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Alarauhio, J. P. (Juha-Pekka). "Matthew Arnold’s epics:towards a communicative approach." Doctoral thesis, University of Oulu, 2019. http://urn.fi/urn:isbn:9789529414253.
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Abstract This thesis is, on the one hand, an investigation into Matthew Arnold’s (1822–1888) literary communications and, on the other hand, an attempt to mediate between his writings and a twenty-first century readership. Arnold’s oeuvre is substantial and varied, but this study focuses on his epic poetry, which has remained a neglected part of his body of work despite its significance both to the author himself and to developing an understanding of Arnold’s development as a poet, cultural critic, and iconic ‘Victorian sage’. Furthermore, it is his epic poetry that seems to most fully address the theme of communication, and thus these longer poems function as points of orientation for a broader inquiry into Arnold’s communications. Arnold himself was keenly aware of the complicated status of communicative acts, but these complications have not always been acknowledged by the generations of criticism that have emerged since his death. Critics have thus produced images of Arnold which have not always done justice to the complexity of his communications. Based on an understanding of ‘communicative’ as a position of mediation between writers and readers, this thesis addresses the need for a more balanced communicative framework for mediating between Arnold’s writings in general — and his epic poetry in particular — his critics, and present audiencesTiivistelmä Tässä väitöskirjassa tarkastellaan Matthew Arnoldin (1822–1888) kirjallista kommunikaatiota, pyrkien välittämään hänen kirjoitustensa merkityksiä 2000-luvun yleisölle. Arnoldin kirjallinen tuotanto on runsas ja monipuolinen, mutta tässä tutkimuksessa keskitytään erityisesti hänen runoepiikkansa tulkintaan. Tämä osa hänen työstään on jäänyt tutkimuksessa verrattain vähäiseen asemaan huolimatta siitä, että Arnoldin kaksi lyhyttä runoeeposta olivat tärkeitä paitsi hänelle itselleen, mutta erityisesti osana hänen kehitystään runoilijana, kulttuurikriitikkona ja ikonisena viktoriaanisen ajan julkisena intellektuellina. Arnoldin runoepiikka vaikuttaa myös tutkivan kommunikaation teemaa laajemmin kuin hänen muut runonsa, ja toimii myös tällä tavoin keskiönä hänen oman kommunikaationsa laajemmalle tarkastelulle. Arnold oli varsin tietoinen kommunikaatiopyrkimystensä haasteista, mutta näitä ongelmia ei ole hänen kuolemansa jälkeen ilmestyneessä kritiikissä aina otettu huomioon. Näin on syntynyt monia Arnold-käsityksiä, jotka eivät välttämättä tee oikeutta hänen kommunikaationsa monivivahteisuudelle. Tämä väitöskirja pyrkii tuottamaan tasapainoisemman kommunikatiivisen lähestymistavan toimiakseen välittäjänä Arnoldin kirjoitusten, eritoten hänen eepostensa, ja nykylukijan välillä
Original papers The original publications are not included in the electronic version of the dissertation. Alarauhio, J.-P. (2012). Towards a Dialogical Approach to Matthew Arnold. In Sell, Roger D. (Ed.) Literary Community-Making: The dialogicality of English Texts from the Seventeenth Century to the Present. (131 - 142) Amsterdam: John Benjamins. Alarauhio, J.-P (2007). Sohrab and Rustum and Balder Dead – Communicating about Communication. In Nordic Journal of English Studies Volume 6, No. 2 (2007), 47 - 64. Alarauhio, J.-P (Forthcoming). Sohrab and Rustum – Matthew Arnold’s Spectacle
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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова, and Iryna Anatoliivna Morozova. "Role of good communicative teachers." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34680.
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The role of the teacher in the communicative method is different from the traditional role of the teacher in some ways. The teacher provides stimulus and opportunities for the student to experience the language but the learning occurs inside of the student and the teacher doesn't have direct control over this. The more the student feels that the material presented is of relevance to him, the more he will internalize and the faster he will do so. Teachers now have to assume the role of facilitator and monitor.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34680
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Ho, Lai-kuen Angela, and 何麗娟. "The communicative approach in the Hong Kong context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949046.
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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.
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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.
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Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.
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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students' learning difficulties, and hence to the achievement of their communicative competence.
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Rooker, Martijn N. [Verfasser]. "Communicative exploration : a multi-robot exploration approach / Martijn N. Rooker." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2008. http://d-nb.info/1034788736/34.
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El-Sadek, Kilany Enas. "Communicative misunderstanding and relevance theory : an empirical cognitive-pragmatic approach." Thesis, University of Newcastle upon Tyne, 2010. http://hdl.handle.net/10443/3113.
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Oishi, Etsuko. "Indicating and referring : a speech act approach to communicative meaning." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22531.
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It is a standard and generally accepted view that semantics deals with context-independent truth-conditional meaning and pragmatics deals with context-dependent non-truth-conditional meaning. This thesis redefines the dichotomy between semantics and pragmatics on the basis of conventionality of meaning, and provides a theory of semantic meaning where meanings are described as what a speaker expresses by means of conventionalised linguistic devices. In Chapter 1, the standard dichotomy of semantics and pragmatics is introduced from a historical perspective concerning how the field of pragmatics has been established, and problems of the dichotomy are discussed. A redefinition of the dichotomy based on the conventionality of meaning is proposed. In the extended semantic domain, not only does a speaker express an assertion about the world, i.e. truth-conditional meanings, but also indicates the speech situation which the speaker shares with the hearer. In the rest of the thesis, a theory of semantic meanings in this extended domain is developed. Chapters 2 and 3 develop a theory which concerns the meanings a speaker expresses in asserting something about the world by means of linguistic conventions. In Chapter 2, important early theoretical contributions are surveyed and relevant later theories discussed. It is shown that the traditional dyadic approaches to meanings which are based on the concepts of reference and prediction are not incompatible with triadic approaches where meanings are described as speech acts a speaker performs in asserting something about the world using linguistic conventions. In Chapter 3, Austin (1950)'s model of communication is developed into a theory for analysing truth-conditional meaning whereby a speaker refers to an entity or situation by means of demonstrative conventions and describes it by means of descriptive conventions. We discuss the demonstrative conventions which correlate words with a particular entity or situation and the descriptive conventions which correlate words with types of entity or situation. It is also shown that there are four different types of speech act a speaker potentially performs by using the demonstrative and descriptive conventions in different ways.
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Nofal, Abdel Basset. "Les empreintes culturelles syriennes dans l'application de l'approche communicative." Thesis, Limoges, 2015. http://www.theses.fr/2015LIMO0036.
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Cette recherche a pour objet l'interculturel dans la didactique du Français Langue Étrangère (FLE) en général et la contextualisation des manuels scolaires du FLE pour un public syrien de manière spécifique. Ce travail s'interroge sur le sujet de l'application de l'Approche Communicative (AC) adaptée au contexte syrien et les raisons qui ont conduit à la création de l’AC « version syrienne ». En effet, les recherches effectuées par ZREIKI Hyam sous la direction de BLANCHET Philippe en 2008 ont montré que les pratiques des enseignants syriens dans les classes révèlent l'existence d'une sorte de méthodologie semi-directive qui trouve ses limites entre les méthodologies traditionnelles et l'approche communicative, qu'elle a appelé la « version syrienne » de l’AC. L'objectif général de la recherche consiste à rechercher les raisons de la différence, en termes d'application, entre les deux versions originale et syrienne de l'AC. Le cadre théorique essaie de bien cerner le contexte syrien, d’y exposer un historique de la langue française en Syrie, les bases théoriques de la « version originale » de l'AC et de terminer avec une analyse de la situation didactique du FLE dans les établissements scolaires syriens. Les analyses consistent à savoir si l'adaptation d'une « version syrienne » était un choix pertinent surgissant de la différence contextuelle entre la France et la Syrie ou une forme d'intolérance à la diversité culturelle de la part des syriens. Pour cela, des enquêtes de terrain ont été effectuées auprès des acteurs principaux du paysage didactique syrien dont les résultats obtenus ont été croisés afin de trouver des éléments de réponses à la question de départ. À l'issue des analyses ethnographiques de ces résultats, les origines de la « version syrienne » de l'AC semblent trouver ses sources dans les mauvaises conditions de l'enseignement/apprentissage du FLE dans le contexte syrien et dans la politique propre de l’État syrien qui influence la politique linguistique en défavorisant l'introduction de l’interculturel dans les manuels scolairesThis research focuses on the intercultural in the didactic of French as a Foreign Language (FFL) in general and the contextualisation of FFL textbooks to a Syrian public in a specific way. This work examines the subject of the application of the Communicative Approach (CA) adapted to the Syrian context and the reasons that led to the creation of the CA «syrian version». Therefore, research carried out by Hyam ZREIKI, under the direction of Philippe BLANCHET in 2008 have proved that Syrian teachers’ practices in classrooms reveal the existence of a kind of semi-directive methodology between traditional methodologies and CA, which she named the CA «Syrian version». The general objective of the research is to investigate the reasons of the differences, between original and the Syrian version of the CA, in terms of application. The theoretical framework tries to clearly identify the Syrian context, to expose a history of french language in Syria, theoretical basis of the CA «original version» and to terminate with an analysis of the FFL didactic situation in Syrian schools. In this thesis, the researcher will analyse as to whether the adaptation of a «Syrian version» was a relevant choice for the Syrian context, or a form of intolerance to cultural diversity. To achieve this, field investigations were conducted with key players in the Syrian educational system. The results were crossed to find answers to the original question. At the end of results ethnographical analysis, CA «Syrian version» origins seem to find it’s sources in poor conditions of FFL teaching/learning in the Syrian context. It appears that the Syrian politics heavily influences the linguistic politic by opposing the introduction of the intercultural in textbooks
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Alsaghiar, Ahmed Ali. "IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076.
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Guinsler, Natalie Michaele. "Rhetorical Humor Framework: A communicative approach to the study of humor." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211929903.
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Daniels, Debbie. "Gloria decoded : an application of Robert Langs' communicative approach to psychotherapy." Thesis, Middlesex University, 2012. http://eprints.mdx.ac.uk/9787/.
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The aim of this research was to explore the theories espoused by psychoanalyst Robert Langs pertaining to frame violations of the therapeutic framework. Langs proposes that frame violations activate negative responses in the patient which become encoded in the patient’s narrative. This theory was investigated through analysing transcripts from three filmed psychotherapy sessions with three therapists and one female patient. Luborsky’s quantitative Core Conflictual Relationship Theme method was utilised to extract themes from the patient’s manifest narrative in the sessions. The aim was to demonstrate similarities between the patient’s responses towards other people and towards the therapist. A qualitative approach was also utilised to analyse the unconscious encoded narrative in the sessions. It was discovered that both approaches revealed that there was evidence that the patient responded towards the therapist in the same way in which she responded to other people. It could be demonstrated that there was considerable evidence to suggest that the patient’s narrative about other people had been activated by the therapists’ frame violations and the deviant frame setting. The conclusion was that the results supported Langs’ theory but posed a challenge to Freud’s theory on transference.
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Hedman, Monstad Therese. "Attempts to Bridge the Gaps : Opportunities and Challenges in the Communicative Constitution of Organizations." Doctoral thesis, Uppsala universitet, Medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243336.
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Globalization and technological advancements continue to challenge contemporary organizations’ aims to balance stability and change. As a response to this challenge, organizations often turn to empowerment and participatory processes. Current research emphasizes the need for enhanced communication in these processes. However, there is a lack of research studying how organizations practically enact this idea that these processes require more communication. This dissertation is aligned with the Montreal School’s CCO perspective and departs from communication theory seen as a dialogic of conversation and text, thus directing attention to coorientation and how organizational members coordinate in organizing processes. Based on this theoretical framework, the study aims to contribute to a better understanding – empirically as well as analytically – about the variety of texts that are a part of communicative initiatives aiming at enhancing communication, encouraging participation and empowerment processes. The empirical material is based on how two organizations explicitly emphasized communicative initiatives throughout each organization’s empowerment process attempts. One organization mainly used workshops to provide opportunities for communication, while the other organization incorporated an interactive video website for the same purpose. This dissertation acknowledges that managers and subordinates are not equally capable of discursively constructing the organization. However, enhanced communication through empowering processes has been shown to facilitate members’ abilities to contribute to the organizing process. Hence, the study combines two theoretical frameworks, the empowerment process model and the Montreal School’s CCO perspective, extending both and thereby accentuating the communication-power relationship. To further explore how conversations and text interact in the case organizations, the study enacts a tension-centered approach, arguing that tensions are produced, co- and reproduced and enacted through organizations’ wills to empower their members through communication. The findings indicate a recursive and reflexive relationship between the empowerment process, coorientation, tensions and participation. In practice, this means that organizational members who have the opportunity to engage in conversations about matters of concern while perceiving themselves as taking part in an empowerment process tend to more actively identify and co-produce tensions. Tensions increase participation and lead to new insights. As members realize the value of their input, this further enhances the empowerment process.
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Frisso, Giovanna Maria. "A communicative approach to the participation of victims in international criminal processes." Thesis, University of Nottingham, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580296.
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The 1998 Rome Statute, which established the International Criminal Court (ICC), recognized the right of victims of crimes to present their views and concerns where their personal interests are affected, as well as the right to seek from the ICC reparation for the harm they suffered. Far less innovative, but still indicating the attention afforded to the interests of victims in the Rome Statute, are the provisions that address the protection of witnesses. This thesis is concerned primarily with the application of these various provisions by the ICC and, to a lesser degree, with the extent to which they were foreshadowed by developments in the field of international human rights and the experience of the ad hoc international criminal tribunals for the former Yugoslavia and Rwanda. The thesis argues that a communicative understanding of international criminal processes offers a rationale for the application of the provisions related to the participation of victims which, in turn, is able to increase the legitimacy of the decisions reached by the ICC. A communicative approach, it is further argued, limits the risks of the development of a jurisprudence in which the participatory rights of the victims are seen as merely symbolic. This argument is based primarily on discourse theories of law drawn mainly from Habermas's theory of communicative action and, to a lesser extent, on communicative theories of punishment. These theories are used to inform an understanding of international criminal processes as communicative enterprises that exhibit proper respect and concern for both victims and offenders.
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Melrose, Robin. "A systemic-functional approach to communicative course design in English language teaching." Thesis, University of South Wales, 1988. https://pure.southwales.ac.uk/en/studentthesis/a-systemicfunctional-approach-to-communicative-course-design-in-english-language-teaching(a8d3ab28-e603-4c4d-b6c5-aba7ad3e8113).html.
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The communicative syllabus in English language teaching was developed in the 1970's as a reaction against the prevailing structuralist method, Inspired by the growing interest in semantics and speech acts, communicative syllabus designers saw language in terms of the meanings speakers need to express, that is, the functions (speech acts) and notions (semantic categories) of language. It is the contention of this thesis that the language taught in a functional notional course may be meaningful, but it is not in any real sense communicative. The aim of the thesis, therefore, is to develop a new approach to communicative course design, through the application of the most communicative linguistic model, systemic-functional grammar. The thesis begins by examining the theoretical background to the functional-notional syllabus, and its principles; it then discusses a criticism of the approach - that too little attention is paid to social factors and discourse structure constraints - and states its aim: to construct a linguistic model that can generate a communicative course sensitive to such factors and constraints. After the models of four systemic linguists have been examined, the thesis sets forth a new systemic model, capable of motivating a communicative course on the basis of social factors and discourse strategies. Part of a functional-notional coursebook is then analysed to determine the communicative value of the dialogues and exercises, following which a new, topical-interactional, approach is proposed, emphasising both the social ('topical') and discourse strategies ('interactional'). This approach is then illustrated with two units containing dialogues and exercises. This research contributes to both language teaching and systemic functional grammar. It presents an approach to communicative course design that incorporates the teaching of meaning negotiation skills: and it offers a systemic model that analyses social system choices and treats discourse as dynamic process.
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Raharjo, Irawati, and n/a. "Teaching Indonesian as a foreign language in the A.C.T using the communicative approach." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.
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For some years now, linguists have been developing
methods of teaching second language learners to communicate
effectively in the foreign language, concentrating on methods of
developing skills in oral communication.
Although there are many factors in Australia which
would favour the introduction of Communicative Language
Teaching for Indonesian - such as well-equipped classrooms and
small class sizes - the Communicative Approach to teaching does
not appear to have been fully developed. This is partly because
of the lack of communicatively-based textbooks and teaching
materials.
The aim of this study is to suggest some ways in which
Australian teachers could adapt the currently available materials
and textbooks for use in communicative teaching of Indonesian,
and also to propose methods of assessing students'
communicative abilities.
Chapter One describes the background to the study, and
defines its aims, its scope and the research method used.
Chapter Two looks at the teaching of Indonesian in the
A.C.T., concentrating on the equipment and textbooks which are
available. Some of the problems of teaching and assessment are
also outlined.
The discussion of Communicative Language Teaching in
Chapter Three covers the development of language teaching
methodology in general terms.
A description and analysis of my research conducted on
students and teachers of Indonesian in the A.C.T. is included in
Chapter Four.
The last two chapters contain a presentation of possible
teaching materials and methods of introducing communicative
activities (Chapter Five), and possible ways of assessing
communicative activities (Chapter Six). Some of the problems of
the Communicative Approach are also discussed.
This Study Report is intended only to suggest some ways
of introducing communicative activities into A.C.T. classrooms in
the waiting period before new textbooks and materials, hopefully
based on the Communicative Approach, become available.
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Agbatogun, Alaba Olaoluwakotansibe. "Comparative effect of interactive mobiles (clickers) and communicative approach on the learning outcomes of the educationally disadvantaged Nigerian pupils in ESL classrooms." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7932.
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Effective teaching that promotes learners’ active engagement and the development of communicative proficiency has been a challenge to teachers of English as a second language (ESL). Previous research on second language (L2) teaching has shown that L2 learners improve better in communicative skills when they are actively engaged, participate in communicative tasks that facilitate interaction and are provided with the opportunity to use the target language in the classroom. This study focuses on improving ESL learners’ learning outcomes in remotely-located primary schools in Nigeria. The study aimed to test whether the introduction of Personal Response System (PRS) and communicative approach can improve pupils’ English-language communicative competences and their attitudes towards English learning. Specifically, this study examined the extent to which significant differences exist in pupils’ communicative competence performance scores and learning gains based on teachers’ use of a communicative approach, PRS and lecture methods in the ESL classroom. Furthermore, the research also attempted to find out whether pupils’ attitudes towards the learning of English would significantly differ based on teaching strategy. Attitudes of pupils and teachers towards the interventions were also investigated. A pre-test and post-test non-randomised control group design was adopted in this study. Some qualitative data were also collected to augment the quantitative main data. Ninety nine pupils from three intact classes in different schools in Ijebu-North local government, Ogun-State, Nigeria were assigned to two experimental groups and one control group. In addition to the traditional use of textbooks, one of the experimental groups was taught using communicative activities, while the second experimental group experienced communicative tasks blended with the use of a personal response system. The control group received the conventional classroom instruction (lecture method), including the use of the English language textbook. In order to provide answers to the research questions and the hypothesis of this study, English Language Listening Tests and English Language Speaking Tests, Pupils’ Attitude to English Language Lesson Questionnaire, Pupils’ Attitude to Clickers’ Questionnaire and Pupils’ Attitude to Communicative Approach Questionnaire were administered at the pre-and post-test stages of the research. These instruments were also complemented with data from classroom observation, video recording of the instructional process, and audio-recorded interviews with the teachers and selected pupils in the experimental groups. The results indicate that the two experimental groups showed greater improvement in communicative competence than did the control group; but the PRS group improved more than the communicative approach group both in listening and speaking skills development. Moreover, pupils’ learning gains were statistically different, with the PRS group having the highest gain scores above the communicative approach group, while the control group did not experience increased learning gains. The results also reveal pupils’ mixed-reactions with respect to their attitudes toward the English language lesson and the interventions. Teachers’ attitudes toward the interventions were in the positive direction.
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Patterson, Katharine Bassett. "A communicative approach to the epistolary form in letters of Victorian women writers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ28147.pdf.
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Pujol-Ferrń, Mercè. "The design and evaluation of a Hypercard application : ESL through the communicative approach /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11544818.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 140-144).
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Walker, Taylor M. "Participant Navigation: Using an Ethnographic Approach to Explore Roles and Communicative Dimensions Surrounding Patient Navigation." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1505148743564128.
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Siahaan, Rosemary, and n/a. "Teachers' perceptions of the communicative language teaching approach in a teacher training program in Indonesia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061108.154518.
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This study investigated the perceptions of teachers of the Junior High and the Senior
High Schools on the Communicative Language Teaching ( CLT ) in Irian Jaya province,
Indonesia. Forty- six participants were involved in this study, i.e., twenty JHS teachers,
twehty SHS teachers, four headmasters and two supervisors. Three instruments:
questionnaire, interview and field study were employed to collect the data. Interviews
and field study were carried out by the researcher in Indonesia. Spearman's rho was used
to correlate answers about teaching principles of CLT and chi-square tests were used to
examine responses on the relevance of subjects and the influence of the course on
professional knowledge and teaching skills. The participants' opinion on the most and the
least useful units was discussed based on the calculated frequency. The problems faced
by the participants in implementing CLT were analyzed. The benefits of CLT were
analysed and categorized into positive and negative points. Results indicated that both
teaching levels have positive perceptions on CLT. Both groups showed an overall
similarity in problems faced in their teaching, on the usefulness and the relevance of
units presented in the Teacher Training despite some minor differences. It is argued that
it is necessary for the teachers to give consideration to the teaching of vocabulary. It is
also desirable to train the teachers to design tests which are valid and reliable.
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Parrott, Lynsey Carol. "Communication participation of adult aided communicators with cerebral palsy : a discourse analytic approach." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17593.
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The field of augmentative and alternative communication (AAC) has evolved since the 1970s, consequently there now exists a group of adults with cerebral palsy (CP), in the UK, who are life-time users of AAC prescribed as an intervention for their complex communication impairments. Ten adults, aged between 20-55 years, participated in conversations about their unique life experiences and aspirations, using AAC, including voice output communication aids (VOCAs). The ability and opportunity to interact and communicate personal accounts has significance for conceptualizing outcomes of intervention. Clinical practice informed this research project. A qualitative research design was employed to explore questions about the extent to which adult aided communicators talk about their lives, aspirations and opinions; the past life experiences participants talk about and finally how they talk about their quality of life. Conversational-styled, semi-structured interviewing using literature-guided questions yielded rich interactional data. A discourse analytical approach to the 34 interviews was taken. Findings identified a number of ordinary interactional features and discourses. Aided communicators used multimodal communication to interact and converse, positioning through their contributions as assertive speakers and engaged recipients. Interactional turns were managed with participants using unaided communication signals as conversational continuers. Participants demonstrated how to manage others who speak on their behalf. Examples of interactional repair were noted when participants pre-empted breakdown. Managing novel utterances was a feature with unexpected responses challenging the listener’s position. Participants constructed VOCA-mediated utterances to share long-term memories, worries, satisfaction with life, and aspirations. Aspirations included community ambitions and creating fulfilling daily lives. Some participants expressed frustration but balanced this against a position of contentment. Some participants also demonstrated personal responsibility and positioned themselves through their talk as contributors to communities. Recommendations for clinical practice are suggested that include the provision of adult clinical services and interaction focused intervention for adult aided communicators with cerebral palsy.
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Valfridsson, Rebecca. "Teachers ́ perceptions and enactment of the communicative classroom : A qualitative study of four teachers ́ attitudes towards communicative language teaching at upper secondary schools in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93675.
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The Swedish syllabus for English promotes a communicative approach to language teaching, but does not offer concrete guidelines regarding how a communicative classroom should be enacted. This leaves a great deal of interpretation up to each individual teacher. The purpose of this study is to observe and understand how teachers at upper secondary schools in Sweden perceive and enact the communitive guidelines stipulated by the syllabus for English. This qualitative study is based on classroom observations combined with semi-structured interviews with four teachers of English at upper secondary schools in Sweden. The findings reveal that the teachers use a range of strategies when enacting their communicative classroom. However, the most significant finding is that there is considerable focus on meaning rather than form across all of the four participants. This suggests that the teachers perceive communicative language teaching largely in terms of a natural approach, where the learning of form happens by itself as long as the target language is used in an anxiety-free classroom environment. Furthermore, corrective feedback on language form is perceived as potentially harmful for the pupils’ willingness to communicate in English, and hence it is largely avoided. Since the latest research in the field of communicative language teaching has restored the significance of form, there is a need for teachers of English to develop strategies that are a hybrid of both meaning- and form-focused activities in order to successfully accomplish all facets of communicative language teaching. The syllabus for English should offer clearer guidelines to support teachers in this endeavour.
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Nguyen, Duc Hoat, and n/a. "Towards a communicative approach to teaching speaking skills to students of commerce in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121755.
Full textAbstract:
As a result of the development in foreign trade in
Vietnam, there is a growing need for trained business
executives and business people. A good command of spoken
English is one of the most important qualifications of a
foreign trade executive who needs English as a means of
communicating with English speaking people in various
business activities. At present, the responsibility for
training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in
general, and the teaching of speaking skills in particular
still leave much,to be desired. The students' oral
proficiency is far from satisfactory.
The purpose of this report is to explore the two
main problematic areas in teaching speaking skills to
students of commerce in Vietnam: syllabus design and
teaching methods.
The report consists of four chapters. Chapter one
looks at some major theoretical problems and practical
issues in English for Specific Purposes teaching. Chapter
two provides an analysis of the teaching and learning
situations at Hanoi Foreign Trade College and problems
in teaching oral skills. Chapter three is mainly concerned
with designing a communicative syllabus for the teaching
of speaking skills to students of commerce. Chapter four
deals with the theoretical assumptions and processes
involved in oral communication and discusses some classroom
methods and techniques in the light of the current
communicative approach.
This report should be regarded as an exploratory
attempt in adopting the communicative approach to teaching
oral skills to students of commerce in Vietnam.
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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.
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Miyazaki, Junko. "A communicative approach to computer-assisted-learning in teaching Japanese as a foreign language." Thesis, Canberra, ACT : The Australian National University, 1987. http://hdl.handle.net/1885/133490.
Full textAbstract:
This study looks at the use of CAL (Computer-AssistedLearning)
for TJFL (Teaching Japanese as a Foreign Language).
An Appropriate model of CAL is sought based on language
teaching and learning theories. The model consists of teachers' and
students' aspects. Core ideas of language teaching, factors of
learning, and an educational aspect are blended into a theoretically
ideal CAL syllabus.
Existing course (soft) ware systems are classified based on
this model and are examined. Suggestions for improvements and ideas
for CAL in TJFL are presented.
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Ando, Kimihito, and n/a. "Spoken communication and its assessment in large classes n upper secondary schools in Japan." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060601.151239.
Full textAbstract:
There is awareness and concern in Japan that
the process of teaching and learning English as a
foreign language in the school system does not produce
students who can communicate in the target language.
This is especially true of communication in the spoken
mode.
Attempts have been made to move towards more
communicative language teaching, despite constraints
such as large class size, compulsory use of
structurally-organized textbooks, and grammar-based
university entrance examinations. However, such
attempts do not seem to have been particularly
successful.
The purpose of this study is to suggest
modifications to the teaching of English in upper
secondary schools in Japan which could enable students
to develop their communicative competence and also to
consider implications for the assessment of spoken
communication.
Chapter I describes the scope and background of
the study.
Chapter II looks at the teaching of English in
upper secondary schools in Japan, discussing aspects
such as the place of English in the total school curriculum and constraints on the introduction of
spoken communicative activities.
Chapter III discusses the theory and practice of
the Communicative Approach to Language Teaching in the
English teaching context in Japan.
Chapter IV offers suggestions for incorporating
spoken communication in English lessons at upper
secondary school level.
In Chapter V, the problem of assessing oral
communicative performance is considered in practical
terms.
The final chapter highlights major constraints
and points to recent developments which may give an
impetus to a move towards more communicative teaching
of English as a foreign language in Japanese schools.
It is intended that this Study Report will
provide guidelines for the feasible introduction of
spoken communicative activities in large classes at
upper secondary level and that it will offer
practical suggestions for assessing students'
performance in such activities.
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Ilunga, Anselmo. "L'enseignement du français langue étrangère (FLE) dans le contexte lusophone de l'Angola en milieu universitaire : cas de la FLUAN et de l'ISCED/Luanda." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0144/document.
Full textAbstract:
__Les réflexions sur le FLE en Angola sont envisagées dans le cadre historique, sociolinguistique et pédagogique. Elle a pour objectif la mise en place d’un dispositif du FLE niveau A1 vers A2 et B1 vers B2 en vue d’aider les enseignants du FLE qui se trouvent en difficultés d’améliorer leurs pratiques et aux étudiants de mieux s’approprier le FLE.La recherche porte sur une problématique spécifique qui est les difficultés langagières des étudiants en FLE qui nous interpelle et nous nous sommes posés les questions suivantes : dans quelle mesure les difficultés langagières des étudiants seraient en lien avec les difficultés des enseignants peu formés pour enseigner le français langue étrangère.Qui enseigne ? Quelle est sa formation ? Comment enseigne-t-il ? À qui enseignent-ils ?Les réponses à ces questions ont nécessité l’élucidation des plusieurs concepts. Ce travail a privilégié une approche comparative avec des vidéographies de classe et des entretiens. Nous avons décrit les activités de classe en nous intéressant à la fois à la circulation des savoirs et surtout à l’analyse des gestes professionnels des professeurs de nos institutions universitaires. Ainsi, deux types d’analyse ont été privilégiés à savoir linguistique et didactique.La thèse a vérifié l’hypothèse selon laquelle la didactique du français langue étrangère permet d’élaborer des savoirs linguistiques et culturels adaptés au contexte angolais, de pallier les difficultés dans l’activité enseignante et de faire des apprenants les acteurs de leur propre apprentissage. ________________________________________ ______________________________________French as a Foreign Language (with the French acronym FLE) in Angola is first considered in its historical, socio-linguistic and pedagogic contexts. This thesis focuses on teaching methods with the objective of proposing a teaching strategy for FLE from level A1 to A2 and from B1 to B2. The aim is to assist those FLE teachers who find themselves in difficulty to improve their practice as well as to increase students’ mastery of FLE. The research centres on the specific problem which is the language difficulties of the poor results that students achieve in FLE, which is a cause for concern and has led to the following questions: to what extent the language difficulties of students would be linked to the difficulties of teachers who are poorly trained to teach French as a foreign language? Who are the teachers? What training have they received? How do they teach? Whom do they teach to? The answers to these questions have required the clarification of linguistic concepts and different aspects within linguistics. This study has adopted a comparative approach using video recordings of classes and interviews. We have described classroom activities with a focus on the exchange of knowledge and in particular on an analysis of the professional practice of teaching staff in our university institutions. Two types of analysis have thus been undertaken: linguistic and pedagogic. The results confirm the hypothesis that the approach adopted in teaching French as a Foreign Language allows the acquisition of linguistic and cultural knowledge appropriate to the Angolan context, overcomes difficulties faced by teachers and enables learners to take an active role in the own learning
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Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.
Full textAbstract:
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
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Atif, Muhammad. "A communicative approach to responsability discourse in business : from societal to corporate and individual levels." Phd thesis, Université Paris Dauphine - Paris IX, 2013. http://tel.archives-ouvertes.fr/tel-00933363.
Full textAbstract:
I position my doctoral thesis in the broad field of organization science; it stands within the domains of business ethics, sustainability, and corporate responsibility. I appreciate the emergence of a globalized world whereby countries, people, and businesses are connected to each other through economic, political, social, and technological ties. The globalized economies and societies pose complex and multifaceted challenges. To cope with these challenges, businesses will have to assume newer responsibilities and roles. These responsibilities originate from the evolving societal expectations about businesses and their duties. Hence social discourse on business responsibility should highlight the emerging societal expectations. Further, within businesses, the responsibility discourse should give an insight to the reaction of businesses to these emerging responsibilities. And, finally these discourses should affect the consumers' cognitive development, and consequently impact their attitudes and behaviors. The challenges of sustainability and corporate responsibility are complex, conflicting and at times contradictory. It is imperative to bank on our ability to communicate, to discuss and to co-create universally applicable rules. Therefore I adopt a discursive approach in my thesis, and use Habermas' theory of communicative action (1981) as an overarching theoretical framework. The thesis contains three research studies, each focusing on one aspect of responsibility, thus covering the three levels of responsibility discourse: societal, corporate and individual. The first article presents a thematic analysis of the business responsibility discourse in popular CSR and sustainability books. Content analyses is used to elicit the apparent and latent responsibility themes of the sample books. The second article focuses on the patterns of social disclosure among large French corporations. The responsibility discourse is analyzed through content analyses of the annual reports of CAC-40 companies. The last article is aimed to comprehend the adoption of ethically conscious behaviors by the consumers. The article first presents a quantitative model of consumers' ethical decision making and then validates it empirically by structural equation modeling.
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Van, der Merwe Dawid Johannes. "The problems of implementing a communicative approach to English as a second language (higher grade)." Thesis, Stellenbosch : Stellenbosch University, 1994. http://hdl.handle.net/10019.1/58603.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 1994.ENGLISH ABSTRACT: In 1986 a new English Second Language syllabus for the Junior and Senior Secondary Course was introduced in the Cape· Province. The overall aim of the syllabus is communicative competence and it advocates a communicative approach (CA) to teaching English Second Language. At the inception of the communicative approach most teachers were i~rnorant of what it comprised and this study undertook to determine whether teachers understood what Communicative Language Teaching (CLT) was and if they applied it in their teaching. At first the demands of society and how this had influenced language teaching through the ages was investigated. Communicative competence was demanded at different stages in history and it is at these different stages where the CA has its roots. Many of the principles of the CA, it was discovered, had been applied by teachers and theorists many centuries ago. Teachers and theorists who teach language for communication see language in a different light. Language and its unique properties are investigated, and with an emphasis · on language as communication. Different ways of using language to communicate are investigated and questions like ''Where does meaning reside? What are the kinds of meaning?" and "How can we control meaning?" are discussed. Prior to the introduction of the CA, second language teaching had been devoted to mastery of structures. However, with the new insights gained about language and meaning, the focus shifted to meaning in coherent discourse rather than on discrete forms. With the shift in focus teachers also had to adjust their teaching to meet the demands. At this stage a brief discussion of the CA and the essentials of a communicative curriculum is provided. The comparison between traditional and communicative approaches is made. An account of CLT methodology is given, including exploration of communicative competence. Many practical examples of CLT are explained. In the empirical study a questionnaire was distributed to the ESL teachers at thirty schools in the Boland and Northern Suburbs of Cape Town. The aim of the research was to determine whether ESL teachers teach communicatively. The findings of the study were that teachers who were trained before 1986 and those trained subsequently have a limited view of the CA. Consequently they cannot apply it to their teaching and seem to revert to a structural interpretation of the syllabus. This study then, confirms that teachers do not have a full understanding of what the CA comprises and consequently teachers do not teach "communicatively".
AFRIKAANSE OPSOMMING: In 1986 is 'n nuwe Engels Tweede Taal sillabus vir die Junior en Senior Sekondere Kursus ingestel vir die Kaapprovinsie. Die oorhoofse doelstelling was kommunikatiewe bevoegdheid en dit stel voor 'n kommunikatiewe benadering (KB) in die onderrig van Engels Tweede Taal. Met die bekendstelling van die benadering was die meeste onderwysers onbewus daarvan studie onderneem om te bepaal of die kommunikatiewe taalonderrig behels en onderrig toegepas het. en is daar met hierdie onderwysers verstaan wat of hulle dit in hulle Eerstens is die eise van die gemeenskap en hoe van taal deur die eeue beinvloed het, bestudeer. bevoegdheid is op verskillende tye deur die dit die onderrig Kommunikatiewe loop van die geskiedenis vereis en dit is juis aan hierdie verskillende tye wat die kommunikatiewe benadering sy ontstaan te danke het. Dit is ontdek dat van die beginsels van die kommunikatiewe benadering al van vroee tye toegepas is deur onderwysers en teoriste. Onderwysers en teoriste wat taal onderrig vir kommunikasie sien taal in 'n ander lig. Taal en die unieke eienskappe daarvan word ondersoek en taal as kommunikasie word beklemtoon. Verskillende wyses waarop taal gebruik kan word om te kommunikeer word ondersoek en vrae soos: "Waar is betekenis gesetel? Wat is die soorte betekenis?" en "Hoe kan betekenis beheer word?" word bespreek. Voor die bekendstelling van die KB is taalonderrig beperk tot die bemeestering van taal strukture. Helaas, met die nuwe insigte wat verkry is van taal en betekenis het die klem verskuif na verb~ndhoudende diskoers eerder as op sinsontleding. Met die klemverskuiwing moes onderwysers ook hul onderrig aanpas om aan die eise te voldoen. 'n Bondige bespreking van die kommunikatiewe benadering en die voorvereistes van 'n kommunikatiewe kurrikulum word gegee. Daar word ook onderskeid getref tussen tradisionele en kommunikatiewe benaderings. 'n Kommunikatiewe taalonderrig-metodologie word voorsien en kommunikatiewe bevoegdheid word ook bespreek. praktiese voorbeelde verduidelik. van kommunikatiewe taalonderrig Baie word In die empiriese studie Engels Tweede Taal in is 'n vraelys aan die onderwysers van dertig hoer skole van die Boland en Noordelike voorstede van Kaapstad gestuur. Die doel van die studie was om te bepaal of Engels tweede taal onderwysers kommunikatief onderrig. Die bevindinge van die studie was dat be ide onderwysers wat voor 1986 opgelei is en daarna, 'n beperkte siening van die kommunikatiewe benadering het. Gevolglik kan hulle nie die benadering toepas nie en wil dit voorkom of hulle 'n strukturele vertolking van die sillabus volg. Die studie bevestig dus dat onderwysers nie die kommunikatiewe benadering ten volle verstaan nie en gevolglik kan die onderwysers nie kommunikatief onderrig nie.
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Fredericks, Brenton Grant. "A model for behaviour modification programmes to improve discipline and learner achievement : a communicative approach." Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/93.
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Goglia, F. "Communicative strategies in the Italian of Igbo-Nigerian immigrants in Padova (Italy) : a contact linguistic approach." Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530856.
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Lloyd, Mair Elizabeth. "Living Latin : exploring a communicative approach to Latin teaching through a sociocultural perspective on language learning." Thesis, Open University, 2017. http://oro.open.ac.uk/48886/.
Full textAbstract:
This study is motivated by the search for new practices to enhance the teaching of ab initio Latin in UK universities. It arises out of a perception that traditional methods leave some students failing to achieve course aims, their own study goals, and, in the longer term, struggling to read Latin texts with understanding and engagement. At the outset of this research, there was little recent information on Latin pedagogy in UK universities or on student opinions on provision. Some scholarship expressed dissatisfaction with the quality of Latin reading skills attained, but little work had been done on defining the nature of desirable skills or in exploring how they might be attained or investigated. This study instigates progress in all these areas. To advance understanding of how Latin learning takes place and to investigate the potential benefits of existing conceptual and pedagogical frameworks, this study draws on modern language learning theories and teaching practices and explores the application of Vygotskian sociocultural theory to learning events taking place under a communicative teaching approach. Research methods were selected pragmatically, with quantitative methods deployed to obtain a comprehensive snapshot of current practice in UK universities, while the more complex areas of learning events and perceived benefits were investigated through a combination of participant observation, interviews and innovative reading and drawing exercises. The findings confirm that traditional ab initio Latin teaching approaches are not well-aligned with learners’ goals, establish the value of taking a broader approach to pedagogy and provide new ways of defining and investigating Latin reading skills. This research has the potential to enhance Latin pedagogy in UK universities and other institutions. It makes a seminal contribution to applying language learning theories to Latin and suggests innovative methods for aligning students’ needs and expectations with their learning experience.
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Neves, Maralice de Souza. "Communicative teaching of english as a foreign language: an approach haunted by traditional and structural myths." Universidade Federal de Minas Gerais, 1993. http://hdl.handle.net/1843/BUBD-9D7EWU.
Full textAbstract:
This study discusses the hypothesis that language teachers at a college where students major in the L2 have still been perpetuating traditional and structural myths in their practice, which might be one of the possible causes for the learners' unsuccessful L2 acquisition. In our procedure we cross-checked the results of teachers' interviews, with the students' questionnaires, the analysis of the materials and tests and a classroom lesson observation. The results show that although there is an attempt to adopt communicative materials and employ some communicative techniques, the traditional and structural myths still interfere deeply in the learning process.Este estudo discute a hipótese de que professores universitários de língua estrangeira têm perpetuado mitos de abordagens tradicionais e estruturais em sua prática na sala de aula que poderiam estar interferindo negativamente no processo de aquisição. Em nosso procedimento cruzamos entrevistas com professores, questionários respondidos pelos alunos, análises de testes e material didático e a observação de uma aula. Os resultados mostram que apesar dos esforços em empregar algumas técnicas e adotar materiais comunicativos há uma grande interferência de mitos oriundos de abordagens tradicionais e estruturais que podem ainda estar dificultando o processo de aprendizagem.
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Skarp, Eddie. "Enseigner et évaluer la compétence communicative en classe : Activités, évaluation et plan directif." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62488.
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Lorsque nous enseignons une langue étrangère et dans le cas de ce travail, le français, dans une classe, il faut prendre en considération les différents aspects comme l’écriture, la lecture et la compétence communicative sur laquelle ce travail met l’accent. Cette compétence peut être plus abstraite que les autres car il s’agit des dialogues et des discours qui ne peuvent pas être écrits sur un document. Dans cette étude, nous cherchons à trouver de bonnes méthodes utilisées pour enseigner et promouvoir la compétence communicative des élèves par des professeurs dans un lycée en Suède. Le travail cherche également à trouver comment les professeurs évaluent cette compétence par rapport au plan directif et dans quelle mesure le plan directif est utilisé comme un outil dans l’enseignement. La méthode utilisée est une étude phénoménologique avec une enquête composée de questions qualitatives pour recevoir des réponses plus approfondies. Quatre professeurs d’un lycée ont été interviewés et les données ont été évaluées avec la théorie choisie. La théorie utilisée dans ce travail est un mélange de quelques approches pour enseigner une langue étrangère dans les écoles. Nous avons choisi les approches comme l’alternance codique, l’approche actionnelle, l’approche communicative et une méthodologie de base pour planifier et évaluer les activités et la compétence. Enfin, nous avons regardé les commentaires du plan directif pour les langues vivantes au niveau 3 par Skolverket (2011a) pour plus facilement interpréter les critères de notations du plan directif. Bref, les résultats ont montré que c’est mieux de créer des petits groupes en enseignant la compétence communicative et que les meilleures tâches à utiliser peuvent être des images à décrire et des questions ouvertes et adéquates qui touchent à la vie de l’apprenant. Cela peut inciter l’élève à parler et exprimer ses pensées plus facilement que des activités en grands groupes et avec des questions fermées.When we teach a foreign language or in this case, French, in a class, we have to be aware of the different skills like communication, writing and reading whereas this study puts emphasis on the communicative skill. This skill can be more abstract than the rest of the skills since it consists of dialogues and discourses which don’t necessarily need to be written on a document. In this study we will try to reveal some applicable methods used by teachers to teach and improve students’ communicative skills at an upper secondary school in Sweden. The study also tries to find out how these teachers evaluate and grade this particular skill according to the syllabus and in what frequency the syllabus is used by the teachers as a tool in their teaching. The method used is a phenomenological study with a questionnaire consisting of qualitative questions in order to receive more accurate answers. Four teachers at an upper secondary school have been interviewed and the empirical data collected have been evaluated together with the theory chosen. The theory used in this study is a mixture of approaches for teaching a foreign language in schools. We have chosen approaches like code-switching, task-based learning, the communicative approach and a basic methodology of how to plan and evaluate the activities chosen. Lastly, we have been looking at the commentary section on the syllabus for foreign languages on stage 3 made by Skolverket (2011) in order to easier interpret the grading criteria in the syllabus. Briefly, the results showed that it is better to create smaller groups when teaching the communicative skill and that the advantageous tasks can consist of images to describe and genuine and adequate questions which concern the student’s personal life. This can generate that the students talk and express their thoughts more freely than with activities in larger groups and with display questions.
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Chen, Yi-Mei. "Collaborating with English teachers in developing and implementing a context-sensitive communicative approach in Taiwanese EFL secondary school classes." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24955.
Full textAbstract:
Communicative approaches, such as communicative language teaching (CLT) and task-based language teaching (TBLT), have been promoted in second language education around the world for over four decades. This continued mainstream status may be due to their convincing theoretical bases in principles of second language acquisition, which are believed to be beneficial to language learners. However, they are not widely accepted by teachers in many English as a Foreign Language (EFL) contexts. A number of studies in a variety of contexts have aimed to identify factors which impede their implementation, but few of these have further built on the implications of these investigations. The current investigation, instead, studied classroom practice in a Taiwanese EFL secondary school, in order to identify and solve any problems arising. Based on the assumption that teacher learning is a complex process, it was necessary to set up a teacher development programme (TD) and use action research to explore how it could help teachers develop their practitioner knowledge of communicative approaches. Drawing on the data from questionnaires, interviews and classroom observations, the main finding was that the teachers’ limited understanding of these approaches seemed to be a more dominant factor than the teachers’ beliefs. This resulted in perceptions of learners, syllabus/textbooks and time becoming barriers to the implementation of the approaches, as often pointed out in past studies. This study also found effective ways to encourage teachers to learn to implement this new pedagogy. First, supplying examples of a theory’s practical application equipped practitioners to develop practical knowledge of that theory. Second, collaborative learning between the teachers, as well as the assistance of an expert, helped make the teacher education programme work. This led to the conclusion that communicative approaches motivated teachers in their professional practice. The findings of this research could shed light on these aspects of L2 teaching in a variety of other similar contexts and could be useful for educational policymakers, practitioners, and teacher educators in implementing innovative approaches.
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Hunter, Duncan. "Communicative language teaching and the ELT Journal : a corpus-based approach to the history of a discourse." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3731/.
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Despite recent challenges, CLT remains influential and continues to be implemented in a number of contemporary ELT contexts. This project represents an attempt to investigate the history of CLT as a means of gaining a clearer understanding of its main principles and ideas. The investigation aims to identify some key concepts in the discourse of the ELT Journal over the period when the communicative approach is believed to have emerged. Two consecutive periods are studied; an earlier (1973 to 1981) phase when the journal was edited by W.R. Lee, and a later (1981 to 1986) period under Richard Rossner. The project makes use of two separate keyword “traditions” to examine words that play an important role in the discourse of the journal. Firstly, a machine-based, corpus procedure was carried out, using the collections of articles as a kind of corpus. Later, a more thorough, detailed keyword analysis was undertaken, borrowing from the techniques pioneered by Raymond Williams, in which the histories of individual words are traced chronologically across texts. Chapter One, the literature review, presents a rationale for the project and the use of history to illuminate our understanding of CLT. It carries out a review of the existing body of literature covering the emergence of the approach and suggests a more systematic and thorough-going historical approach based on primary sources is now needed. Chapter Two describes the process by which I assembled the methods and tools necessary to carry out the analysis. Chapter Three describes the project procedure itself, explaining the decisions made, and processes arrived at, to carry out the investigation. Chapter Four presents the first phase of the project’s findings. Quantitative keyword lists are presented and briefly discussed in relation to existing accounts. Chapters Five, Six, Seven, Eight, and Nine are “word histories” for the keywords COMMUNICATIVE, LEARNER, ACTIVITY, TASK and SYLLABUS, respectively. Using the findings from Chapter Four as a starting point, each chapter traces the history of an important keyword across the chronological period of the corpus, recontextualising data isolated by the quantitative keyword procedure. Chapter Ten is the project’s discussion and conclusion.
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Bardsley, Craig S. "Religion, mind and society : a socio-communicative approach to the archaeology of pre- and early protopalatial Crete." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430838.
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Mkumbwa, Mariam M. "Using cultural immersion as an element in communicative approach to teach English to second language (ESL) learners." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371730246.
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Jao, Lester Mtwana. "Enseignement/apprentissage de la composante orale à travers Parlons français, méthode de FLE élaborée au Kenya à partir de la problématique de l’approche communicative." Thesis, Pau, 2011. http://www.theses.fr/2011PAUU1015/document.
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La plupart des langues enseignées comportent deux composantes : la composante écrite et la composante orale. Cette dernière, communément appelée « oral », ne semble pas préoccuper beaucoup de chercheurs en didactique du FLE au Kenya. C’est plutôt la composante écrite de la langue qui fait l’objet de la plupart des recherches réalisées par des chercheurs en didactique du FLE dans ce pays. Si quelques chercheurs osent aborder la composante orale, ils traitent de son enseignement/apprentissage en général. Des études portant sur l’enseignement/apprentissage de la composante orale dans une méthode de FLE donnée sont inexistantes au Kenya. D’où notre intérêt à la présente étude, qui a pour but d’établir si, et dans quelle mesure, la méthode Parlons français est fidèle aux principes et exigences de l’approche communicative, méthodologie d’enseignement des langues étrangères sur laquelle ses concepteurs se sont basés. Plus particulièrement, dans cette étude les questions suivantes sont au premier plan de nos préoccupations : En quoi Parlons français se conforme-t-elle aux principes et exigences de l’approche communicative relatifs à l’enseignement/apprentissage de la composante orale en FLE ? Quelle est la place accordée à l’oral et à l’oralité dans cette méthode et comment se manifestent ces deux variantes de la composante orale ? Quelles difficultés les enseignants et apprenants de FLE utilisant Parlons français dans l’enseignement/apprentissage de la composante orale rencontrent-ils dans les écoles kenyanes ? La présente étude se propose d’apporter des réponses à ces questionsMost languages taught consist of two components: the written and oral components. The latter, commonly referred to as “oral”, does not seem to interest many researchers of French as a Foreign Language in Kenya. In this country most researches conducted in the area of French as a Foreign Language focus mainly on the written component of the language. The few researchers who have ventured into the oral domain have dealt mainly with the teaching and learning of the oral component of language in general. It is noteworthy that studies on the oral component in a given French textbook in Kenya have not yet been carried out. This is what prompted us to undertake this study, which generally aims at determining the extent to which Parlons français conforms to principles and requirements of the Communicative Approach – the teaching methodology on which this textbook is based. In particular, in this study we ask ourselves the following crucial questions: In what way does Parlons français conform to principles and requirements of the Communicative Approach regarding the teaching and learning of the oral component of French as a Foreign Language? What importance is accorded to “oral” and “oralité” in this particular textbook? How are these two facettes of the oral component presented in the textbook? What difficulties do teachers and learners of French using Parlons français in the teaching and learning of the oral component encounter in Kenyan secondary schools? Our study seeks to provide answers to these questions
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Mpepo, Musonda Victor. "Pedagogical demands in implementing a functional syllabus and the communicative approach to English teaching in eight Zambian schools." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304914.
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Jadwat, Ayoob Y. "Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic." Thesis, University of St Andrews, 1988. http://hdl.handle.net/10023/2949.
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The study is concerned with the problem of how to improve the teaching of Arabic as a foreign or a second language. It lays down some of the essential foundation-work necessary for bringing about systematic and constructive improvements in the teaching of Arabic as a foreign language (TAFL) by investigating the contributions of modern linguistic sciences (such as applied linguistics, educational linguistics, psycholinguistics and sociolinguistics) to the development of foreign language (FL) teaching and learning. A survey of the literature indicates that a 'revolution' is currently taking place in FL teaching and that a new approach, known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adopted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language. The thesis is divided into 7 chapters. Chapter 1 introduces the importance of viewing the nature of language and FL teaching from a multidimensional point of view. Chapter 2 outlines the general nature and importance of the subject matter (i.e. the Arabic language) in a wide context. In order to understand what has directly or indirectly influenced the teaching practices of TAFL, Chapter 3 provides an overview of the development of views of FL teaching approaches and methods in recent times, from formalism (teacher-centred learning) to functionalism (student -centred learning). Chapter 4 concentrates on providing an interpretation of the current 'state of the art' of TPPL in Britain. A theoretical outline of the CA is presented in Chapter 5. This chapter provides a working hypothesis of a proposed integrative model for communicative competence that can be used as a practical reference tool in the relevant areas of communicative language development In TAPL. Chapter 6 focuses on one of these areas; communicative syllabus design, in which the stages in Arabic language programme development and types of communicative syllabuses are discussed. The last chapter concludes with a suggetion of specific further research needs in TAFL: communicative teaching methodology, communicative materials development, communicative testing techniques and communicative tea cher training.
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Hunter, Adrienne. "An historical study of the development of a communicative approach to English language teaching in post-revolutionary Cuba." Thesis, University of Edinburgh, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329950.
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López, Soto Marino Alfredo. "La aplicación del método “Communicative Approach” y su influencia en el aprendizaje del idioma inglés en adultos profesionales." Master's thesis, Universidad Nacional Mayor de San Marcos, 2019. https://hdl.handle.net/20.500.12672/16382.
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El método comunicativo fue empleado en la presente investigación científica, el cual fue
cuasi experimental, para lograr que los alumnos del grupo experimental incrementen
significativamente su nivel de conversación en inglés y a la vez mejorar su nivel de
Inglés en las otras áreas: lectura, escritura, gramática y vocabulario.
El Cambridge Dictionary (2018) define conversación de la siguiente manera:
“es hablar entre dos personas o más en los cuales los pensamientos, sentimientos e ideas
son expresados, las preguntas son elaboradas y respondidas, o noticias e información son
intercambiados”. En otras palabras, una conversación involucra las áreas de habla
(‘Speaking’ en Ingles), y escucha (‘Listening’ en Ingles).
La población fue conformado en dos grupos control y experimental. Cada uno estuvo
conformado de 10 Alumnos, todos adultos profesionales de postgrado de maestría en
Gerencia de Proyectos y Programas Sociales Ciclo III 2018-I de la Universidad Nacional
Santiago Antúnez de Mayolo – UNASAM, Huaraz, 2018.
El objetivo principal de la investigación científica, indicado líneas arriba, fue que el grupo
experimental incremente significativamente su nivel de conversación del inglés, es decir
habla y escucha, y a la vez mejorar en las otras áreas.
Si bien es cierto que el método comunicativo mejora distintas habilidades en inglés como
lectura, escritura, habla, escucha, además vocabulario y gramática, dicho método
enfatiza el significado en vez de la forma, es decir no es un método memorístico, sino que enfatiza la Comunicación de distintas formas ya sea hablando o escribiendo, pero en esta
Investigación se priorizo especialmente el habla y escucha de forma significativa.
Esto es debido a que los alumnos del grupo experimental requieren de comunicarse
oralmente, es decir habla, y a la vez comprender, escucha, para interactuar con
profesionales extranjeros los cuales utilizan estas dos habilidades del Inglés en sus centros
laborales. Por otro lado, el grupo de control necesitan lograr aprobar el examen de
suficiencia de inglés de su Universidad. Por las razones explicadas líneas arriba, se diseñó un programa de 16 sesiones el cual fue suficiente para lograr el objetivo esperado, es decir, aprender el idioma de ingles básico
para que al final lograr una diferencia significativa en habla y escucha en el grupo
experimental. Los instrumentos de medición, los cuales cumplieron en sus particularidades de validez y
confiabilidad, fueron pre-test y post-test. Al inicio del curso, todos los alumnos fueron
evaluados utilizando el pre-test, ambos grupos tenían un nivel de Inglés de prealfabetización (‘pre-literacy’, en Ingles), es decir sus niveles eran menos que básico, al final del curso se les evaluó nuevamente, post-test, el cual fue exactamente el mismo que el pre-test, el resultado fue que los alumnos del grupo experimental mejoraron en todas las áreas escritura, lectura, habla, escucha, vocabulario y gramática, pero principalmente
habla y escucha incrementaron significativamente con respecto al pre-test y el grupo de control. Estadística inferencial (en las áreas de habla y escucha) fue utilizado por las razones explicadas líneas arriba, es decir, que los alumnos del grupo experimental necesitaban incrementar significativamente estas dos habilidades del inglés.
Para las otras áreas del inglés (escritura, lectura, vocabulario, gramática) se utilizó estadística descriptiva, los cuales, al final de las sesiones, se logró incrementar el nivel inglés en las demás áreas. Finalmente, el resultado fue exitoso, el estudio logro el objetivo de acuerdo a la hipótesis.
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Yang, Chen-Yuan. "Promoting communicative competence through drama in elementary English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.
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Zhang, Qiaochao. "Developing a pedagogical framework for teaching Chinese aspect markers le, guo, zai and zhe : a comparative study of the Grammar-Translation approach and a communicative approach." Thesis, Aston University, 2016. http://publications.aston.ac.uk/30377/.
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The L2 acquisition of Chinese aspect markers has been investigated by many researchers (Sun, D. 1993; Zhao, L. 1996; Wen, X. 1997; Teng, S. 1999; Li, D. and Duff 1998, Duff and Li, D. 2002; Jin, L. and Hendriks 2005; Ma, L. 2006). Their studies show two main findings, one is the acquisition order of the aspect markers, and the other is the accuracy in using the aspect markers. Among those, only Duff and Li, D. (2002) mentioned the effect of teaching on the accuracy of using Chinese aspect. However, it is unknown what impacts teaching methods/approaches could have on learners’ use of the aspect markers. This thesis aims to contribute to filling that gap. It explores whether a specific teaching framework assists the learning of Chinese aspect markers by L2 learners. We designed a session of Chinese aspect following the acquisition order of the Chinese aspect markers suggested by previous studies. The session was delivered to two groups of beginner level learners in a UK university using different teaching approaches. One is the Grammar-Translation approach, which focuses on learning of aspectual forms, and the other is a communicative approach, which focuses on comprehension. The learners took a pre-test assessing their general knowledge of Chinese, an immediate test after the teaching session on aspect to compare the immediate impact of teaching approaches, and a post-test after two months to trace the lasting effect the teaching approaches. The results show that the Grammar-Translation approach leads to better accuracy levels than communicative approach in using aspects in grammatical tasks, whereas the communicative approach does not necessarily lead to learners’ better use of aspect than the grammar-translation approach in comprehension tasks.
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Lima, Jean Custódio de [UNESP]. "Uma análise do ensino de língua inglesa por meio do uso das Tecnologias Digitais da Informação e Comunicação." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137783.
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Esta tese investiga o ensino de Língua Inglesa (LI) diante da implementação das Tecnologias Digitais da Informação e Comunicação (TDICs) ancorada na Abordagem Comunicativa (AC) e suas Teorias Sociointeracionistas. O objetivo geral é o de verificar se essa mudança metodológica traz ganhos acadêmicos para os alunos acostumados atualmente com as inovações multimídias como tablets, computadores, celulares, vídeo games etc e com a presença desses gadgets em todos os âmbitos de suas rotinas, exceto dentro dos muros escolares nos quais o uso desses aparelhos é limitado. Para fundamentar este estudo, foram consultados principalmente os seguintes autores: Pierre Levy, Don Tappscott, Luciano Meira, Paula Sibilia, Almeida Filho, Noam Chomsky, Richard Brown, Lev Vigotski, Jean Piaget, dentre outros. A investigação teve como metodologia o estudo de caso e foi realizada no primeiro semestre de 2015, tendo como sujeitos duas turmas do primeiro ano do ensino médio e uma professora do Instituto Federal do Ceará (IFCE). Durante este estudo, foram usados dois questionários, um protocolo de observação participante e uma avaliação em LI como instrumentos de pesquisa. Após a triangulação de dados qualitativos e quantitativos obtidos durante o trabalho, foram observados resultados acadêmicos positivos no que concerne ao ensino de Língua Estrangeira (LE) com o apoio das novas tecnologias, isto é, os alunos, submetidos ao uso das TDICs, apresentaram mudanças de atitudes, de comportamentos, das relações entre eles e entre o conteúdo. Obtiveram ainda um incremento de 22,7% nas suas médias nas avaliações de LI. Assim, diante desses câmbios e de outros dados, também advindos deste trabalho sobre o ensino de LI por meio dos ambientes de aprendizagem virtual para esses alunos das novas gerações (nativos digitais), esta tese apresenta algumas contribuições metodológicas, uma proposta que busca instituir no lócus de pesquisa (IFCE), uma atitude digital frente ao processo de ensino e aprendizagem de LI, visando a alinhar o ensino de idiomas dentro da instituição com o mundo conectado fora dos muros escolares.
This thesis investigates English teaching in the face of implementation of Digital Information and Communication Technologies (DICTs) based upon the Communicative Approach (CA) and its Social Interactionist Theories. It has as its main objective to verify if such methodological change brings academic gains to students accustomed nowadays to multimedia innovation as tablets, computers, cell phones, video games etc and to the presence of those gadgets in all dimensions of their routines except inside school’s walls in which the use of those tools are limited. In order to substantiate this study, I reached for the following authors: Pierre Levy, Don Tappscott, Luciano Meira, Paula Sibilia, Almeida Filho, Noam Chomsky, Richard Brown, Lev Vigotski, Jean Piaget among others. This investigation had a case study as its research methodology and it was done in the first semester of 2015, having, as subjects, two sophomore year classes and a High School teacher of Instituto Federal do Ceará (IFCE). During the study, two questionnaires, an observation protocol and an English evaluation were used as research tools. After triangulation of qualitative and quantitative obtained data, positive academic results concerning Foreign Language Teaching (FLT) and new technologies use were observed, that is, the students, subjected to DICTs, presented changes of attitudes, behaviors and relationship among themselves and between students and content and they also obtained an increase of 22,7% on their averages in English tests. So, before those changes and other data provided by this work on English teaching and use of virtual learning environments by new generation students (digital natives), this thesis presents some methodological contributions, a proposition to introduce at research locus (IFCE), a digital attitude towards English teaching and learning process with the goal of aligning idiom teaching at the institution to connected world outside school’s walls.
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Lee, Cheun-Yeong. "A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242144550.
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Lee, Mee-oi. "An assessment of the degree to which a secondary school's English language teaching pilot scheme correlates with the principles of the communicative approach." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B42128249.
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