...Teacher’s Roles in a Language Classroom Md. Abdullah Al Mamun BCS-General Education Lecturer in English M Phil Fellow, IBS (RU) Guide, mentor, instructor are some of the terms which are associated with teacher. From time immemorial teacher has been the conductor and controller of the class, be it a literature class or a language one. In a language class, particularly one that we find in Bangladesh following the CLT (Communicative Language Teaching), the awareness of the roles of the teacher and the students (learners) is a must. With the passage of time concept about teacher’s role in a classroom has changed drastically. Today the most used coin for teacher is that of a ‘facilitator’ of learning that takes place in classroom. He is a helper not wholly a driver. A traditional classroom is ‘Lecture’ based while the modern classroom is interactive. There should be proper and sufficient participation of the students or participants. It should be learners-centered, never teacher-centered. Teacher should create an environment to arouse motivation within the learners towards learning. It has been a convention that the learners in a classroom are considered just as ‘empty vessels’ to fill in or ‘passive listeners’. From different empirical researches it is proved...
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...Role of Teacher in Language Classroom Teacher’s Roles in a Language Classroom Md. Abdullah Al Mamun BCS-General Education Lecturer in English M Phil Fellow, IBS (RU) Guide, mentor, instructor are some of the terms which are associated with teacher. From time immemorial teacher has been the conductor and controller of the class, be it a literature class or a language one. In a language class, particularly one that we find in Bangladesh following the CLT (Communicative Language Teaching), the awareness of the roles of the teacher and the students (learners) is a must. With the passage of time concept about teacher’s role in a classroom has changed drastically. Today the most used coin for teacher is that of a ‘facilitator’ of learning that takes place in classroom. He is a helper not wholly a driver. A traditional classroom is ‘Lecture’ based while the modern classroom is interactive. There should be proper and sufficient participation of the students or participants. It should be learners-centered, never teacher-centered. Teacher should create an environment to arouse motivation within the learners towards learning. It has been a convention that the learners in a classroom are considered just as ‘empty vessels’ to fill in or ‘passive listeners’. From different...
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...Writing Assignment #1 – Communicative Language Teaching Communicative Language Teaching (CLT) is a learner-centered theory of language teaching that starts from a communicative model of language and language use, and that creates a de-sign for an instructional system, for materials, for teacher and learner roles and behaviors and for classroom activities and techniques (Richards, Rodgers, 1986: 69). CLT is generally re-garded as an approach and not a method, because the main principles can be applied in many different ways. The main goal of CLT is to develop the communicative competence (Richards, Rodgers, 1986: 71). Teachers have the possibility to use lots of different methods to achieve “communication competence” and they have a large flexibility in how they apply the princi-ples of CLT to their own contexts. The teacher should adjust his teaching to the needs and interests of the learners to encourage communication and cooperation. Pronunciation, vocabu-lary, grammar and structure are not priority, it is more about satisfaction and self-confidence of the learner. The teacher is the manager, co-participant as well as motivator and competent speaker in the classroom. Language problems should be solved through communication so the teacher should either tolerate/respect or support learner’s utterance. For the learner it is im-portant to communicate and discuss at every chance. It is not important to understand every-thing, it is more desired to compromise and take risks and if...
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...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 powerful one...
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...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 learning with language activation outside the classroom. The most obvious advantage in communicative language teaching...
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... Factors to construct a syllabus A. Type A: What is to be learn B. Type B. How is to be learn C. Van EK’s necessary component D. Selection of the content E. Organization of the content F. Components to design a syllabus a. Set A b. Set B c. Set C d. Set D G. McDonough about syllabus design H. Criteria for selection and grading a. Structural b. Topic c. Functional 4. The need for a syllabus A. Should a syllabus be explicit, and if so, to whom? B. Basic organizing principles 5. Creating and reinterpreting a syllabus 6. Conclusion Introduction: Throughout the 1970s while language teaching theorists and practititioners excited themselves with course design for Specific Purpose language teaching, and while needs of adult migrants and private sectors or industrial language learners were extensively examined, the majority of learners of English continued to struggle with large classes, limited text books, few contact hours, and years of unintensive study. The work of many teachers had either been ignored by syllabus or curriculum designers, or had been interfered with by insensitive and too rapid application of ideas from ESP theory or Council of Europe discussion by administrations who did not fully realize the implications of the innovations so proudly presented. As a result, several national educational systems have ‘gone communicative’ or ‘gone functional-notional’, and then...
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..._______________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE AND LANGUAGE TEACHING 19 iii 2.7 LANGUAGES WITH HIGH AND LOW STATUS IN SOUTH AFRICA 21 2.8 OVERVIEW OF THE STUDY UNIT 23 2.9 CONCLUSION 24 STUDY UNIT 3 _______________________________________________________________________ IMPORTANT PRINCIPLES OF LANGUAGE TEACHING 25 3.1 INTRODUCTION 28 3.2 PRINCIPLE...
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...семинарских занятий 1. Language Teaching Methodology. 1. Approaches to language teaching. 2. The most useful terms and definitions. 3. Differences between L1 and L2 learning. 2. Grammar Translation Method. 1. Objectives of the Grammar Translation Method [pic]. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to teaching grammar: key concepts and the language teaching classroom. 3. The Direct Method. 1. Objectives of the Direct Method [pic]. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to teaching lexis: key concepts and the language teaching classroom. 4. The Audiolingual Method[pic]. 1. Objectives of the Audiolingual Method[pic]. 2. Key features of the method. 3. Typical Techniques. 4. Audiolingual Method represents a major step in language teaching methodology. 5. Total Physical Response. 1. Objectives of the TPR [pic]. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to teaching phonology: key concepts and the language teaching classroom. 6. The Natural Approach. 1. Objectives of the Natural Approach. [pic]. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to eaching reading: key concepts and the language teaching classroom. 7. The Silent way. 1. Objectives of the Silent way. 2. Key features of the method. 3. Typical Techniques. 4. Background knowledge to teaching writing: key concepts and the language teaching classroom. 8. 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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... The place of Grammar in the language teaching……………….…………...2-4 IV. Games and Grammar teaching/learning: A.Background of Grammar Games……………………………………………..…..……4 B.The function of Games………………………………………………………………4-5 C.The roles of teachers and learners………………………………….………5-6 D.Factors affecting Grammar Games: Age……………………………………………………………………..………6-7 Ability in the target language…………………………………..7 Motivation…………………………………………………………………..7-8 Size of group…………………………………………………………..8-9 Time…………………………………………………………………………....9 V. Conclusion……………………………………………………………………………...………10 VI. Appendix……………………………………………………………………………….…11-13 Introduction This paper aims at discussing the issue of teaching grammar through game activities, which derives its importance from the pursuit of excellence in language learning and teaching. At this point it is probably a good idea to start with some definitions of grammar, followed by the place of grammar in language teaching. In this context, researchers speak of the grammars of a language rather than of the grammar. Therefore, different methods of teaching a language will be presented and two of them will be discussed individually; that is to say, structural and communicative. What I would like to take into consideration here is that balance between the product and process or form and function. To take an example of how to achieve that balance in the field of language description, a proposition of...
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...this research was to examine the teachers’ perspectives in Henry Cort Community College on the use of communicative language games for teaching and learning English. The participants for this study were eight English teachers in the college. A survey using an 18-item questionnaire was designed in order to analyse the participants’ views on the use of communicative language games in English lessons. Results showed that 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...
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...Introduction: This study will take a look at the communicative language teaching approach with respect of teacher roles. The aim of this approach is to develop learner’s four basic skills in English language. I have selected the topic “Communicative Language Teaching At The S.S.C. Level: Investigating Teacher Roles” in Bangladesh as my thesis paper because at present most of the teacher of our country at the secondary level are trained through grammar translation method. Being trained through GT method, they are teaching English using communicative language teaching (CLT). So in this study the questions to be dealt with include what is CLTA is, where it came from and how teacher’s role differ from the roles they play in other teaching approaches. CLTA: Communicative language teaching approach or CLTA is a big term which includes the development of language learning or teaching from form based to a meaning based approach, the move towards an eclectic approach from a rigid method, the shift from teacher fronted to a learner centre classes . William Littlewood (1981) thinks CLTA means systematic attention to functional as well as structural aspects of language , combining these into a more fully communicative view. It is considered an approach rather than a method as its principles reflects a communicative view of language and language learning. According to Margie. S. Berns (1984,p.5)’language is interaction; it is interpersonal activity and it has a clear relationship...
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...Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “communicative approach”. In such classes the teacher acts instead like a facilitator, controller or you can say a mentor. There are certain misconceptions in regard to CLT. One of them is that in CLT learning takes place naturally. If we try to go for a better understanding of this statement it means that for learning through CLT a teacher is not required. But this is not true. Below mentioned are some of the roles of a teacher. The important roles of teacher in such a class are: * Planning and designing the tasks in the class.(Act as a controller) * Assigning proper seatings in the class to avoid chaos and confusion. * Choose proper topics for roleplay and group discussions so that the main objective behind communicative language acquisition can be acquired. The type of classroom activities proposed in CLT also implied new roles in the classroom for the teachers and learners.Learners now had to participate in classroom activities that are based on cooperative rather than individualistic approach to learning. Students had to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model.The students are expected...
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...of using a foreign language appears in all areas of a science, manufacture and culture. Importance and openness of the problem of effective teaching foreign languages have caused its topicality, and consequently the choice of a theme for the given course work. In present practice of teaching foreign languages there is a problem facing the teacher to address to experience of the colleagues, to innovative ideas, to a science, is that low authority of a subject because of shortages of a present technique of teaching. Aim to investigate the role of contemporary methods in teaching foreign languages, to distinguish the most rational techniques of teaching a foreign language which can be used in school. In this work it is necessary to solve the following primarytasks: 1. To investigate the bases of teaching a foreign language 2. To study effective ways and techniques of teaching a foreign language 3. To observe ways of teaching English language in contemporary methods 4. To work out exercises for using innovation technologies of teaching English language in contemporary methods The subject of this course paper is variety of methods and ways and their effectiveness of using in teaching a foreign language. The object of research is the process of teaching and pupils who are the subjects of this teaching process. Theoretical value of this course paper is in its results, having received which it will be possible to organize effectively teaching process, using in practice...
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...Problem Introduction The word “language” seems to have been derived from the Latin words, “Lingua,” which implies “tongue “. The French term,” language” also refers to a specific from of speech .Hence, in the whole process of language teaching, spoken language occupies an important place. Ballard says,” talking comes before writing, oral composition before written composition.(Dash, 2004, p.165-166) Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words Josh Billings says“Silence is one of the hardest arguments to refute”. Learning English as one's second language is not unusual in most places of the world. But learning English as one's second language and mastering it thoroughly is a distinguished achievement. By mastering, I mean that one is able to read, write and communicate unambiguously and effectively. In this case, only a few has accomplished due to many problems such as unavailability of native-English instructors in a country, a totally different language structure used at home and a limited amount of time studying English. The main reason why theFilipinos are employed abroad is their ability to speak and understand Englishand so when all countries in the world struggle to learn English (Rama 2000) We ,Filipinosshould not unlearn it. English is a global language and in the worlds of former...
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