...Communicative language teaching (CLT) is generally regarded as an approach to language teaching (Richards & Rodgers, 2001). As such, CLT reflects a certain model or a theory. It is based on the theory that the primary function of language use is communication. Hymes (1972) alludes that its primary goal is for learners to develop communicative competence or simply communicative ability. In other words, its goal is to make use of real-life situations that necessitate communication. Communicative competence is defined as the ability to interpret and perform appropriate social behaviours and it requires the active involvement of the learner in the production of the target language (Prabhu, 1987). Such a notion encompasses a wide range of abilities: the knowledge of grammar and vocabulary, the ability to say the appropriate thing in a certain social situation, the ability to converse in a consistent and coherent manner. As frequently misunderstood, CLT is not a method per se. That is to say, it is not in the sense by which content, a syllabus, and teaching routines are clearly identified (Richards and Rodgers, 2001). CLT uses materials and utilises methods that are appropriate to a given context of learning. As far as theories of learning and effective strategies in teaching are concerned, CLT does not adhere to one particular theory. It draws its theories about learning and teaching from a wide range of areas such as cognitive science, educational psychology, and second...
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...Seminar in Leadership – Andre Jaundoo Reading Assignment #6 – Persuasion and Influence By Andre Jaundoo 1. Summarize the advice given by Chris Anderson. (1 point) a. In summary the advice that Chris Anderson provides on how to give a Killer presentation. Is broken up into several categories. The first is being able to “Frame your Story”. Within any preparation is it vital to conceptualize and frame what the presenter wants to say. More importantly being able to take the audience on a journey where they feel engaged. And be able to share real life stories with value that the audience can relate to. Point number two was to “Plan your delivery”; which is broken into three main approaches to include reading it off a scripts or a teleprompter, develop a set of bullets to speak from, or to be really good. You can always memorize your presentation verbatim. Chris emphasized that it would behoove a person not to read the presentation or even read off a teleprompter. Or else you will lose the audience. Nevertheless, memorizing the talk will ultimately be your best option. However, as mentioned it to can prove quite the challenge in memorizing your talk, just for the fact that at times most people go “Through That Valley of Awkwardness”, where they have yet to memorize there talk to a tee, and at times the audience are able to recognize when the lecture presented now all of a sudden comes across as recited. Bottomline it will behoove you if given the right amount of...
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...Methods * Categories | * Communicative Language Teaching | The Grammar-Translation Method | * * * * * * * * * * * * * * * * * * Theory of Language * * * * * * * * * * * * * *...
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...The right fit at Zappos (Priya de Langen. 05 Jan 2012) Not many companies can boast that they get tour visits to their offices, but Zappos Family of Companies can. The US online shoe retailer receives as many as 2,000 curious visitors per month at its warehouse and offices and rumour has it that some of these onlookers include celebrities and record producers. Founded in 1999 by Nick Swinmurn, the Zappos Family has come a long way from its humble beginnings to becoming a well-known name among American consumers. It all began with Swinmurn unsuccessfully trying to find a pair of shoes for himself, even online. The desire to find the right pair eventually led him to start an online shoe business, Zappos.com. By 2009, the organisation had grown and joined global online retailer, Amazon.com Inc. and last year the organisation was restructured into 10 companies under the Zappos Family of Companies unit. Zappos Family is fast gaining a reputation not only for having great customer service but particularly for being a good employer. Fitting into Zappos’ shoes Earning a reputation as a good employer is no mean feat and the organisation’s quirky and open culture has helped to achieve this. This culture took some time to develop but it has now become a part of everyday work practices for all Zappos Family employees. Hollie Delaney, director of HR at Zappos.com. says that the organisation needed to define itself and the people who would work for it, and this definition came in the...
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...The right fit at Zappos (Priya de Langen. 05 Jan 2012) Not many companies can boast that they get tour visits to their offices, but Zappos Family of Companies can. The US online shoe retailer receives as many as 2,000 curious visitors per month at its warehouse and offices and rumour has it that some of these onlookers include celebrities and record producers. Founded in 1999 by Nick Swinmurn, the Zappos Family has come a long way from its humble beginnings to becoming a well-known name among American consumers. It all began with Swinmurn unsuccessfully trying to find a pair of shoes for himself, even online. The desire to find the right pair eventually led him to start an online shoe business, Zappos.com. By 2009, the organisation had grown and joined global online retailer, Amazon.com Inc. and last year the organisation was restructured into 10 companies under the Zappos Family of Companies unit. Zappos Family is fast gaining a reputation not only for having great customer service but particularly for being a good employer. Fitting into Zappos’ shoes Earning a reputation as a good employer is no mean feat and the organisation’s quirky and open culture has helped to achieve this. This culture took some time to develop but it has now become a part of everyday work practices for all Zappos Family employees. Hollie Delaney, director of HR at Zappos.com. says that the organisation needed to define itself and the people who would work for it, and this definition came in the...
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...English teachers from Henry Cort Community College generally appreciated the benefits and value of communicative game activities in teaching English language. The findings also suggested that teachers should be aware to take learners’ individual variations into account and be more flexible in the use of communicative game when facing students with different backgrounds, learning styles, needs and expectations in order to maximise the educational effect. INTRODUCTION The ever growing need for good communication skills in English has created a huge demand for an appropriate teaching methodology. Language teaching has seem many changes in ideas about syllabus design and methodology in the last 50 years and communicative language teaching (CLT) prompted a rethinking of approaches to syllabus design and methodology. According to Nunam (1989), traditional approaches to language teaching gave priority to grammatical competence as the basis of language proficiency. They were based on the belief that grammar could be learned through direct instruction and through a methodology that made much use repetitive practice and drilling. Most researchers seem to agree that the new communicative approach to teaching prompted a rethinking of a classroom teaching methodology. Wright, Betteridge, and Buckby (2005) stated that learners learn a language through the process of communicating in it, and that meaningful communication provides...
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...A PAPER ON A SAMPLE OF COMMUNICATIVE APPROACH by Laelatul Mawadah 1301068385 I. THEORITICAL BACKGROUND Communicative language teaching (CLT) emphasizes interaction and problem solving as both the means and the ultimate goal of learning English or any language. As such, it tends to emphasize activities such as role play, pair work and group work. It switched traditional language teaching's emphasis on grammar, and the teacher-centered classroom, to that of the active use of authentic language in learning and acquisition. CLT is interested in giving students the skills to be able to communicate under various circumstances. As such, it places less emphasis on the learning of specific grammatical rules and more on obtaining native-speaker-like fluency and pronunciation. Students are assessed on their level of communicative competence rather than on their explicit knowledge. It is more of an approach or philosophy than a highly structured methodology. David Nunan famously listed five key elements to the communicative approach: 1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into the learning situation. 3. The provision of opportunities for learners to focus, not only on the language but also on the learning process itself. 4. An enhancement of the learner's own personal experiences as important contributing elements to classroom learning. 5. An attempt to link classroom language...
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...Communicative approaches in favour of second language acquisition INTRODUCTION For ages, researchers have been developing their own methods, techniques and approaches in the field of learning English as a Second Language. Due to the fact that in the last decades communicative competence has emerged as a main goal; several theories have appeared. They have communication as an aim and are mainly learner centered. AIM The aim of this essay is to look at the concepts of communicative language teaching and task based language teaching. How are these concepts discussed by pedagogical researchers? Furthermore, the dissertation will analyze how communicative approaches are used in the example given where a chart is presented for the students to complete it, and later to serve as a basis for lively questions and discussions according to their level. The first questions ask us to justify the method used in this activity, whereas the second one gives us the opportunity to compare and find similarities or evidence of any other method. Finally, a view on how this activity promotes learners` second language acquisition will be presented. The task states “The use of charts was introduced in Chapter Four as means of providing comprehensive imput …( ) The construction of tables of information about the students can serve as a basis for interesting discussions …” . Then, the teacher creates a chart on the board so as to be completed with the weekly routines of some of the...
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...LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 12 : 1 January 2012 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. Jennifer Marie Bayer, Ph.D. S. M. Ravichandran, Ph.D. G. Baskaran, Ph.D. L. Ramamoorthy, Ph.D. Causes of Secondary Students’ Failure in Learning English in Bangladesh An M.A. Dissertation* by Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher The English and Foreign Languages University Hyderabad – 500605 Andhra Pradesh, India naushaadk@gmail.com *The dissertation submitted here is the slightly modified version of the dissertation that was submitted for the degree of M.A. ELT. The modifications include stylistic changes and corrections of the printing mistakes that were present in the earlier manuscript. No modification was made on theme or content or data analysis or their interpretation. Language in India www.languageinindia.com 12 : 1 January 2012 Mian Md. Naushaad Kabir, M.A. ELT, Doctoral Researcher Causes of Secondary Students’ Failure in Learning English - An M.A. Dissertation 1 Language in India www.languageinindia.com 12 : 1 January 2012 English Department Institute of Modern Languages University of Dhaka Causes of Secondary Students’ Failure in Learning English Mian Md. Naushaad Kabir Supervisor Professor A.M. M. Hamidur Rahman English Department ...
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...Language Teaching Methodology Theodore S. Rodgers, Professor Emeritus, University of Hawaii Background Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself. Language Teaching Methodology Defined Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked...
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...language without hesitation and later talks about use of grammatically and phonologically correct language. Alwright (1994) considers it ‘learn by doing approach’ in teaching whereteacher and students both are involved. Speaking takes place in the presence of listener because listener responds to the speaker’s communication. As Byrne (1986) defines, “Oral communication is a two way process between the speaker and the listener and involves the productive skills of speaking and the receptive skills of understanding”. It is considered to be helpful in improving learning as Staab (1992) states, “I believe that oral language is important not only as a vital communication tool that empowers us in our daily lives but also as a valuable way to learn” (7). He considers listening and speaking as oral communication skills. As hestates, “oral communication skills mean both speaking and listening to oral language, both talking and listening are lifelong activities and probably our most important communication tool” (p.6). Both are integrated skills and supports in developing each other. As (Brown, 1994), also asserts that the integration of listening and speaking skills is termed as oral communication skills because listening can be developed indirectly by integrating it to speaking. The literature states that communication is an exchange of ideas between people either orally or in writing. It is also an exchange of meaning and understanding. Meaning is central to communication. Rahman (2010) considers...
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...two years of study at this level, the students sit for the HSC examination which is the second public examination they face in the life. In the main stream system of formal education in Bangladesh English is introduced as a compulsory subject from class 1 and continues with the same status up to class 12. When HSC level is considered, English is taught here as a compulsory subject consisting of two papers each carrying one hundred marks To face the challenges of new century, the English textbook of class XI-XII has been rationally evaluated by foreign consultants and local experts. The evaluated and modified textbook was designed for introducing communicative techniques and for providing adequate practice in language skills: listening, speaking, reading and writing. But necessity of grammar can not be avoided in the context of Bangladesh. The purpose for designing H.S.C. syllabus is to make the learner competent in communication in the target language and which is similar to CLTA method in language teaching and learning. In CLTA usually a notional-functional syllabus is followed. In this type of syllabus, instruction is organized not in terms of grammatical structure, but in terms of ‘notions’ and ‘functions’. But grammar is also included by the experts. It is expected that the revised textbook will meet the real needs of the students and teachers and eventually results in more effective teaching and learning of English. In this study, HSC...
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...Name : Kadek Ari Yuliani NIM/Class : 1312021048/5B FOREIGN LANGUAGE LEARNERS’ ANXIETY AND THEIR ACHIEVEMENT Learning English becomes a complicated subject matter for foreign language learners. The process of acquiring a foreign language should be achieved naturally nevertheless, most of foreign language learners feel this process is full of challenges and can be a stressful activity for them (Hewitt & Stefenson, 2011 as cited in Khodady & Khajavy, 2013, p. 269-289). Some researchers claim that language anxiety plays a prominent role in achieving the successfulness of language learning processes. Language anxiety expounded as “distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process” (Horwitz et al. 1986, p. 128). Language anxiety of foreign language learners contributes both positive and negative effect to their achievement in language learning processes. The study about the relationship between foreign language learners’ anxiety and their achievement is not a recent topic in education, it has been discussed for many years. Alpert and Haber (1960 cited in Wu. 2010 ) mentioned two types of language anxiety effects, they are, debilitating anxiety and facilitating anxiety. Debilitating anxiety means that language anxiety motivate the students to escape or decamp from language learning processes. The language anxiety makes learners feel underestimated...
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...is used to enable students focus more in the class, respond more and help them to auto correct themselves. 4. Translations and repetitions are avoided by the teacher and it paves way to independent learning by the learner. 5. Self-expression - where students try to express their thoughts, ideas and needs in target language is the fundamental point of The Silent Way learning process. 6. Feedback is encouraged towards the end of the session. However, praise or criticize is avoided and mere observation of the class is provided as feedback. 7. Evaluation is through observation as there would be no formal test in this method. Though unique and innovative in its style and further led to the origin of learner involved theories like TBLT or CLT The Silent Way is criticized for its abstract way of learning a language. It is also often criticized as a harsh method as it lays more responsibility on the learners. The material needs to be enhanced as the complexity level of the language increases. However, it is still considered to be one of the innovative ways to teach English. 7. Total Physical Response In the 1960’s and 1970’s research gave rise to the hypothesis that language learning should start first with understanding and later proceed to production. (Wintiz 1981) Total Physical Response (TPR) is a language teaching method built around coordination of speech and action. Developed by James Asher, a professor of psychology at San Jose State University, California, it draws...
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...Content Introduction 1. Comparative Teaching Methodologies 1.1 Grammar Translation Method 1.2 Direct Method 1.3 Audio-Lingual Method 1.4 Silent Way 1.5 Total Physical Response (TPR) Community Language Learning (CLL) 1.6 Suggestopedia (Suggestology) 1.7 Communicative Approach 1.8 Natural Approach 1.9 Emotional-semantic method 2. Theoretical aspect of effective methods of teaching 2.1 The bases of teaching a foreign language 2.2 Effective ways and techniques of teaching a foreign language 2.2.1 Constructivist teaching strategies 2.2.2 Communicative Teaching Method 2.2.3 Using project method in teaching a foreign language 2.2.4 The method of debates 2.2.5 Games 2.2.6 Role plays as a method of teaching 2.3 Methodological principles of modern methods of teaching 2.4 Practical aspect of ways of teaching 3. Comparative characteristics of modern techniques of teaching English 3.1 Features of techniques 3.1.1 Communicative method 3.1.2 Project methodology 3.1.3 Intensive method 3.1.4 Activity Based method 3.2 Similarities of methods 3.3 Positive and negative aspects of techniques Conclusion Bibliography Appendix Introduction Language teaching came into its own as a profession in the last century. Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a...
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