluate the extent to which the teachers’ practitioner knowledge in adapting the communicative approach (CA) develops. The CA, including communicative language teaching (CLT) and task-based language teaching (TBLT), has been strongly promoted by professionals in the area of second language (L2) teaching and learning. It has also been embraced by national curriculum guidelines in many countries where English is taught as a foreign (EFL) or second language (ESL). However, it is not widely accepted in teachers’ practice. An action research study was set up to help teachers develop and implement a context-sensitive CA in a Taiwanese EFL secondary school. To observe teachers’ knowledge growth in the CA, a systematic observation scheme was developed. This was done by firstly clarifying what CA, CLT, and TBLT mean, then identifying the key principles which are informed by theories related to L2 learning and cognitive psychology, and finally, comparing the criteria with common cited observation schemes and giving consideration to contextual factors. The scheme was applied to observe three volunteer teachers once a month and trace their knowledge growth for five months. The scheme effectively captured insights into this growth. It is believed that this framework can also be applied to other settings where a gap exists between the governments’ expectation and the classroom reality.
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Keyword:
communicative approach (CA); communicative language teaching (CLT); task-based language teaching (TBLT); teacher education; teachers’ beliefs; teachers’ knowledge
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URL: http://hdl.handle.net/10871/15665
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The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution : a case study
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The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution : a case study
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The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution : a case study
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Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching
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In: Australian Journal of Teacher Education (2012)
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Grounded theory approach to beginning teachers' perspectives of communicative language teaching practice
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