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1
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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2
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.
Full textAbstract:
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.
3
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.
4
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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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.
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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.
6
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.
7
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.
8
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.
9
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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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/.
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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.
11
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.
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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.
12
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.
13
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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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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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.
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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.
16
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.
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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.
17
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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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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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.
20
Martins, Cristiana Gomes de Freitas Menezes. "The evaluation of educational software programs for English as a foreign language and/or second language pronunciation development." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14859.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorThe purpose of this study was to evaluate how well educational software programs teach English as a Foreign Language and/or Second Language (EFL/ESL) pronunciation following the principles of the Communicative Approach (CELCE-MURCIA et al., 2010). In the first stage of the research, a software program evaluation instrument was developed and validated. Forty-six EFL/ESL teachers used it to analyze an online version of the software program Pronunciation Power 2. The responses of the participants were submitted for statistical analysis. An ICC of 0.983 (zero point nine hundred eighty-three) for the responses indicated a high degree of correlation in the evaluation of the instrument items used by the participants. The results of the One-Way ANOVA also indicated that there was no significant difference (p> 0.05) in the evaluation of the items. The Cronbach's alpha coefficient obtained was 0.918 (zero point nine hundred and eighteen), indicating a high degree of internal consistency. The results of the factor analysis suggested grouping the instrument items into 5 (five) components that were arranged in the following order: 1. Content Design; 2. Pedagogical Design; 3. Assessment/Flexibility Design; 4. Multimedia Design; and 5. Automatic Speech Recognition (ASR) Design. In the second stage of the research, the instrument was used to analyze 5 (five) EFL/ESL pronunciation teaching software programs available on the market. Regarding the items of the component Content Design, the analysis showed that only one software program obtained less than 50% (fifty percent) of the maximum rating, two programs obtained between 50 and 70% (fifty and seventy percent) and two other programs reached more than 80% (eighty percent) of the maximum rating. In the items of Pedagogical Design, all programs scored above 50% (fifty percent); three programs obtained between 50 and 70% (fifty and seventy percent) and two other programs obtained above 70% (seventy percent). The evaluation of the ASR Design indicated that the items for this component had minimum ratings in all programs - four software programs scored zero and only one program obtained 33.33% (thirty-three point thirty-three percent) of the maximum rating for this component. The component Assessment/Flexibility Design obtained less than 50% (fifty percent) of the maximum rating of all the group items, while the items for Multimedia Design achieved higher ratings in most programs. Two software programs obtained between 50 and 70% (fifty and seventy percent) and three scored above 70% (seventy percent). To sum up, the overall results indicate that only one software program obtained more than 75% (seventyfive percent) of the maximum rating on the instrument. The other four programs presented less than three-quarters of the necessary characteristics to potentially develop English pronunciation. Although these programs, by themselves, may not be able to develop EFL/ESL pronunciation satisfactorily, they can be used to enrich the teaching of EFL/ESL pronunciation.
Esta pesquisa teve como objetivo avaliar de que maneira softwares educativos ensinam a pronÃncia do inglÃs como LÃngua Estrangeira e/ou Segunda LÃngua (LE/L2), seguindo os princÃpios da Abordagem Comunicativa (CELCE-MURCIA et al., 2010). Na primeira etapa da pesquisa, elaboramos um instrumento de avaliaÃÃo de softwares e o submetemos a processos de validaÃÃo. Quarenta e seis professores de inglÃs como LE/L2 o utilizaram para avaliar uma versÃo online do software âPronunciation Power 2â. As respostas dos participantes foram submetidas a tratamentos estatÃsticos. O ICC encontrado, 0,983 (zero vÃrgula novecentos e oitenta e trÃs), mostrou um alto grau de correlaÃÃo na avaliaÃÃo dos itens do instrumento pelos participantes. Os resultados da ANOVA simples tambÃm apontaram que nÃo havia diferenÃa significativa (p > 0,05) na avaliaÃÃo dos itens. O Coeficiente Alpha de Cronbach obtido de 0,918 (zero vÃrgula novecentos e dezoito) indicou um elevado grau de consistÃncia interna. JÃ os resultados da AnÃlise Fatorial sugeriram o agrupamento dos itens do instrumento em 5 (cinco) componentes que foram organizados na seguinte ordem: 1. Design de ConteÃdo; 2. Design PedagÃgico; 3. Design de AvaliaÃÃo/Flexibilidade; 4. Design de MultimÃdia; e 5. Design do Mecanismo de Reconhecimento AutomÃtico de Fala (MRAF). Na segunda etapa da pesquisa, utilizamos o instrumento para analisarmos 5 (cinco) softwares para o ensino da pronÃncia do inglÃs como LE/L2 disponÃveis no mercado. Em relaÃÃo aos itens do componente Design de ConteÃdo, a anÃlise evidenciou que apenas um software obteve menos de 50% (cinquenta por cento) da pontuaÃÃo total, dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e outros dois atingiram mais de 80% (oitenta por cento) da pontuaÃÃo total. Nos itens de Design PedagÃgico, todos os softwares pontuaram acima de 50% (cinquenta por cento); trÃs softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e dois outros acima de 70% (setenta por cento). JÃ a avaliaÃÃo de Design de MRAF apontou que os itens desse componente foram os que obtiveram menor pontuaÃÃo em todos os programas â quatro softwares pontuaram zero e um Ãnico software obteve 33,33% (trinta e trÃs vÃrgula trinta e trÃs por cento) do total de pontos do componente. O componente Design de AvaliaÃÃo/Flexibilidade obteve, na maioria dos programas, menos de 50% (cinquenta por cento) da avaliaÃÃo mÃxima de todos os itens do grupo, enquanto os itens de Design de MultimÃdia atingiram maior pontuaÃÃo na maioria dos programas. Dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e trÃs pontuaram acima de 70% (setenta por cento). No somatÃrio geral, apenas um dos softwares obteve mais de 75% (setenta e cinco por cento) da pontuaÃÃo total do instrumento. Os outros quatro softwares apresentaram menos de trÃs quartos do total das caracterÃsticas necessÃrias para potencialmente desenvolverem a pronÃncia da lÃngua inglesa. Embora esses programas, por si prÃprios, nÃo sejam capazes de desenvolver a pronÃncia da lÃngua inglesa como LE/L2, eles podem ser usados para enriquecer o ensino da pronÃncia do inglÃs como LE/L2.
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Chabert, Ull Alicia. "A Plurilingual Approach to English Language Teaching from an Ecological Perspective: An international comparative study." Doctoral thesis, Universitat Jaume I, 2020. http://hdl.handle.net/10803/669334.
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The aim of this dissertation is to investigate the application of multilingualism and plurilingualism
theories and the use of the mother tongue in the English classroom in primary education using a
communicative teaching approach on a global scale. With this purpose in mind, we implemented our
study in three very different contexts around the world: Spain, Norway and China.
Based on the premise that the worldwide spread of English has resulted in significant consequences in
education and language policies, throughout our dissertation we focus on the different factors
affecting English language learning and analysed the students’ response to a plurilingual
communicative approach to English Language Teaching (ELT). Our position aims to present an
ecological approach to ELT that views English as a real international language that is a tool in our
multilingualism and not a threat.Aquesta tesi investiga d’una manera global l'aplicació de les teories multilingües i plurilingües amb l'ús de la llengua materna en l'aula d'anglés en l’educació primària mitjançant un enfocament d'ensenyament comunicatiu. Amb aquest propòsit hem dut a terme la nostra investigació en tres contextos molt diferents del món: Espanya, Noruega i la Xina. El nostre punt de partida és la idea que la difusió de l'anglés a tot el món ha tingut importants conseqüències tant en l'educació com en les polítiques lingüístiques. En aquesta investigació ens hem centrat en diferents factors que afecten l'aprenentatge de l'anglés i hem analitzat la resposta dels alumnes a un enfocament comunicatiu plurilingüe de l'ensenyament de l'anglés. La nostra posició té per objecte presentar una visió ecològica de l’ensenyament que considera l'anglés com una veritable llengua internacional; una eina en la societat multilingüe en la qual vivim i no una amenaça.
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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.
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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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Abahussain, Majed Othman. "Implementing communicative language teaching method in Saudi Arabia : challenges faced by formative year teachers in state schools." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24166.
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The demand for using the English language as a means of communication has increased substantially around the world because of its status as the language of globalisation, international communication, trade, media, and research (Flowerdew and Peacock 2001). The Saudi Ministry of Education (MoE) has considered this demand and taken significant steps to reform the teaching of English as a Foreign Language (TEFL) in the Kingdom of Saudi Arabia (KSA). For example, the aims of and documentation for the TEFL curriculum have been modified to focus on the four basic language skills and to promote students’ communicative competence. However, despite all these efforts, there has been little progress in the area of TEFL in KSA. Classroom teaching practices are still devoted to secondary purposes, such as teaching grammar, translating literary texts, memorisation, rote learning, and preparing for summative exams. This reality may indicate an incompatibility between the government’s efforts to develop TEFL and the practices used by English language teachers in their classes. This incompatibility, however, may also suggest that English language teachers have their own reasons for not teaching English for communicative purposes and are incapable of implementing innovative teaching methods, such as the Communicative Language Teaching approach (CLT). This study therefore explores the challenges faced by Saudi English teachers (SETs) in their teaching practice that might prevent them from teaching for communicative purposes and implementing CLT in their classes. In order to meet this objective, data obtained from interviews, questionnaires and documents were analysed and classified into various categories. The key findings revealed that the current methodological practices of SETs are traditional teaching methods that stress the dominant role of teachers, marginalise students’ interactions, focus on discrete skills, and encourage competitive rather than cooperative learning. Furthermore, by using CHAT theory as a framework, the study explored a range of challenges that SETs face when the implementing CLT. These challenges stem from the individual and contextual levels of SETs’ teaching practice. At the individual level, it emerged that SETs had some misconceptions about some of the main features of CLT, and were not sufficiently confident to run communicative classes and adopt CLT in their teaching practice. The data, moreover, suggested that these shortcomings were a result of the SETs’ pedagogical and linguistic preparation in their pre-service programmes. At the contextual level, the study data suggested that there were two main types of constraint that challenge SETs in terms of teaching for communicative purposes and applying CLT in their teaching practice. Firstly, there were institutional and situational factors (for example the quality of the in-service training programme, examination purposes and classroom structure), and, secondly, socio-cultural factors (such as the traditional view of education, and the status of the English language in the Saudi context) that seemed to be incompatible with teaching English for communicative purposes. The study concludes with recommendations that aim to help improve the current situation of TEFL in KSA. For example, ending the isolation between the key parties involved in EFL teaching and learning in the Saudi context is very important, and changes to pre-service and in-service programmes, as well as at the contextual levels, are also essential.
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Villegas, Martínez Jorge. "Teaching speaking in the English classroom : Teacher practices in Swedish upper secondary schools." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157297.
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This qualitative study aims to investigate how teachers of English as a foreign language (EFL) work to develop their students’ oral proficiency. The study analyses interviews and pedagogical materials to elucidate how the interviewed teachers regard their students’ oral proficiency, what kind of activities they use for teaching speaking and how they assess oral proficiency. The participants were two licensed English teachers of higher upper secondary education, and different materials that the teachers used were analysed, including a textbook. The teachers regarded their students’ oral proficiency as generally good or very good but noted that significant differences existed in most groups regarding proficiency and that certain students who were less proficient showed an unwillingness to use the target language, which indicates a need of better strategies to involve these students in the learning process. The findings of this study suggest that the interviewed EFL teachers teach speaking according to the communicative approach and that the activities they use more frequently for teaching speaking were discussions, followed by presentations, speeches, role-playing and debates. However, the interviews and the pedagogical materials reflected a lack of focus on the features of spoken language, the importance of which has been proven by findings in corpus linguistics and conversation analysis. These findings indicate a need to raise awareness among teachers about the benefits of focusing on the features of spoken language. Regarding assessment, informal formative assessment in the form of direct observation was the most common form, while formal assessment was used in presentations and examinations in the form of group discussions. The teachers acknowledged some confusion regarding assessment due to the lack of clear guidelines from Skolverket. Moreover, they regarded speaking as being more important than other skills, which indicates the possibility of redefining the value of speaking in the course evaluation.
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Huynh, Tuan Anh. "A cognitive meta-linguistic approach to teaching English information structure for the development of communicative language ability among learners of English as a second language." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/344629/.
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In the realization that second language learners’ grammatical competence does not always guarantee their communicative language ability and that meta-knowledge of English information structure might play an important role in developing their communicative language ability, I carried out a project in which the learners in the study, who were considered to have adequate grammatical competence but unsatisfactory communicative language ability, were given explicit instructions enhancing their meta-knowledge of English information structure as an initial step towards the development of their reading and writing skills and ultimately their communicative language ability. The approach adopted in the study is action research aiming at improving the teaching of academic reading and writing skills to undergraduate students for their communicative development and at the same time contributing the clarity of theories of language transfer, and the role of cognitive approaches in communicative language teaching. Answers to the following major research questions were to be sought. First, what problems do L2 learners have in their reading and writing in relation to their not having a clear and systematic understanding of English information structure? Second, to what extent are their problems influenced by their L1 meta-knowledge of information structure, and L1 strategies? Third, can a cognitive meta-linguistic approach to teaching information structure improve L2 learners’ understanding of English academic texts and structuring of written communication through which they might improve their communicative language ability? My teaching method is both knowledge-oriented and skill-oriented with each lesson being divided into two phases: meta-knowledge introduction and the follow-up skill development. Four data collection methods were applied: questionnaire, interview, test, and classroom-based methods. The data analysis suggests that the learners in the study encountered the reading and writing problems investigated and that they showed development in their reading and writing skills during and after the teaching phase. My conclusion is that there is a causal relationship between a meta-linguistic approach to teaching information structure to L2 learners and their communicative ability development.
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Silva, Maria Aparecida Caltabiano Magalhães Borges da. "É verdade ou faz-de-conta? : observando a sala de aula de lingua estrangeira." [s.n.], 1999. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269549.
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Orientador: Marilda do Couto CavalcantiTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-07-25T12:40:46Z (GMT). No. of bitstreams: 1 Silva_MariaAparecidaCaltabianoMagalhaesBorgesda_D.pdf: 5899230 bytes, checksum: bba5005a30dd547fd022ba2117646a38 (MD5) Previous issue date: 1999
Resumo: O objetivo desta pesquisa é investigar a interação que ocorre entre os membros de um determinado grupo de adultos, aprendizes da língua inglesa, focalizando a interrelação entre os momentos de verdade e faz-de-conta em aulas comunicativas. O foco da investigação é uma escola de línguas de São Paulo, capital. A pesquisadora, matriculada como aluna regular, acompanhou e fez parte de um grupo de adultos freqüentando os estágios correspondentes aos níveis 8 e 9 (intermediário), durante o período de junho a novembro de 1994. A presente pesquisa, de natureza etnográfica, utilizou os seguintes instrumentos para coleta de registros: gravação em áudio, notas de campo, diários e entrevistas informais feitas com os alunos participantes do grupo-foco de estudo e com professores responsáveis pelo curso e pelo treinamento dado pela escola. Para análise dos dados, foram utilizados como base teórica, estudos de autores como Widdowson (1978, 1979), Breen e Candlin (1980), Canale. e Swain (1980), Swan (1985), Almeida Filho (1993), entre outros, sobre a abordagem comunicativa, atualmente proposta para o ensino de línguas estrangeiras e trabalhos sobre interação social de Erving Goffman, destacando conceitos de papéis (1981) e preservação da face (1967) para a análise da interação na sala de aula
Abstract: This research aims at discussing some aspects related to the language teaching and learning process, analysing the interaction occurring among a group of adult learners in the English language classroom. Taking into account that the classes are considered communicative, the analysis focuses on the authenticity of the interaction among the group, analyzing some simulated and non-simulated situations. The data were collected in a private language schoollocated in São Paulo. The researcher attended the classes as a regular student from June to November in 1994. Being na ethnographic research, the following procedures were used: the classes were audio recorded, fieldnotes were taken and some informal interviews were made with the participants: teachers and students. The analyses were based on some works of Widdowson (1978, 1979), Breen and Candlin (1980), Canale e Swain (1980), Swan (1985), A1meida Filho (1993) about communicative approach. Studies in the social interaction area, as made by Goffman (1967, 1981), were also aken in account in order to analyze the interaction in the English language classroom
Doutorado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Doutor em Linguística Aplicada
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Lee, Mee-oi, and 李美愛. "An assessment of the degree to which a secondary school's English language teaching pilot scheme correlates with the principles of thecommunicative approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B42128249.
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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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Elson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.
Full textAbstract:
This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
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Reynolds, Adrian K. "Intersections of Contexts and Concepts in Learning to Teach: A Qualitative Case Study of the Appropriation of the Communicative Language Teaching Approach by Pre-service Teachers of Spanish in the United States." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338306655.
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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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Kefeli, Hande. "Exploring The Perceptions Of Teachers, Students, And Parents About The New 4-year Anatolian High School English Program." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609742/index.pdf.
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With the newly designed curricula, the preparatory year of the Anatolian High Schools (AHS) was terminated while expanding its English program to four years. Within that context, utilizing semi-structured interview protocols this descriptive study aimed to bring an insight into the perceptions of parents, students, and teachers about the new AHS English program. Moreover, the perceptions of the participants on the materials provided by MONE and European Language Portfolio were also aimed to be revealed. Additionally, it was targeted to bring out what participants think about the applicability of the communicative language teaching, student-centered approach, and multiple intelligences, since they were stated in the foreign language curricula. While the population consisted of AHSs in Ankara, the sample of the study made up of 4 groups of parents, students, and teachers from 4 AHSs in Ankara. Each group consisted of 12 interviewees, which makes 36 participants in total. In selecting students and parents convenience sampling, and in selecting teachers purposive sampling was utilized.
Analyzing the data collected using content analysis the findings revealed that parents, students, and teachers do not favor the current English language practice in AHSs where preparatory class is terminated. Additionally, the findings showed that in order to learn English, preparatory class is a necessity either after 5-year or after8-year elementary education. Results also showed that all groups perceive English positively and support teaching and learning of the language. As for the perceptions of the participants on the materials, they expressed how insufficient they are in terms of teaching the language and in terms of practicing the language teaching approaches stated in the curriculum. Moreover, it was found that most of the participants did not know about the European Language Portfolio. Lastly, according to the answers, the English language teaching approaches stressed in the curriculum were difficult to be practiced in classes.
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Bergquist, Simon. "Dealing with foreign language anxiety A study of how English teachers in Sweden help students overcome anxiety in oral presentations in secondary school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84202.
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In this study, I investigate how foreign language anxiety affects students’ performance during oral presentations. The study also explores how secondary school teachers in Sweden work with anxious students before, during and after an oral presentation and what approaches and exercises they find effective to use when doing so. Foreign language anxiety is a relatively new subject within language education and impacts language learning in various, mostly negative, ways. The data is collected from interviews with secondary school teachers in Sweden. The result show how these teachers identify FLA and what effects they believe it has on their students. The result also gives insight into how the teachers approach all three stages of an oral presentation to reduce symptoms that lead to increased anxiety. The study concludes by comparing the teachers’ choices to theories within language teaching to establish a pattern of what strategies are effective when dealing with FLA. In this study, I highlight the benefits of using oral presentations based on research and why every student should be given help to overcome their anxiety, so that they are prepared to use their English in high-pressure situations, such as during an oral presentation.
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Ssemakalu, John. "A case study of the implementation of the communicative approach to English second language progress testing in one secondary school in the Alexandria Circuit of the Eastern Cape Department of Education." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002645.
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This study explores the implementation of the communicative approach (CA) to English second language progress testing in an African secondary school which falls under the Eastern Cape Department of Education. The goal of the research is to establish how teachers access, conceptualise, and apply the CA to language testing in their specific working conditions. The report of the findings of the research reveals that teachers' understanding of the CA to testing differs from that of the linguists, curriculum designers, innovators, and syllabus writers. This is caused by a combination of factors including teachers' poor working conditions, the lack of focused pre-service training and effective in-service structures for their empowennent as the agents of innovation, coupled with the poor circulation and a lack of clarity in official documents on the CA to language testing. These constraints made it impossible for teachers to implement the CA to language testing. In order to carry on with their work, however, teachers developed coping strategies by drawing, probably unconsciously, on a mixture of structuralist, sociolinguistic-psycholinguistic, communicative and any other testing practices they may have acquired during their years of service. Although based only on one school, the findings of this study indicate that for fundamental innovations such as the CA to take root, there is a need for the adoption of more dedicated, reflective implementation strategies involving proper planning and monitoring, as well as evaluation and re-evaluation of the entire process. This necessarily slow process must go hand-in-hand with a dedicated pre-service and in-service empowerment program based on consultative communication between innovator and agent; and a persuasive education/re-education approach which will encourage teachers to change their entrenched practices.
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Chang, Hui-Chin. "Effects of the communicative language teaching approach on the English learning motivation and English proficiency of non-English majors in a technological and vocational university in northern Taiwan." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579681.
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The purpose of this study was to explore the effects of the communicative language teaching (CLT) approach on learner motivation and English proficiency. I was challenged to examine the feasibility of a Western-based pedagogy administered in a country where traditional grammar-based instruction has dominated for decades. Given that CLT studies on vocational university students in Taiwan have been largely unexplored, it is my concern in this dissertation as to whether and how the CLT approach would facilitate the learning process. Also, the present study aimed to examine the factors resulting in students' non-engagement in a communication-based classroom. Prior to and after CLT instructional practice to 163 freshmen from a vocational university, I administered motivation questionnaire surveys and English proficiency tests in listening and reading, and interviews were conducted to elicit their perceptions towards the teaching approach and in-class activities. The findings showed that CLT instruction enhanced subjects' instrumental motivation and it had a beneficial effect on their English listening proficiency. Moreover, the conclusions were supported by the finding that the more intrinsic interest a learner displayed in learning English, the more gains there would be in his English listening proficiency. A number of factors that hindered learners' engagement in classroom activities comprising the learner factor, the peer factor, the implementation factor, and the administration factor were also discussed. The outcomes of the study have yielded pedagogical implications as to what changes could be made in the CLT classroom to achieve the most facilitative effects on teaching and learning among Taiwanese vocational university students.
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Torsten, Lemon. "Conception versus Reality : A Case Study of SFI-teachers’ Codeswitching into English." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182672.
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The fact that people tend to alternate between languages for various communicative purposes seems to increasingly interest researchers all over the world. Thus, the linguistic phenomenon of codeswitching has been given more academic attention in recent years than ever before. This particular topic has also been infused by new research because of an ongoing pedagogic debate about whether languages other than the target language should be used in foreign languages classroom or not. The debate consists of two major opinions. On one side, adherents claim that use of non-target languages limits natural target language-input and therefore damages the learning process. On the other, it is argued that non-target languages may even be beneficial for the learning process since they carry many pedagogic opportunities with them otherwise gone lost. This paper aims to find out how, and to what extent, foreign language teachers at a Swedish for Immigrants-school codeswitch into English in class. Moreover, it is also of interest to investigate how they think about their own codeswitching and how their reasoning may reflect their codeswitching self-awareness. In search for answers to these questions, three teachers have been observed in class. Later, the teachers have been interviewed to reflect upon their own codeswitching. The study revealed clear differences in the teachers’ codeswitching and codeswitching-reasoning, However, similarities were also found, and that all three teachers shared the main objective to develop their students’ communicative competence. Moreover, they also proved to have a rather realistic picture their own codeswitching. Not only were they able to roughly estimate how, and how much, they each codeswitched. Their individual results also went in line with their reasoning to a high extent, suggesting that they all have a high degree of codeswitching self-awareness.
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Du, Plessis Sandra. "Multilingual preschool learners: a collaborative approach to communication intervention." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/28280.
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Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts that did not exist before. In many South African communities young learners, without any prior knowledge of English, are placed in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners’ academic performances and their future, and requested advice and support. Consequently a need was identified for speech-language therapists to make their expertise available to multilingual preschool learners, as well as to their preschool teachers. To address this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria Central Business District (CBD) and Sunnyside area. A descriptive survey was conducted and two survey techniques were employed to collect the data, namely a questionnaire and a test battery. The questionnaire was used to collect information from 32 teacher participants to investigate the needs and strengths of preschool teachers and multilingual preschool learners. The test battery was utilised to collect data on the language and communication proficiency in English of 30 learner participants. Results indicated that the teacher participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These teachers expressed a need for knowledge and support. They also reported that the multilingual preschool learners in the research context had to communicate in ELoLT despite it being an unfamiliar language. Some of the multilingual preschool learners displayed behaviours that could be indicative of negative influences on their self-esteem. The language and communication assessment revealed that many learner participants’ comprehension and expression in ELoLT were insufficient for learning and that they required support for academic success. In addition, the results support the claim that an integrated view of the multilingual learners’ communication abilities need to be established across contexts, by combining assessment strategies, such as naturalistic and structured assessment, as well as interdisciplinary perspectives. The results of the empirical research was used to propose a service delivery model for the acquisition of ELoLT in the research context. This proposed model may be an effective approach to provide supportive intervention to multilingual preschool learners with linguistic barriers to learning. In addition, initial stage intervention guidelines for the basic level ELoLT learner were offered in response to the needs of the specific community. These guidelines may provide a basis for the planning of intervention strategies to preschool teachers who were concerned about the education and future of multilingual preschool learners.Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
Unrestricted
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Tuncel, Ediz. "An evaluative study of the relationship between instructional differences and learning outcomes : a survey based and experimental study of a more communicative approach to language teaching in a traditional setting." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423709.
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Svanström, Emil, and Pontus Lundgren. "The Missing Pieces : A project about trying out and improving a jigsaw-style lesson in an ESL-setting." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42842.
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The aim of this project was to explore the jigsaw-method as a teaching tool in English as a Second Language-classrooms, and to design and evaluate a jigsaw-style lesson that aims to promote student activation and communication. To achieve this goal, we conducted a case study in which we designed and tried out a jigsaw-style lesson in two classes. We then evaluated the lessons through a survey which was analysed using thematic content analysis. The results of the survey showed that the negative aspects voiced by the participants belonged to the two main themes Perceived difficulty and Perceived lack of time. Additionally, the participants made several suggestions for improvements which were identified as belonging to the following three themes: Predetermined groups (Based on skill), More time for each step of the lesson, and Pre-activity & Prior Knowledge. The results from the survey, in combination with a review of literature on second language teaching and prior research, was used to propose several changes to the lesson format as it was used in the case study. For example, we proposed the addition of a pre-reading exercise aimed at giving prior knowledge and activating schemas, as well as the addition of graphic organisers to help provide a clear focus to the different stages of the lesson. The proposed changes were aimed at alleviating the difficulties voiced by the participants in the case study. The changes were then applied to the case study lesson as an example.
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Lima, Filho Jarbas Medeiros de. "An alternative approach to the teaching of EFL to secondary students of a public school in Patos - PB." Universidade Federal de Alagoas, 2009. http://repositorio.ufal.br/handle/riufal/514.
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A abordagem comunicativa (AC) no ensino de línguas, que surgiu no fim da década de 1960, é um paradigma mundialmente difundido e estudado. Desde seu surgimento, a conveniência de seu uso e adequação a diferentes contextos sócioculturais, pedagógicos e institucionais tem inspirado debates, discussões e produções acadêmicas a nível mundial (SAVIGNON, 1991), inclusive no Brasil. Desta forma, em face dos méritos a ela atribuídos, e dos diversos problemas no ensino de língua inglesa na cidade de Patos, PB - objetivou-se a realização de uma pesquisa-ação ansiando aplicar um programa genuinamente comunicativo no 1º ano da Escola Normal D. Expedito Oliveira dessa cidade. Nesta pesquisa, buscou-se aprimorar a qualidade do ensino de línguas através de atividades que priorizavam o uso da língua em vez da forma (WIDDOWSON, 1978), trabalhar as habilidades lingüísticas de forma integrada (McDONOUGH and SHAW, 1993) avaliando o processo a partir da produção integrada do alunado. A intervenção estendeu-se por todo o primeiro semestre letivo de 2008 e o programa incluiu desde a seleção, elaboração e aplicação dos materiais e atividades até as técnicas pedagógicas utilizadas durante as aulas. Com base nos eventos e nos dados coletados na pesquisa, conclui-se que, apesar do sucesso em vários aspectos didáticos e metodológicos e do alto índice de aceitação por parte dos alunos, uma abordagem com princípios baseados exclusivamente nos moldes da AC não é o caminho mais apropriado para a construção de um plano de curso para os alunos dessa escola. Razões político-administrativas por parte da instituição educacional, e pessoais e culturais por parte dos alunos contribuíram para o insucesso na aplicação desse programa. No entanto, um programa de base comunicativa, mas que conteve traços típicos de outros métodos como áudio-língual e clássico revelou resultados mais eficientes na produção oral e escrita dos estudantes. Por esta razão, comprovou-se que uma abordagem alternativa (com traços de métodos e abordagens diferentes) pode contribuir significantemente para o aprimoramento da qualidade das atividades e técnicas utilizadas nas aulas de língua inglesa no sistema público de ensino médio local.Fundação de Amparo a Pesquisa do Estado de Alagoas
The communicative language teaching (CLT), which arose towards the end of the 1960 s, is a widely promoted and studied approach. Since its advent, debates, seminars and academic productions have been conducted to discuss the appropriateness of its use and its adequateness to different socio-cultural, pedagogical and institutional settings all over the world (SAVIGNON, 1991), and also in Brazil. Thus, considering all the merits attributed to the CLT and bearing in mind the various problems in the ELT scenario in the city of Patos, PB the current work committed itself to conduct an action-research with the objective of applying its principles in the design of an alternative approach to the teaching of EFL to secondary students in the 1st grade of the local educational institution named Escola Normal D. Expedito Oliveira. The research is intended to find ways to enhance the quality of language teaching by employing activities that prioritize use over usage (WIDDOWSON, 1978), that apply the four linguistic abilities integratively (McDONOUGH and SHAW, 1993) and that evaluate the process taking into account the pupils performance. The intervention was conducted during the entire first school semester of 2008 and the program included not only the selection, elaboration and employment of the materials and activities, but also the pedagogical techniques used during the lessons. Based on the events and on the data collected throughout the research, it was concluded that, despite the success in several didactic and methodological aspects and the high level of approval by students, a genuinely communicative approach is not the most appropriate method for the classroom context as it is found in that local public school. Political and administrative matters on the part of the school and personal and cultural reasons on the part of the students seemed to have contributed to the lack of success in the exercise of the exclusively communicative program. However, an alternative approach which contains typical traces of other methods such as the audio-lingual and classical methods revealed to be more efficient for the oral and written production of the pupils. For this reason, it was confirmed that this alternative approach can contribute significantly to enhance the quality of the activities and techniques utilized in the English classes in the local public secondary school system.
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Mettetal, Rémy. "Communication et malentendu dans la didactique du Français Langue Etrangère." Phd thesis, Université de Franche-Comté, 2013. http://tel.archives-ouvertes.fr/tel-00881483.
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Cette thèse porte sur les questions liées au malentendu et à la communication dans le cadre de la didactique du Français Langue Etrangère. Une double question se pose de prime abord : d'une part, comment la communication est-elle envisagée dans didactique du FLE ? Et d'autre part : que peut-on opposer à cette vision du " tout-communicatif " ? Quelle autre façon d'envisager l'enseignement d'une langue étrangère pourrait-on opposer à cette dogmatique de la communication ?Il apparait qu'il y a dans la didactique actuelle des langues une obsession de la communication et une vision simplifiée des échanges langagiers. N'y a-t-il pas aujourd'hui dans la didactique du Français Langue Etrangère un malentendu à propos de la communication, concernant à la fois la façon dont on l'envisage et la place prépondérante qui lui est faite ?Plutôt que de se polariser comme à l'accoutumée sur la capacité des apprenants à transmettre des informations d'un pôle à un autre, il s'agit dans ce travail de proposer une autre perspective prenant davantage en compte le sujet et son intrication dans les langues. Sans doute serait-il profitable pour le Français Langue Etrangère de considérer davantage la relation entre un sujet et une langue plutôt que la relation de communication émetteur-récepteur ou énoncé-destinataire. Peut-être devrions-nous davantage prendre en compte la relation primordiale qui se construit entre une langue venue d'ailleurs et un sujet incorporant dans son esprit cet idiome étranger.
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Silva, Katia Marques da. "Convergencia e contradição entre uma abordagem "desejada" e uma abordagem "real" do ensino de lingua estrangeira." [s.n.], 2001. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269396.
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Orientador: Jose Carlos Paes Almeida FilhoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta pesquisa insere-se dentro dos estudos de ensino e aprendizagem de Língua Estrangeira com enfoque interdisciplinar. Foram analisadas aulas de língua inglesa ministradas a alunos do primeiro ano de Licenciatura em Letras de uma universidade pública de uma cidade de grande porte do interior de Minas Gerais. Configurando-se como uma pesquisa de natureza etnográfica, utilizamos, para coleta de registros, a gravação de aulas em áudio, notas de campo e entrevistas. Ressaltamos que a professora-pesquisadora constituiu-se como sujeito de pesquisa. O arcabouço teórico que norteou nossa análise esteve circunscrito aos trabalhos desenvolvidos por Widdowson (1978, 1979), Breen e Candlin (1980), Canale e Swain (1980) e Swain (1985), Almeida Filho (1993), entre outros; buscando apoio também em Goffman (1981), J. L. Gumperz (1982,1986), Stubbs (1983) e F. Cicurel (1990) para a análise da interação na sala de aula. A questão estudada nesta situação de pesquisa revelou as contradições e as convergências ocorridas nas aulas da professora-sujeito em sua tentativa de se ajustar entre uma abordagem desejada (interdisciplinar) e a sua abordagem real, ou seja, aquela de sua historicidade. Julgamos que este estudo contribui com subsídios teóricos e práticos para elaboração de programas e cursos de formação de professores de L2 e LE. Ademais, a reflexão feita neste trabalho pode levar os professores pré-serviço e em serviço a repensarem sua própria prática
Abstract: The present study was part of a Foreign Language program using an interdisciplinary approach. English language classes were taught to first year foreign language majors of a Federal University in the state of Minas Gerais. It is an ethnographic study and data were collected using tape, field notes and interviews. It should be noted that the teacher/researcher was also a subject of the research. Theory for the research was based on the work of Widdowson (1978, 1979). Breen & Candlin (1980), Canale & Swain (1980), Swan (1985) and Almeida Filho (1983), among others. Theory for classroom interaction was based on the work of Goffman (1981), Gumperz (1982, 1986), Stubbs (1983), and Cicurel (1990). The Study provides a theoretical base for the preparation of Second and Foreign Language instruction. The topic analyzed in this research revealed convergence and contradiction that occured in the class of the teacher/researcher as she attempted to make adjustments between an interdisciplinary approach and her traditional approachto teaching that is historicallysituated.The results provide information relevant to the development of English as a Second Language based on theoretical, communicative, implicit and applied linguistic skills of the teacher/researcher.The research presented at this time will assist pre-service teachers as they begin their careers and in-service teachers as they continue their quest to improve their teaching practice
Mestrado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Mestre em Linguística Aplicada
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Borges, Elaine Ferreira do Vale. "Uma reflexão filosófica sobre abordagens e paradigmas na constituição da subárea ensino-aprendizagem de LE/L2 na linguística aplicada." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25092009-110539/.
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O presente estudo segue um viés interpretativista de natureza qualitativa e objetiva desenvolver uma reflexão filosófica e, portanto, não dogmática, de algumas questões importantes que envolvem conceitos-base na formação e evolução da grande subárea Ensino- Aprendizagem de LE/L2 na LA, tais como: abordagem, movimento, paradigma e comunidade científica. O trabalho busca como fundamentação teórica, primordialmente, o conjunto da obra de Thomas Kuhn apoiada, também, na visão de Masterman (1979). Para a evolução da reflexão, a investigação recebe um auxílio valioso da segunda filosofia de Wittgenstein, no que se refere à noção de jogos de linguagem, e da visão de Lakatos sobre a formação de programas de pesquisa científica. O tema central da pesquisa gira em torno da percepção de uma tensão instaurada na área pela apropriação, pelos especialistas, da noção de sinônimo entre os termos abordagem comunicativa (AC), ensino comunicativo de língua (ECL) e movimento comunicativo (MC), associados, muitas vezes, à concepção de paradigma. A noção de que AC, ECL e MC são sinônimos entre si, acaba atribuindo à AC uma posição de destaque na hierarquia com outras abordagens (como, por exemplo, as abordagens instrumental (AI) e comunicacional (ACC)). Atualmente na área, o uso dos termos dimensão, variante ou versão da AC aparecem na literatura para classificar as outras abordagens, minimizando o que classificamos de tensão. O que se propõe é o reconhecimento da AI e da ACC como abordagens independentes (ou paradigmas como exemplos compartilhados/metaparadigma de sentido mais restrito) e em coexistência com a AC, todas inseridas no MC. Para tanto, o termo movimento é definido para a área como paradigma como a constelação dos compromissos de grupo/sociológico (de sentido mais global). O termo abordagem mantém o conceito clássico em Anthony (1963/1965), mas o reposicionamos hierarquicamente abaixo do termo movimento. Os resultados mostram que a competência comunicativa, que historicamente inspira o surgimento dos termos AC, ECL e MC, é base de fundamentação apenas da AC e mote da comunidade científica ECL. O alicerce do MC (comunidade científica de sentido mais global; o conjunto) é a visão de linguagem como ato social que é compartilhada por todas as comunidades (de sentido mais restrito; os subconjuntos) que o compõe: ECL, ensino comunicacional de língua (ECCL) e ensino instrumental de língua (IEL). A competência linguística e a competência pragmática são as bases que fundamentam: 1) a ACC e a AI; 2) as reflexões a priori sobre a aquisição de LE/L2 das comunidades, ECCL e EIL, que, respectivamente, elaboraram as abordagens mencionadas. A proposta da tese de um re-mapeamento na área de ensino de línguas é, também, o início de um debate (filosófico e não dogmático) e um convite à reflexão para os membros que compõem a comunidade (de sentido mais global) do MC. A finalidade maior dos resultados desse debate é revertê-los para a formação de novos especialistas e de professores pré- e em serviço de línguas estrangeiras.The aim of the thesis is to develop a philosophical reflection, and therefore not dogmatic, of some important questions which involve basic concepts in the background and improvement of Foreign and Second Language (F/SL) Teaching and Learning, such as: approach, movement, paradigm and the scientific community. This qualitative and interpretative research attempts to use the collection of work by Thomas Kuhn, also supported by Masterman´s point of view (1979), as a guideline of a theoretical basis. For this reflection to take place, the investigation was helped by the second philosophy of Wittgenstein, in which the notion of language games are referred to, as well as the vision of Lakatos concerning the development of scientific research programmes. The central theme of research is concerned with the perception of a tension felt in the area by appropriacy, by specialists, of the notion of synonym among the terms: the Communicative Approach (CA), Communicative Language Teaching (CLT) and the Communicative Movement (CM), often associated to the concept of paradigm. The notion that CA, CLT and CM are synonyms among themselves ends up attributing to the CA a strong position in the hierarchy with other approaches, such as English/Language for Specific Purpose (ESP/LSP Approach) and the Communicational Approach (CCA). Currently in the area, the use of the terms dimension, variant or ´weak´/´strong´ interpretation of the CA appears in the literature to classify the other approaches, minimizing what we classify as a tension. What is proposed here is the recognition of ESP/LSP and CCA as independent approaches (or paradigms in a restricted sense) and the co-existence with CA, all inserted into the CM (which is at the top of the hierarchy). To achieve this, the term movement is defined in the area in terms of paradigm (in a global sense). The term approach maintains the classic concept in Anthony (1963/1965), but we reposition it hierarchically under the term movement as a paradigm in a restricted sense. The results show that communicative competence, which historically inspired the appearance of the terms CA, CLT and CM is, in fact, the fundamental basis of CA only, and the motto of CLT. The basis of the CM (as a paradigm and a scientific community, both in a global sense) is the vision of language as a social act which is shared by all communities (in a restricted sense) which form it: CLT, Communicational Language Teaching (CCLT) and ESP/LSP. Linguistic and pragmatic competences are the fundamental basis of: 1) CCA and ESP/LSP approach; 2) reflections (a priori) of the communities of CCLT and ESP/LSP about F/SL acquisition, which respectively developed the mentioned approaches. The proposal of remapping the area of LT is also the beginning of a philosophical debate and an invitation to members of the MC community (in a global sense) to reflect on the issues brought about by this thesis. From this work, we expect to redirect its outcomes so as to instruct new specialists and teachers in pre- and in-service training of foreign languages.
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Afram, Eliane. "La percepción de métodos didácticos en la enseñanza del español comolengua extranjera : Análisis cualitativo sobre la percepción de los alumnos de los métodos gramática- traducción,método situacional y método comunicativo." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113239.
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Nuestra tesina trata de indagar en cómo piensan los alumnos de bachillerato sobre los métodos didácticos elegidos para aprender una lengua extranjera. El objetivo de esta tesina es investigar tres métodos didácticos; método gramática- traducción, método situacional y método comunicativo, comprobar si los estudiantes los utilizan, y cuál les resulta más útil y por qué. Hemos investigado qué opinan los alumnos con la ayuda del método cualitativo a través de entrevistas cualitativas. Podemos decir que los alumnos utilizan los métodos hasta cierto punto en su enseñanza. Piensan que todos los métodos tienen sus aspectos positivos y negativos. Los aspectos positivos y negativos están repartidos de manera igual entre los métodos didácticos.Denna uppsats handlar om att undersöka hur gymnasieelever som studerar moderna språk uppfattar de undervisningsmetoder vi valt att studera när de lär sig ett främmande språk. Syftet med detta examensarbete är att undersöka tre undervisningsmetoder; grammatik - och översättningsmetoden, kontext-metoden och den kommunikativa metoden, för att kontrollera om eleverna använder dem, vilken de tycker är mest användbar och varför. Vi har, med hjälp av kvalitativ metod och kvalitativa intervjuer undersökt hur eleverna uppfattar dessa didaktiska metoder. Vi kan säga att eleverna använder metoderna till viss del i sin undervisning. Enligt deras åsikt har alla metoder positiva sidor men även negativa. De positiva och negativa aspekterna är jämlika mellan olika undervisningsmetoder.
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Ganca, Zanodumo Victor. "A genre-based approach to the analysis of sports celebrity texts in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52641.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This study explores the nature of writing instruction which can improve the writing skills of learners as it also takes into account the learners needs. The main aim is to apply the genrebased approach to written texts in Xhosa. This framework for instruction will help learners to be ready for the work place after they have left school. They will acquire the necessary writing skills, which are needed in the work place today. The genre-based use oflanguage will enable them to use written language in different situations and they should be able to write meaningful texts, which will take the reader into consideration, as required by Curriculum 2005. The approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Language, Literacy and Communication as specified in the Curriculum 2005 (1997). The framework presented by Grabe and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and communication-learning field. Six BONA Magazine articles on sport celebrities have been analysed according to the model of text-construction within the framework proposed by Grabe and Kaplan (1996). It is concluded that these types of analytic skills are required in an effective approach to the teaching of writing to accomplish the outcomes of Curriculum 2005.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die aard van skryfonderrig wat die skryfvaardigheid van leerders kan verbeter en ook die leerders se behoeftes in ag neem. Die hoofdoelstelling van die studie is om die genre-gebaseerde benadering toe te pas in die analise van geskrewe tekste in Xhosa. Hierdie raamwerk vir onderrig sal leerders help om gereed te wees vir die kommunikatiewe eise van die werkplek nadat hulle die skool verlaat het. Hulle kan, deur die genre-benadering tot skryfonderrig, die vereiste skryfvaardighede ontwikkel wat in die werkplek benodig word. Die genre-gebaseerde gebruik van skriftelike taal kan leerders in staat stelom taal aan te wend in In verskeidenheid situasies, en hulle behoort in staat te wees om betekenisvolle tekste te skryf wat die leser in berekening neem, soos vereis deur Kurrikulum 2005. Die benaderings tot die onderrig van kommunikatiewe skryfvaardigheid word bespreek met betrekking tot sowel kritieke uitkomste as spesifieke uitkomste vir die leerveld Taal, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997 weergawe). Die raamwerk van Grabe en Kaplan (1996) word ook behandel met betrekking tot die spesifieke uitkomste in wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Ses BONA tydskrifartikels wat handeloor sportpersoonlikhede word ontleed volgens die genre-gebaseerde benadering binne die raamwerk van Grabe en Kaplan se model vir tekskonstruksie en etnografie vir skriftelike tekste. Daar word bevind dat die onderrig van hierdie soort analitiese vaardighede nodig is vir In doeltreffende benadering tot skryfonderrig vir die bereik van die uitkomste van Kurrikulum 2005.
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Cerezo, García Mª Lourdes. "Investigación sobre la relación entre las directrices curriculares relativas a la enseñanza de la lengua inglesa y su aplicación en el aula (1º Bachillerato)." Doctoral thesis, Universidad de Murcia, 2007. http://hdl.handle.net/10803/10818.
Full textAbstract:
Es una tesis analítico-descriptiva, con finalidad diagnóstica, en la que se describe el enfoque didáctico que debe aplicarse en la enseñanza de la lengua inglesa, según las directrices curriculares: el enfoque comunicativo. Se describe la metodología empleada para la investigación: observación en el aula. Por otro lado, se describe y analiza un corpus de actividades recopilado a partir de la observación de clases de inglés, presentando los datos en tablas en aras de mayor objetividad y para facilitar su sistematización, y también en formato descriptivo. Finalmente, tras la descripción y el análisis de los datos, se presentan las conclusiones, en las cuales se comprueba que la metodología empleada no es la comunicativa. Además, se ponen de manifiesto aspectos de la realidad del aula que contribuyen a explicar por qué no se aplica esa metodología y por qué el aprendizaje de la lengua extranjera no es tan fructífero como cabría esperar.This is an analytico-descriptive thesis, written for diagnosis purposes, which investigates the relationship between the curricular guidelines for the teaching of English at the secondary level in the Spanish education system (communicative approach) and the actual application of those guidelines in real language classrooms. The methodology used for the the investigation is the so-called classroom observation. Also, a corpus of 1º Bachillerato English language lessons is described and analyzed, in two main formats: in tables (for the sake of objectivity and to facilitate data systematization) and in written analysis (descriptions). Next, conclusions are drawn where it clearly shows that the methodology employed in those lessons is not communicative. Finally, aspects of the day-to-day in language classrooms come out that contribute to explain why the communicative methodology is not used in the lessons observed and why foreign language learning in our country is not as fruitful as it would be desirable.
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Marsden-Huggins, John. "Towards an understanding of ESL students' approaches to learning: a study of conceptions of learning, perceptions of situational demands, learning approaches and learning outcomes." Doctoral thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15993.
Full textAbstract:
Includes bibliographical references.An hypothesised relationship between levels of proficiency in English of ESL (English as a Second Language) students and the approaches to learning which they adopt, in situations in which English is the language of instruction, is the focus of this study. An attempt was made to identify the extent to which students, who are required to learn in a second language, adopt undesirable approaches to learning as a consequence of linguistic or cultural factors. Such students appear to adopt reproductive strategies to pass examinations and retain only isolated pieces of information for practical application. In a sense, they graduate but remain unqualified. Quantitative responses of 307 students, relating to their contextualised perceptions of the demands of the learning situation, were gathered and analysed using a learning approach categorisation procedure. Qualitative responses of 120 students, relating to their descriptions of the context and content of learning, were gathered in semi-structured interviews to supplement and enrich the quantitive data collected. Levels of proficiency in the language of instruction were measured using integrative tests of comprehension of spoken discourse and written texts presented in actual lecture situations. Students were given the opportunity to rate the lectures and reading material from which they were expected to learn and self-esteem was measured as a construct considered likely to affect perceptions of the demands of the learning situation. Concurrently with the above, a group of students from each of 3 year groups was taught a new topic over a short series of lectures and tested for understanding in the language of instruction. Balanced groups, from each of the 3 year groups, were taught the same topic and tested for understanding in the mother-tongue. This procedure was subsequently replicated with a second topic of similar complexity, across all three year groups, with languages switched. Critical aspects of the teaching/learning situation were kept constant. These procedures provided compelling evidence, after analysis of quantitative and qualitative data, of a relationship between proficiency in the language of instruction and the ways in which students engage in learning tasks. Difficulty with the language of instruction appears to increase the demands of the learning situation and the likelihood of adopting reproducing strategies, which are not normally associated with success in terms of learning outcomes.
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Lima, Rosangela Nunes de. "A utilização de uma abordagem comunicativa no ensino de inglês em turmas de adolescentes do ensino médio." Universidade Federal de Alagoas, 2007. http://repositorio.ufal.br/handle/riufal/436.
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English is used by enormous number of people in the world, and most learners
of English can be found in monolingual classes in Brazil, where all the students share
a common language Portuguese. It has been a practical concern throughout history
the reflection on finding more efficient and more effective ways of teaching
languages. Many theoreticians in the field of Applied Linguistics have worked on
research to provide a background for discussion of new ideas which are based on
different theories of how people learn a foreign language. The objective of this work
is to look for answers and instruments, in the specific field of English language
teaching, in a classroom of adolescents, through the introduction of teaching
materials used with a communicative approach, which will emphasize the processes
of communication in a way that will help the students realize that the learning of a
foreign language can be used as a real means of communication. The data were
collected by recording in audio, as well as by taking field notes. This study suggests
that there was a natural interest by the students in trying to communicate in English,
without fear of corrections, and sometimes in starting conversations in this foreign
language. Finally, the aim of this study is to offer teachers of English suggestions, as
well as provide directions for further research in classrooms, to what concerns the
process of teaching and learning a foreign language, in a way that we, English
teachers, can teach our students, not to speak about the English language, but
speak the English language.O inglês é usado por um grande número de pessoas no mundo e muitos aprendizes de inglês são encontrados em turmas monolíngües no Brasil, onde todos falam português. Os métodos e abordagens de ensino de línguas têm mudado e aumentado, refletindo a preocupação de se encontrar formas mais eficazes para o ensino de línguas. Muitos teóricos da área de Lingüística Aplicada têm trabalhado com o intuito de implementar pesquisas no campo de ensino e aprendizagem de línguas, a fim de levantar discussões de novas idéias, as quais são baseadas em teorias sobre como as pessoas aprendem uma língua estrangeira. Este trabalho tem como objetivo procurar respostas e instrumentos, no campo específico de ensino de língua inglesa, em uma sala de aula de adolescentes, do Ensino Médio, através da introdução de materiais de ensino usados com uma abordagem comunicativa, os quais enfatizarão o processo de comunicação de forma a ajudar os alunos a perceber que a aprendizagem de uma língua estrangeira pode ser usada como um meio real de comunicação. O corpus para tal investigação foi estabelecido por meio de gravações em áudio com suas respectivas transcrições, bem como com anotações de campo. O estudo nos mostra que houve um interesse natural dos aprendizes em tentar se comunicar na língua inglesa, sem receios de correções gramaticais e, algumas vezes, com iniciativas próprias de diálogo nessa língua estrangeira. Finalmente, este estudo pretende oferecer sugestões para professores de línguas, e indicações para futuras pesquisas em sala de aula, no que concerne ao processo de ensino e aprendizagem de uma língua estrangeira, de forma que possamos ensinar nossos alunos, não a falar sobre a língua inglesa estudada, mas, a falar essa língua.
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Vale, Maria da Conceição Queiroz. "Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê." Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/3974.
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FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas
The objectiv e of this study is to investigate teacher’ s teaching beliefs x students ` learning beliefs about En glish as a Foreign Language ( EFL ) in a public s chool setting and contrast those beliefs to events in the EFL classroom, in order to identify convergences and discrepancies between speech and action of teacher s and students . The theoretical basis of this study is the sociocultural perspective in spired by the work of Lev Vygot sky (1987) and the contextual appr oach proposed by Barcelos (2006) . A case study (Johnso n, 1992) is presented with e thnographic characteristics , (André, 1995). The data were collected using a semi - structured interview technique and classroom observation in a public schoo l in the city of Manaus . The research result showed that in the school ob served, specifically in the EFL classroom, teac her and students share basically the same beliefs and that t hese beliefs likely influence their behavior in the classroom . The sociocultural perspective , which is the perspective adopted in this work , allows u s to situate and understand classroom events as a collaborative en deavor in which students and teachers participate in the construction of knowledge. Finally , in the current state of the research on beliefs, in the field of the Foreign Language teaching - le arning, it is clear that it is not yet possible to establish a direct causal relationship between beliefs on one side and behaviors/actions on the other side, raising the hypothesis that this relationship i s indirect .
Este trabalho tem como objetivo investigar as crenças de ensinar de professore s x crenças de apre nder de alunos de Inglês como Língua Estrangeira (LE) no contexto da escola pública e contrapor essas crenças aos eventos da sala de aula de Inglês como LE , tentando flagrar convergências e discrepâncias entre o dizer e o fazer de professor e alunos. Este trabalho fu ndamentou - se teori camente n a pers pecti va s ociocultural inspirada pela obra de Lev Vygotksky (1987) e a abordagem contextual proposta por Barcelos (2006) . Esta pesquisa é um estudo de caso (Johnson, 1992) , com viés etnográfico, ( An dré, 1995). Na coleta de dados foi utiliza da a técnica de entrevista semi estruturada e a observação de aulas em uma escola públic a situada na cidade de Manaus . O resultado da pesquisa mostrou que, na escola investigada, ma i s especificamente na sala de aula observada, professor e aluno s compartilham p raticamente das mesmas crenças e que essas crenças , provavelmente, exercem influência em seu s comportamentos em sala de aula . A perspectiva sociocultural , que é a perspectiva adotada neste trabalho, permite situar e compreender os eventos da sala de aula c omo uma empreitada col aborativa em que todos os envolvidos participam da construção do conhecimento. Por fim, no estado atual da pesquisa sobre crenças, no domínio de ensino - aprendizagem de LE, fica claro que ainda não é possível estabelecer uma relação ca usal direta entre crenças de um lado e comportamentos/ações do outro, levantando - se a hipótese de que essa relação é indireta.
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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.
Full textAbstract:
This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.