Dialnet-ResearchOnLanguageAndLearning (original) (raw)

Research on Language and Learning: Implications for Language Teaching

International Journal of English Studies, 2004

Taking into account several limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development.

An Analysis Communicative Language Teaching

JURNAL PENELITIAN PENDIDIKAN BAHASA DAN SASTRA

The title of this Independent Research is An analysis of communicative language teaching .The analysis that is carried out is focused only on the communication approach to students or pupils with various methods that will be given. The goal of Communicative Language Teaching is to have one’s students become communicatively competent. While this has been the stated goal of many of the other methods in the communicative approach the notion of what it takes to be communicatively competent is much expanded. Adherents of the communicative approach, which we will consider in this Analysis acknowledge that structures and vocabulary are important. However they feel that preparation for communication will be inadequate if only these are taught. Students may know the rules of language usage, but will be unable to use the language. When we communicate, we use the language to accomplish some function, such arguing, persuading, or promising. More over, we carry out these functions within ...

issues on communicative Language Teaching

Like many other methodologies used in the field of teaching, communicative language teaching is an approach to language teaching which deserves to be written about, that is, there is more to it than what many people regard it to be, due to the role it plays in current teaching situations. The author decided to write about it not only because of the role it plays, but also its effectiveness in the course of language teaching. It is found that CLT have a set of effective teaching techniques and provides teachers with good teaching principles and practices, the clear example of that is the joint of the three practices whichRICHARDS, Jacks C. (2006: 17) discusses, saying that the exercise sequences in many CLT course books take students from mechanical, to meaningful, to communicative practice. Moreover, CLT fosters studentsʼ communicative competence, by so doing; students are able to use the target language in their daily life contexts. Finally this approach is very helpful to language teachers as to how they should treat students' errors and mistakes, because it is one of its principles that stresses that if students commit errors or mistakes, the teacher should see it as a way of learning and not dare to be the model for correct speech and writing, and regarding themselves as the primary responsible of making students produce a plenty of error-free sentences. RICHARDS, Jacks C. (2006:5) states.

Communicative Language Teaching: Implications for the Communicative Classroom

2017

A linguistically informed teacher about views of language can either adopt structuralist or functionalist approach to successfully teach language in his/her classroom. The Communicative Language Teaching is aimed at attracting second language learners to purposeful classroom activities in which learners use and reproduce language as it is practiced in real communication beyond the classroom in meaningful situations. To achieve this, a linguistically well-informed language teacher needs to focus on his role as a facilitator, an interdependent member of the classroom, a needs analyst, a counsellor, and a group activity manager. In addition, the teacher needs to remember that in communicative classroom students negotiate (for meaning) between themselves in their own ways in the classroom communications. Therefore, a linguistically well-informed teacher needs to consider what classroom activities he needs to pick up to achieve the ultimate goal of the CLT, which is the communicative com...

A linguistic perspective on communicative language teaching

Language Learning Journal, 2012

Despite a range of criticism communicative language teaching (CLT) has been broadly accepted as the appropriate approach to language teaching. This paper argues that large shifts in language pedagogy firstly from ‘structure’ to ‘meaning’ and more recently from progressivism to critical pedagogy need to be tempered bya restatement of the importance of linguistics to language teaching. Ten characteristics of CLT are presented and then explored from a linguistic point of view. Throughout, explicit connections are made between cutting-edge linguistic research and questions of language pedagogy within the CLT paradigm. The conclusion is a call for a renewed focus on the understanding of language for language teaching expertise.

Communicative Language Teaching: A Modified Version

2011

The study aims at providing solutions for implementing Communicative Language Teaching (CLT) in accordance with local culture. CLT is the first comprehensive method of language learning and it has achieved enormous importance as it addresses all important issues regarding language learning. It has also been criticized by many researchers for paying insufficient attention to the context in which teaching and learning take place. It is considered unsuccessful in a sense that it conflicts with social, cultural and physical conditions of the recipient countries. Despite all the drawbacks in CLT, its importance can not be denied. With expansion of globalization and increased demand of English, adopting communicative language teaching is inevitable. Its prominence is well observed not only in East Asia but also in South Asia. The need of the hour is to particularize its theoretical notions and the most important aspect of teaching is peculiarity. This peculiarity can be achieved by introd...

COMMUNICATIVE LANGUAGE TEACHING: MANAGING THE LEARNING PROCESS

International Journal of Multilingual Education, by Mariya Olkhovych-Novosadyuk, 2013

The article deals with the issues of the nature of communicative language teaching. Changing views on the nature of language and learning in relation to theories, objectives, syllabus, classroom activities and the roles of learners, teachers and material which led to the emergence of communicative language teaching are analyzed. Methodology as a communicative process is investigated as well as communicative abilities of interpretation, expression and negotiation. The roles of the teacher and the learners within a communicative methodology are identified. Moreover, the concept of learnercenteredness is analyzed within the learning process domain. A learner-centered curriculum has been compared with the traditional one pointing out similarities and differences between them. It is argued that communicative language teaching has had a major influence on language curriculum development. Therefore, curriculum decision-making in high-structure and low-structure contexts at the planning, implementation and evaluation stages is outlined in this paper. One of the main issues to be considered within curriculum content is needs analysis which provides a basis for setting goals and objectives. Hence, the salient characteristics of the three approaches to needs analysis are presented according to their educational rationale, the type of information collected, the method and the purposes of data collection.

A Critical Overview of Communicative Language Teaching

In this paper, an introduction to various English language teaching methods is presented atthe outset. Some prominent definitions of Communicative Language Teaching are mentioned along with the origin, theoretical background and major characteristic features.