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Journal articles on the topic 'Communicative language teaching approach'
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ГРИЦЯК, Леся. "Communicative language teaching." EUROPEAN HUMANITIES STUDIES: State and Society 3, no. II (November 30, 2019): 60–73. http://dx.doi.org/10.38014/ehs-ss.2019.3-ii.05.
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The article deals with the actualization of the communicative approach in teaching foreign languages. Special attention is paid to the language as an instrument of intercultural business communication.
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Mammadova, S. "Communicative Language Teaching." Bulletin of Science and Practice 5, no. 12 (November 15, 2019): 393–96. http://dx.doi.org/10.33619/2414-2948/49/48.
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The purpose of this article is to provide an introduction to communicative language teaching (CLT) and to describe methodological principles that facilitate the language learning process. CLT furthermore takes a pragmatic or performance-based approach to learning. Its goal is to promote the development of real-life language skills by engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT methodologies embrace an eclectic approach to teaching, which means they borrow teaching practices from a wide array of methods that have been found effective and that are in accordance with principles of learning as suggested by research findings in research in SLA and cognitive psychology. Its open-ended or principle-based approach allows for a great deal of flexibility, which makes it adaptable to many individual programmatic and learner needs and goals.
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Geyer, Naomi. "Japanese language teaching: a communicative approach." International Journal of Bilingual Education and Bilingualism 13, no. 6 (November 2010): 739–41. http://dx.doi.org/10.1080/13670050903429329.
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Karapetyan, Karo. "Communicative Approach to Foreign Language Teaching." Armenian Folia Anglistika 1, no. 1-2 (1) (October 17, 2005): 95–98. http://dx.doi.org/10.46991/afa/2005.1.1-2.095.
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The use of the Communicative Approach to foreign language teaching has been in the center of methodological discussions since the 1960s. This can be explained by the active development of myriad international relations (economic, political, scientific, etc.). Research suggests that the communicative approach of teaching can be ensured through the identification of sociolinguistic factors: The article provides various approaches of the use of the communicative method in teaching.
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Sitosanova, Ol'ga. "COMMUNICATIVE APPROACH IN FOREIGN LANGUAGE TEACHING." Modern Technologies and Scientific and Technological Progress 1, no. 1 (May 17, 2021): 367–68. http://dx.doi.org/10.36629/2686-9896-2021-1-1-367-368.
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Darmawan, A. A. Dewi, Mashuri, and S. M. Setiana. "Teaching Speaking with Communicative Language Teaching (CLT) Approach." Journal of Physics: Conference Series 1477 (March 2020): 042017. http://dx.doi.org/10.1088/1742-6596/1477/4/042017.
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Kapitan, Tetiana. "THE COMMUNICATIVE ORIENTATION OF THE EDUCATIONAL PROCESS IN THE TEACHING OF FOREIGN LANGUAGES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 77–80. http://dx.doi.org/10.36550/2415-7988-2021-1-192-77-80.
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Today there is an increase in the number of people willing to learn English, which is due to the desire to communicate fluently with foreigners, get an education abroad, read foreign literature, watch foreign channels, communicate online, find high-paying jobs in Ukraine and develop comprehensively. A well-developed personality has a better ability to learn something new, feels free and more confident in communicating with other people, as perfect command of English has recently become an integral skill of modern educated people. It is known that language knowledge and relevant speaking skills form the language competence of students; regional, country and linguistic knowledge - socio-cultural and sociolinguistic competence; speaking skills - speaking competence of students. All the types of competences form students' foreign language communicative competence, the development of which is especially important in foreign language teaching. The speed and quality of the formation of communicative competence largely depend on the level of the formation of students' general educational competence. Nowadays one of the dominant methods of foreign languages teaching is communicative. The main purpose of the communicative method is to teach students to communicate with interlocutors. This method harmoniously combines many methods and ways of teaching foreign languages, so it is the basis for the evolution of various educational methods. In the process of learning by this method, students develop communicative competence - the ability to use the language depending on the specific situation. They develop the skill of communication during the communication. According to this aspect, all the exercises and tasks must be communicatively justified by the lack of information, choice and reaction. Communicatively oriented learning task encourages students to work, because it evokes a sense of achievement, confidence, creates a joyful and pleasant atmosphere of learning, promotes a sense of responsibility, expands interests, ensures the use of information from other school subjects. The experience has shown that language material is easier to learn in this way than learning isolated words and grammar rules. The communicative approach is aimed at organizing the learning process, adequate to real communication, because it involves modeling the basic patterns of communication. Communicative (speaking) orientation means that when mastering speaking material (phonetics, vocabulary, grammar), the final step is to demonstrate how the speaking material intended for study can be used to achieve relevant communication in a foreign language.
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Narang, Vaishna. "Communicative grammar and the communicative approach to language teaching." ITL - International Journal of Applied Linguistics 66 (January 1, 1985): 91–112. http://dx.doi.org/10.1075/itl.66.06nar.
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KOLUMBÁN, Kinga. "COMMUNICATIVE TASKS IN TEACHING MILITARY ENGLISH." Review of the Air Force Academy 18, no. 2 (January 22, 2021): 63–72. http://dx.doi.org/10.19062/1842-9238.2020.18.2.7.
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Teaching English through genuine interaction in the target language has represented the trademark of communicative language learning, applied in most classrooms around the world. This approach has generated a shift from the perception of language as a system to the focus on more contextual and meaning-related features of language use. Such aspects are in perfect accordance with the needs of military professionals who use English in specific situations. This study explores some of the possibilities of applying the principles of this efficient approach in learning military English with classes of all levels.
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Murotjonovich Usmonov, Giyosiddin, and Sherzod Khursanalievich Shadmanov. "THE ROLE OF COMUNICATIVE LANGUAGE TEACHING(CLT) AND SITUATIONAL LANGUAGE TEACHING (SLT) IN LANGUAGE TEACHING AND LEARNING." SCIENTIFIC WORK 59, no. 10 (November 6, 2020): 34–35. http://dx.doi.org/10.36719/2663-4619/59/34-35.
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In this article the role of communicative and situational language teaching approaches is discussed. It is also discussed that different learning purposes compared with the traditional language teaching and learning, for example, Computer-aided language teaching and learning is both a big challenge and also a benefit to educators, as well as to communicative language teaching and situational language teaching. Key words: Communicative Language Teaching, Situational Language Teaching, approach, linguistic competence, communicative proficiency, specific interaction, language-speaking environment and situations
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Azimova, S. "The Communicative Approach in English Language Teaching." Bulletin of Science and Practice 5, no. 4 (April 15, 2019): 471–75. http://dx.doi.org/10.33619/2414-2948/41/70.
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Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21st century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge–based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests and opportunities.
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Yuldasheva, Dilfuza Kodirovna. "COMMUNICATIVE APPROACH IN TEACHING A FOREIGN LANGUAGE." Theoretical & Applied Science 79, no. 11 (November 30, 2019): 50–52. http://dx.doi.org/10.15863/tas.2019.11.79.13.
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ZIMBA, Miriam M., and Eustard R. TIBATEGEZA. "Communicative Approach Strategies for English Language Teaching." Studies in Linguistics and Literature 5, no. 2 (March 20, 2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.
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This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.
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Radić-Bojanić, Biljana B. "The Communicative Approach in Foreign Language Teaching." Узданица 17, no. 2 (2020): 7–17. http://dx.doi.org/10.18485/uzdanica.2020.17.2.1.
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Isakova, Alla. "Communicative Approach to Interactive Foreign Language Lesson at University." SHS Web of Conferences 50 (2018): 01071. http://dx.doi.org/10.1051/shsconf/20185001071.
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The article is devoted to communicative methods of the foreign language teaching, examining of reflexive practice and modelling of a communicative situation, conducting of an experimental study and revealing of a new teaching method efficiency. The communicative method based on the author’s own teaching experience is analysed. The purpose of our experimental program is to define psychology and pedagogical conditions for empirical and theoretical model of communicative approach training in foreign languages training. The appeal of educational process focused training assumes change of ideas not only development of communicative abilities. The purpose of our experimental program is to define psychology and pedagogical conditions for empirical and theoretical model of communicative approach training in foreign languages training.
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Maghviroh, Nazilatil. "Development of Arabic Language Teaching Materials with a Communicative Approach in the Language Dormitory of the Salafiyah Islamic Boarding School, Syafi'iyah, Sukerejo Situbondo." At-Turost : Journal of Islamic Studies 6, no. 2 (November 20, 2020): 188–94. http://dx.doi.org/10.52491/at.v6i2.45.
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The function of language Arabic as languages communication. And the proces of languages teaching nennds elements of support, incluiding teaching contens, because it is a medium that contains a variety of knowledge that must be mastered by student, therefore auther chosee the title Development of Arabic Contens Based on Communicative Aproach. This study used to find out how the process of Development of Arabic Contens Based on Communicative Aproach in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo. The result of this study is from of product Arabic Language contens and exercies based on Communicative Aproach that can be received by students in Language Boarding school of Salafiyah Syafi’iyah Sukorejo Situbondo and they has a good respon for it because the majority of student (4,97 %)agreed that the contens and exercises that developed cans motivate and help them to communicate with the Arabic Language both speaking and writing.
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Parkinson, Brian, and John Maher. "Communicative Language Teaching and Related Approaches." Annual Review of Applied Linguistics 8 (March 1987): 126–39. http://dx.doi.org/10.1017/s0267190500001070.
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In this section we shall look at ‘movements’ or ‘approaches,’ other than the communicative approach, which have influenced language teaching at the same time as the communicative approach has been dominant. Some definitions of the communicative approach include some of the concerns discussed here, while others exclude them, but an understanding of these alternative response to perceived deficiencies in earlier language teaching practices should clarify the context of the communicative movement.
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Farsia, Lina. "Re-conceptualizing Communicative Language Teaching through Socio-Cultural Perspective." Englisia Journal 3, no. 2 (March 20, 2017): 119. http://dx.doi.org/10.22373/ej.v3i2.1137.
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Communicative Language Teaching (CLT) has been know as one of the most successful approaches in teaching English to speaker of other languages. With this approach students are required to engage in communication trough interaction using the target language as much as possible. In the countries where English is taught as a foreign language or as a second language, this approach has become an ideal example on how activities are reconstructed in teaching learning activity to improve students’ ability in communicating in English both in spoken and written ways. Despites all of the advantages of CLT, there are still some the flaws found in he implementation of CLT in teaching learning activities. Therefore, in this paper, the writer will not only provide some critiques that are normally found in CLT but also suggesting some alternatives based on the socio cultural concepts to mitigate the shortcoming. The provided alternatives are aimed to re -conceptualize the CLT in based on the socio cultural perspective.
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Ольга Комар. "MODERN METHODS OF IMPLEMENTATION A COMMUNICATIVE APPROACH IN ENGLISH LANGUAGE TEACHING." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 107–14. http://dx.doi.org/10.31499/2307-4906.3.2020.219098.
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The article highlights the changes in the methodology of teaching English. The communicative approach to language teaching in the context of integration and globalization, its basic methods and tools have been considered. New opportunities for ensuring future specialists' communicative and intercultural competence have been described. The concept of edutainment as a new format of communicative direction in foreign language teaching, project method, mobile learning and modular method of teaching and learning English have been analyzed. It was also determined that the communicative approach helps students to take part in discussions and to overcome the language barrier. It aims to enhance foreign language teaching by means of teachers and students interaction based on linguistic theory and communicative methodology of language teaching. The article outlines the importance of information sources of a foreign language that expand capacities and quality of education as well as form efficient education process and activities of teachers and students. The article analyzes experimental results on application of communicative methodology in teaching students. It deals with the problem of learning process modernization with applying communicative methodology and communication in e-teaching. This is seen as an important condition for integration into international environment. The article discusses the advantages of education and innovative technology in comparison with traditional forms of training. The results of the study show that the use of innovative teaching methods and tools expands opportunities and improves the quality of education.
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Herrera Mosquera, Leonardo. "A Five-Feature Language Teaching Proposal." Lenguaje 41, no. 1 (July 15, 2013): 263–81. http://dx.doi.org/10.25100/lenguaje.v41i1.4968.
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Which language teaching methodology brings the most benefits to learners in terms of communicative and linguistic competences? This is a question linguists, educational researchers, and teachers continuously ask without reaching a concrete consensus. Perhaps the Communicative Language Teaching (CLT) Approach is the preferred response of educators and practitioners. However, do our communicative teaching methods really foster communication practice in the classroom? Is it important to label our teaching approach with a specific name? In this article, I intend to move beyond this label and suggest instead five methodological elements that can be easily implemented in diverse socio-educational contexts. These teaching features correspond to five of the thirty components of the Sheltered Instruction and Observation Protocol (SIOP) Model, which has been adopted in many schools around the world. Because a thirty-component teaching model may become quite overwhelming for teachers and students, a five-feature teaching proposal is herein suggested.
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Berkinbayeva, G. "COMMUNICATIVE APPROACH TO LANGUAGE TEACHING IN METHODOLOGY OF F.SH.ORAZBAYEVA’S WORKS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 383–89. http://dx.doi.org/10.51889/2020-4.1728-7804.77.
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The article provides a general background to communicative approaches, distinguishing the notions of communicative competence. The theory by Orazbayeva Fauziya Shamsievna was examined discussing main points of communicative approach for language programs. The examination of the theoretical bases finds out some of the existing principles and to develop more modified theoretical framework. Academician of the International Academy of Pedagogical Sciences Orazbaeva Fauziya Shamsievna is recognized as a scientist who developed a methodology for teaching the Kazakh language. Main factors related to the topic of dialogical speech, the culture of speech are exemplified through the scientist's contribution to the problem. Pedagogical communication and scientific publications on the method of language teaching are presented in the research paper
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Phothongsunan, Sureepong. "Teachers’ Conceptions of the CLT Approach in English Language Education." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 121. http://dx.doi.org/10.36941/jesr-2020-0071.
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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program designed for their own professional development as secondary school teachers. Two methods are employed, an observation and a task evaluation. It is found that from the teachers’ practice using CLT in teaching, their classes are hardly communicative in nature as communication is constrained and rather unilateral, mostly directed by the teachers. Some recommendations are made to the teachers under study based on the methods used, addressing fluency rather than accuracy if students’ communicative competence is the goal.
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Dos Santos, Luis Miguel. "The Discussion of Communicative Language Teaching Approach in Language Classrooms." Journal of Education and e-Learning Research 7, no. 2 (2020): 104–9. http://dx.doi.org/10.20448/journal.509.2020.72.104.109.
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Wahedi, N. "Peculiarities of Communicative Approach in Foreign Language Teaching." Bulletin of Science and Practice 6, no. 2 (February 15, 2020): 297–301. http://dx.doi.org/10.33619/2414-2948/51/35.
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This paper looks briefly at the preconditions that gradually formed communicative language teaching (CLT) as a response to the growing demand and needs of non-native learners of English in many different contexts of learning, then draws a parallel between existing conventional methods of language teaching and novel insights presented by CLT. The constituent parts of Communicative competence are introduced. The negotiation of meaning is considered as the most essential function of the target language that learners are capable to master which allows them to maintain flexibility in a deliberate speech despite the gaps in their language proficiency. Besides, the article discusses the current limitations of CLT bound to several factors such as the lack of language proficiency, rigid curricula, and teachers’ misconceptions of CLT.
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Molla, Nur Laila. "Communicative Language Teaching (CLT) Approach Towards Speaking Ability." English Focus: Journal of English Language Education 2, no. 1 (September 3, 2019): 10–24. http://dx.doi.org/10.24905/efj.v2i1.50.
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Communicative Language Teaching (CLT) is a way to deal with the educating of second and unknown dialects that emphasis on cooperation as both the methods and the last objective of learning a language. Targets are (1) to discover Effectiveness of CLT Approach in Improving Speaking Ability. (2) huge contrasts between students who are instructed by CLT and not. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. Population is eighth grader students in Junior High School 1 Tegal. Research uses cluster random sampling with two group design (experiment group and control group). Data was broke down utilizing a t-test, score of the t-test is 2.744. Score of t-table is at 5% level importance and on level of 62 is 1.670, t-test result is higher than t-table (2.744>1.670). t-test hypothesis is rejected, and t-table hypothesis is accepted. CLT improve speaking capability.
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Shafiyeva, Ulker, and Sara Kennedy. "English as a foreign language in Azerbaijan: English teaching in the post-Soviet era." English Today 26, no. 1 (February 23, 2010): 9–14. http://dx.doi.org/10.1017/s0266078409990629.
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During the Soviet era, language teaching methodology in the Union of Soviet Socialist Republics (USSR) was premised on promoting a deep knowledge of a language's grammar and vocabulary. To this end, the selection of texts was centrally mandated, and teaching techniques and activities were carefully controlled and monitored. This rigorous approach to language teaching had both benefits and drawbacks for teachers and students. In response to the drawbacks of traditional Soviet methodology, some teachers and teacher trainers in former Soviet republics are currently promoting communicative language teaching, also known as the communicative approach. Communicative language teaching, as opposed to more traditional Soviet teaching methodology, emphasizes learning to use language to communicate rather than learning language solely as a linguistic system. However, the implementation of communicative language teaching has been problematic, for reasons ranging from government policies to teachers' beliefs and training to students' expectations. The purpose of this article is twofold. We first describe important characteristics of traditional Soviet language teaching methodology and the consequences of that methodology for language learning. Then, we explore the challenges of transforming traditional language teaching methodology (for the teaching of English as a foreign language, in particular) in post-Soviet republics, using Azerbaijan as a specific example.
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Sekhar, G. Raja. "Communicative language teaching approach in the teaching of english language: a comprehensive study." ACADEMICIA: An International Multidisciplinary Research Journal 6, no. 7 (2016): 62. http://dx.doi.org/10.5958/2249-7137.2016.00025.2.
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Adil, Mohammad. "Exploring the Role of Translation in Communicative Language Teaching or the Communicative Approach." SAGE Open 10, no. 2 (April 2020): 215824402092440. http://dx.doi.org/10.1177/2158244020924403.
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This study aims to investigate the perception of language teachers and their experience regarding the use of translation as a language teaching approach in Saudi Arabia. The study adopted a cross-sectional qualitative design to investigate the role of translation as a communicative approach in language teaching. Data were collected through a semi-structured interview with 20 professors and lecturers who were teaching at a university in Saudi Arabia. The interview results revealed that language translation strategy is effective in developing the necessary communicative ability among Saudi language learners. Also, the use of translation should be based on the skill set and competence level. It concludes that the judicious use of the translation should be practiced for Communicative Language Teaching.
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Tsurtsilina, Natalya Nikolayevna. "RUSSIAN LANGUAGE TEACHING AS A FOREIGN LANGUAGE." Neophilology, no. 16 (2018): 32–38. http://dx.doi.org/10.20310/2587-6953-2018-4-16-32-38.
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We advise to use authentic materials in Russian language teaching as a foreign language. We focus on the textual approach. We give recommendations for methodical selection and literary and poetic text organization to form a foreign language communicative competence. We consider the specificity of communication in a foreign language teaching. The understanding and producing speech in a foreign language is also important. The teacher should have the means to analyze not only the authentic artistic/poetic texts he/she introduces into the teaching but also the texts produced by the students themselves in order to advise, support, assist and consult. The teacher’s aim is firstly to ensure that students are familiar with the maximum number of different texts samples in a foreign language, and then to help them to structure these data, to organize their presentation, and learn the data, to offer different activities using various linguistic and cognitive operations, finally to evaluate and to create conditions for self-assessment of their own communicative competence.
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Murashkina, O. V. "To the Issue of Communicative Teaching Foreign Languages." Язык и текст 7, no. 2 (2020): 54–60. http://dx.doi.org/10.17759/langt.2020070206.
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The article deals with the issue of teaching foreign languages with the usage of methods communicative. Communicative approach and communicative method are two interrelated concepts. Language competence developed in social context is the basis for successful communication in the target language. The article deals with the problem of the formation of phonological hearing in the process of teaching Spanish as a foreign language. The problem of learning the correct pronunciation is key in learning Spanish at the initial stage due to the diverse dialectal variability of the Spanish language. The main difficulty in mastering Spanish phonetics is the variety of national variants and dialects, which at the level of sounding speech represent a motley allophonic picture. In this regard, the task of forming phonological hearing in the process of teaching Spanish as a foreign language is a priority. The difference between phonetic systems and phonological structures of the native and the studied foreign languages is the main reason for linguistic interferences, therefore it is important to determine the allophonic picture when teaching the phonetics of the Spanish language.
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Tawfiq, Hatim Hassan. "Application of Communicative Language Teaching Approach in the Preparatory Program of Shaqra University, Saudi Arabia." Journal of Studies in Education 10, no. 2 (May 16, 2020): 98. http://dx.doi.org/10.5296/jse.v10i2.16982.
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This study is based on communicative language teaching perceptions that learners have toward CLT communicatively based lectures at the preparatory program of Shaqra university. The Problem of concern is to assure that CLT approach is truly practiced. Presuppositions assumed are concerned with students’ belief about efficiency of CLT approach to help acquiring an outstanding communicative competence when learning a new language and the lecturers’ assumption that CLT is an ideal approach for teaching a new language. The study uses a questionnaire constructed to extract perceptions toward practices of CLT approach from students and lecturers. The Findings of the study show that students learn a new language effectively when it is used as a vehicle for doing something such as greeting, requesting, giving, and apologizing. Overall, students think that communication is an important skill and teachers have faith in CLT as a perfect approach enhancing students’ communication skill. It is recommended in the study that teachers had better employ CLT approach to enhance communication and that students had better make communication main objective for learning a new language. The study suggests for further studies areas of controversial issues concerning priority of grammatical accuracy to communicative accuracy when learning a new language.
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Bakhriddinova, Zarnigor, Gulmira Juraboyeva, Odina Bakhriddinova, and Otabek Yusupov. "Communicative system-activity approach in teaching english as a second language." Общество и инновации 2, no. 5/S (June 16, 2021): 83–88. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp83-88.
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This article outlines communicative system-activity approach in teaching English as a second language. This approach is the implementation of such a method of teaching, in which an orderly, systematic and mutually related teaching of the English language as a means of communication is carried out in the conditions of simulated (reproduced) speech activity in the classroom - an integral and integral part of the general (extralinguistic) activity. As a result of this approach in teaching, the system of English language proficiency as a means of communication in the broad sense of the word is formed, implemented and operates.
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Brumfit, Christopher. "Applied Linguistics and Communicative Language Teaching." Annual Review of Applied Linguistics 8 (March 1987): 3–13. http://dx.doi.org/10.1017/s0267190500000982.
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Some linguists may well feel that it is inappropriate to devote an entire issue of the Annual Review of Applied Linguistics to a movement exclusively within language teaching. It would certainly be inaccurate to see language teaching as simply an application of linguistics, and some parts of this issue of ARAL will necessarily survey material that is not exclusively applied linguistics. Nonetheless, one particular tradition of applied linguistics has been heavily committed to the development of effective second language teaching strategies, and communicative language teaching has been responsive to changes in our approach to language study in its most central tenets and beliefs.
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Shumskyi, Oleksandr. "Modern Approaches to Foreign Language Teaching: World Experience." Comparative Professional Pedagogy 6, no. 1 (March 1, 2016): 41–46. http://dx.doi.org/10.1515/rpp-2016-0006.
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Abstract The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that “communicative era” in foreign language training of students is already over and the year 2000 has ushered in a “postcommunicative era” which is characterized by reconsidering the basic features of communicative approach and trying to review the generally accepted belief in the unquestionable effectiveness of this approach. It has been noted that communicative approach, based on interactive methods of teaching and creating the atmosphere of natural language environment at class, forms the doctrine of language training in the USA, Malaysia, Serbia, Croatia and in most of West European countries. In China and Saudi Arabia communicative approach to foreign language teaching is combined with traditional method in order to develop all kinds of speech activity. It has been substantiated that minimizing grammar component of students’ foreign language training in favour of forming only communicative skills has brought to fluent but grammatically incorrect speech. It has been proved that the effectiveness of foreign language teaching to a considerable degree depends on applying the integrated training system based on traditional didactics and communicative approach.
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Lebedev, A. V., S. V. Bespalova, and I. S. Pinkovetskaia. "Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 135–45. http://dx.doi.org/10.34069/ai/2021.37.01.14.
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The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.
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Astriana, Dina, and Sulistyaningsih. "IMPLEMENTING COMMUNICATIVE LANGUAGE TEACHING APPROACH AT INNOVATIVE LEARNING CENTER SIDOARJO." JournEEL (Journal of English Education and Literature) 2, no. 2 (December 14, 2020): 45–53. http://dx.doi.org/10.51836/journeel.v2i2.142.
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English language is a universal language which is spoken by most countries throughout the world. Teaching English as a Foreign Language (EFL) setting is challenging for teachers. They have to share the English knowledge based on the curriculum and be creative in developing activities in the class. One of the the approaches taught to learners is Communicative Language teaching(CLT) approach.. This study aimed to collect the information on teacher’s comprehension of Communicative Approach and describe the implementation of Communicative Approach conducted by the teachers. The subject of this study was five English teachers at Innovative Learning Center, Sidoarjo. The observer collected the data from questionnaires, interview and observation.The findings showed that 4 teachers (80%) understood about the communicative language teaching approach and all of them (100%) have conducted the communicative approach in the English teaching process.
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Morska, Liliya. "TEACHING INTERCULTURAL COMMUNICATIVE COMPETENCE: THEORETICAL BACKGROUND." АRS LINGUODIDACTICAE, no. 2 (2018): 12–18. http://dx.doi.org/10.17721/2663-0303.2018.2.02.
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Background. The goal of teaching a foreign language has always been the issue of debates in language teaching methodology. With emergence of Competence-based Approach the idea of teaching communicative competence became quite persuasive in this respect. Though, it can often be heard in teaching circles that language is culture and we should teach the language as part of culture. Therefore, witnessing the shifts in the goal of learning English as to enable learners to communicate their ideas and culture with not only native English speakers but also those of other cultures, the question of intercultural communication is inevitably indispensable in English language learning as far as students’ communicative competence development is of primary concern. Purpose. The purpose of the paper is to analyze the essential issues of the intercultural communicative competence structure and to define theoretical background for developing the didactic model of teaching this competence. Discussion. The article discusses theoretical background of pragmatic aspects of teaching intercultural communicative competence to Ukrainian speaking students in ESP educational surrounding. The author presumes that the learners of English will be more likely to use the language for interaction with non-natives rather than the native speakers. A noteworthy fact is that intercultural communication training promotes expansion of worldviews, strengthens motivation for language learning, enhances intercultural communication skills, improves content of foreign language education etc. To enhance the potential of foreign language classes in terms of developing intercultural communicative competence, it is significant to encourage students into participation in the network-based international language learning projects aimed at developing collaboration with the students from a variety of cultures using the same foreign language. Results. It has been found out that the most effective activities for teaching intercultural communication are cultural assimilations, cultural capsules, mini-dramas, role-plays, social and cultural tasks, use of media, training, comparative and project technology. The assessment tools include tests, portfolios, observation, interviews, diaries, reports etc. They will help objectively identify the level of knowledge and skills as well as readiness for the intercultural interaction. Perspective for further studies is seen in the development of the model of teaching this competence to ESP students. The system of exercises to correlate with the model is to be developed as well.
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Karfa, Abderrahim El. "The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools." English Language Teaching 12, no. 11 (October 31, 2019): 97. http://dx.doi.org/10.5539/elt.v12n11p97.
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The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students’ personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.
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Jahbel, Khalil. "COMMUNICATIVE LANGUAGE TEACHING’ AND ITS RELEVANCE TO THE LIBYAN ENGLISH LANGUAGE TEACHING CONTEXT." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (May 11, 2017): 1. http://dx.doi.org/10.24127/pj.v6i1.762.
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The main purpose of this paper is to investigate the relevance of the communicative language teaching (CLT) to the teaching English in Libyan context. Moreover, it was intended to highlight the historical perspective, features and principles of CLT, followed by an illustration and discussion of the description of the specific classroom context. Finally, after discussing all the elements that are pertaining to this approach, it concluded that CLT seems to be an appropriate approach that may remain on top of a variety –list of approaches, since it focuses on all the language aspects such as functional and grammatical elements and also its tasks imply working with real life situations.Key Words: CLT, Historical, Approach, Libyan
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Allen, Wendy, and Sue Waugh. "Dealing with Accuracy in Communicative Language Teaching." TESL Canada Journal 3 (August 26, 1986): 193. http://dx.doi.org/10.18806/tesl.v3i0.1005.
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For practitioners interested in making principled decisions about what and how to teach, the implementation of any new approach presents dilemmas for which there are no clear answers. Theoretical knowledge, insights from experience and practical considerations all go into formulating hypotheses and developing techniques and materials to solve these problems. In this paper we will discuss some of these issues as they relate to the problem of accuracy within the communicative approach and present the self-assessment unit we developed to deal with the problem in our program.
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Sekiziyivu, Samuel, and Christopher B. Mugimu. "Communicative Language Teaching Strategies for German as a Foreign Language in Uganda." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 8. http://dx.doi.org/10.17507/jltr.0801.02.
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The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students’ excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners’ acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers’ experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.
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Palea, Lucia-Larissa, and Gabriela Mihăilă-Lică. "Collaborative Communicative Techniques in Teaching Foreign Languages." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (June 1, 2016): 469–73. http://dx.doi.org/10.1515/kbo-2016-0080.
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Abstract Collaborative communicative techniques are essential in teaching foreign languages. Our article presents a few modern methods and techniques used in the practice of teaching foreign languages. The aim was to discover what methods are still the most frequently used in the teaching of foreign languages, focusing on communicative techniques in teaching German as a foreign language. The use of collaborative communicative techniques during foreign language classes enables the students to easily acquire vocabulary by means of a process that is both stimulating and enjoyable. The students develop what the specialists call “learner autonomy”, becoming more confident and independent. The conclusion we have reached is that traditional methods still coexist with modern ones, an eclectic approach being highly efficient in teaching foreign languages.
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Hien, Le Thi Ngoc. "Communicative Language Teaching in Teaching ESL for University Students." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 49–57. http://dx.doi.org/10.32996/jeltal.2021.3.6.7.
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Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.
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Riyana Sari, Ni Nyoman, Dewa Komang Tantra, and Made Hery Santosa. "Task-based Language Teaching and Text Types in Teaching Writing Using Communicative Approach." SHS Web of Conferences 42 (2018): 00064. http://dx.doi.org/10.1051/shsconf/20184200064.
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One of the most important language competencies in teaching learning process is writing. The present study focused on investigating the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency at SMP N 2 Kediri viewed from text types(i.e. descriptive, recount, and narrative). To analyze the data, the design of the experimental study was posttest-only comparison groups by involving 60 students that were selected as the sample of the study through cluster random design. The sample’s post tests were assessed by using analytical scoring rubric. The data were then analyzed by using One-way ANOVA and the post hoc test was done by computing Multiple Comparison using Tukey HSD Test. The result showed that there was significant difference of the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency. These findings are expected to give contribution in teaching English, particularly writing.
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Alamri, Wafaa Abdullah. "Communicative Language Teaching: Possible Alternative Approaches to CLT and Teaching Contexts." English Language Teaching 11, no. 10 (September 25, 2018): 132. http://dx.doi.org/10.5539/elt.v11n10p132.
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There are various approaches of language teaching, in which communicative language teaching is the dominant approach worldwide. CLT approach allows language learners to express themselves and their views through collaborative activities undertaken during classes. This descriptive study has discussed CLT, offering both advantages and limitations. The CLT approach has led to major changes in such ways, in which language is taught and learnt. CLT aims to make “commnicative competence” the goal of language teaching and to develop procedures for teaching the four language skills, including listening, speaking, reading, and writing. It is well known that CLT approach allows language learners to express themselves and their views through collaborative activities, undertaken during classes. CLT, which is applied in schools, universities, colleges, and language institutes in most countries worldwide, stimulates learners’ interests in learning by infusing the learning environment with new types of activities and materials that are both interactive and authentic. CLT is becoming a major language and its being used worldwide. The learners of the language are more focused towards learning the concepts. The emphasize is not towards understanding the language structures and lexical collocations. The main aim of the CLT is to make individuals competent in communication.
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Chua, Nurul Ain, and Goh Ying Soon. "Performing Communicative Language Teaching in Mandarin Mobile Learning." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 05 (March 16, 2021): 87. http://dx.doi.org/10.3991/ijim.v15i05.20899.
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<p class="0abstract">Students should be able to develop their communication abilities instead of just concentrating on translation methods. As a result, Communicative Teaching Language (CLT) had become the most favored approach to achieving the verbal goal as it was known as the most effective strategy to enhance learners' communicative competence. However, it was not a one-size-fits-all approach, and language instructors were advised to integrate educational technology to develop learning for students. Hence, CLT Mandarin mobile learning via personal action research was conducted to determine the extent of the approach on students' oral learning attainment, attitudes, and learners' recommendations during the learning process. The communicative task used in this study was Chatting to Mandarin Native Speakers programme. Pre- and post-oral assessments had been conducted in response to research inquiries. In verifying the reliability and validity of the study, data were triangulated through students' oral assessments, Students' Diaries, Self-Reflective Journals and Focus Group Interviews. The outcomes showed that students enjoyed the activity and improved their confidence and oral competence. Also, they suggested that there should be more language activities. The findings indicated that, when designing CLT technology-integrated projects, an instructor needed to consider students' learning preferences which make the project a success.</p>
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Zhong, Yong, and Francis R. Low. "Multiple instructions in communicative language teaching." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 250–67. http://dx.doi.org/10.1075/aralss.12.15zho.
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Abstract Chinese language teaching in Australia is characterised by the communicative approach emphasising interactive activities like role-plays. However, we observed that communicative learning is not always practised to the desired extent. Based on Strauss and Corbin’s (1990) grounded theory model of qualitative research methodology, an investigation involving seventeen upper level students at the University of New South Wales (UNSW) was undertaken to identify obstacles impeding communicative learning. One of the major problems identified in the present study is the use of multiple instructions by some Chinese language instructors and Chinese text-books which contradicts the philosophy of communicative teaching. The themes arising from the data analysis formed the frame of the present article which discusses types of problem instructions, their effects on students trying to complete communicative activities and students’ management of them. The study concludes with a suggestion that multiple instructions be improved in structure and delivery mode in order to make language learning more achievable.
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Lesik, Sofya, and Tatyana Polishchuk. "On Using the Competence Approach in Teaching Latin." Nizhny Novgorod Linguistics University Bulletin, no. 50 (June 30, 2020): 122–35. http://dx.doi.org/10.47388/2072-3490/lunn2020-50-2-122-135.
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The article looks at the place and role of Latin in liberal a5rts education as well as at methods and techniques for forming and developing students’ communicative competence through learning the Latin language. The authors provide a detailed review of research done by Russian and foreign philologists and methodologists on implementation of the communicative method in teaching ancient languages. The article presents educational models conducive to developing in students sufficient motivation and ability to understand and appreciate the historical and cultural legacy of the Latin language and its formative influence on the Western European civilization. The authors discuss the effectiveness of implementing the competence approach which involves the formation of competencies related to value orientations, spiritual and moral foundations of human life, and ways of intellectual self-development, and argue that this approach is related to the personality-oriented approach where special emphasis is placed on the socio-cultural component of the communicative competence. Learning Latin would develop students’ ability to tolerate social and cultural differences and foster in them respect and care for historical heritage and cultural traditions. The authors emphasize the importance of knowing Latin idioms, proverbs, and famous quotes and their philosophical meaning, claiming that this, along with appreciation of the ancient cultures and their significance in world history, could serve as an indicator of general cultural competence. While a high level of professional competence is a prerequisite for successful professional activity, in our modern world, along with professional and communicative competencies, social and personal competencies are becoming increasingly relevant, and, among other things, their development is manifested in the ability to build strategies for personal and professional development and training. The authors state that a methodically competent integration of the communicative method with the use of everyday communication situations would lead to increased motivation in learning Latin which is especially important since the volume of independent work presupposed by the curricula increases every year, and a college graduate should have not only professional competencies, but also sufficient skills for organizing her own independent work, necessary for successful self-development.
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Damnet, Anamai, and Helen Borland. "Acquiring Nonverbal Competence in English Language Contexts." Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, no. 1 (February 27, 2007): 127–48. http://dx.doi.org/10.1075/japc.17.1.08dam.
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In the Asia Pacific region acquiring communicative competence in intercultural interactions in English is an increasingly important goal for adult English language learners. One aspect of communicative competence that has been little researched to date is competence in interpreting the nonverbal channels of communication that accompany speakers’ verbal messages. For Thai learners of English the differences between Thai and English native speakers in many features of nonverbal communicative behaviour can lead to misunderstanding and miscommunication. In this study the understanding of English native speakers’ nonverbal communication and attitudes to such communication is investigated with a group (n = 73) of Thai university students. Using experimental classroom-based research the effectiveness of two teaching approaches using American and Australian films have been evaluated. One of these approaches involves explicit teaching about nonverbal communication used by English native speakers, whereas the other approach does not teach about nonverbal communication, but exposes the students to nonverbal codes whilst explicitly teaching the linguistic features of interactions in the chosen films. Results of pre and post teaching intervention assessments support the importance of explicit teaching for Thai background English learners’ enhanced appreciation of the nonverbal communication of English native speakers.
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Abramova, I. E., and O. M. Sherekhova. "Teaching Dialogue and Polylogue to Non-Linguistic Students: Competence-Based Approach." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 102–10. http://dx.doi.org/10.31992/0869-3617-2020-6-102-110.
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Competence-based approach to the use of practice-oriented technologies and the creation of an innovative learning environment is the current trend of Russian higher education. The task of developing graduates’ communicative competence for the implementation of effective corporate communication and labor interaction in a multicultural business environment is still relevant. Being obligatory components of modern professional activity, dialogue and polylogue in English provide information exchange, promote joint decision-making, effective interaction and creative cooperation between specialists of different nationalities as well. Mastering the correct strategy in foreign language communication in the business world makes it possible to overcome language and communication barriers. It has a positive effect on building trust in multinational teams, on which the performance of the entire company depends. The authors analyze a number of difficulties associated with the teaching of these types of communication in the classroom. The article examines the foreign and domestic experience of teaching dialogue and polylogue and describes innovative methods of training students for professional communication. The authors of the article investigate the readiness of students for foreign language communication in professional discourse and describe the practical experience of teaching dialogue and polylogue to non-linguistic students using alternative methods simulating real communicative situations in business communication. It is concluded that the competence-based approach is effective in developing the communicative competence of non-linguistic students in the classroom bilingualism.