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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/.
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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.
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Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.
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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.
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Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.
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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observations and experience, and ideation based on the theory of CLT. The analysis resulted in three communicative pronunciation tasks which each include communicative features. However, each of the tasks also face challenges in realising the principles of CLT and are therefore examples on how to begin developing new language tasks, rather than finished model examples of communicative pronunciation tasks. Further research should be conducted in order to prove the functionality of the CPTs presented in this thesis, and to develop them further.
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Ayvazyan, Nune. "Communicative translation in foreign-language teaching and learning." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/462921.
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La traducció ha estat considerada com una eina comunicativa d'ensenyament i aprenentatge de llengües estrangeres des de finals dels anys seixanta, encara que es necessita més investigació empírica per provar la seva efectivitat. Aquesta investigació, que defineix la “comunicativitat” com participació activa a classe, analitza com els índexs de participació dels estudiants (quantificats com a interacció iniciada pel professor o iniciada per l'estudiant) canvien a classe quan es fan servir les activitats de traducció en comparació amb les classes només en anglès. L'experiment es va dur a terme amb 61 estudiants d'una assignatura de gramàtica anglesa que estaven cursant el segon any del Grau en anglès a la Universitat Rovira i Virgili. Els estudiants van ser assignats a un dels dos grups per a les sessions de pràctica, vuit de les quals van ser gravades en vídeo. La metodologia consistia a alternar les classes amb les activitats de traducció i només en anglès en els dos grups de pràctica, amb l'objectiu que tots els estudiants se sotmetessin al mateix tractament. Els tipus d'exercicis utilitzats en la classe van ser la gramàtica comparativa i la interpretació d'enllaç. A més, es van distribuir qüestionaris previs i posteriors a l'experiment per esbrinar quines creences tenien els estudiants sobre la traducció en l'aprenentatge de les llengües estrangeres, que després es van complementar amb entrevistes dels participants clau. Els resultats mostren que en termes d'interacció iniciada pel professor, no va haver diferència entre les classes realitzades amb activitats de traducció i les classes en anglès. No obstant això, la interacció iniciada per l'estudiant va ser major en les classes amb traducció. A més, hi va haver més interacció iniciada pels estudiants durant les activitats de gramàtica comparada que durant les activitats d'interpretació d'enllaç. Les creences dels estudiants sobre la traducció en una classe de llengua estrangera van ser generalment positives al principi i no havien canviat al final de l'experiment. Els resultats mostren que la traducció pot ser tan comunicativa (o en alguns casos fins i tot més comunicativa) que les classes només en anglès, si quantifiquem la "comunicativitat" en termes de la quantitat de participació a classe.La traducción ha sido considerada como una herramienta comunicativa de enseñanza y aprendizaje de lenguas extranjeras desde finales de los años sesenta, aunque se necesita más investigación empírica para probar su efectividad. Esta investigación, que define la “comunicatividad” como participación activa en clase, analiza cómo los índices de participación de los estudiantes (cuantificados como interacción iniciada por el profesor o iniciada por el estudiante) cambian en clase cuando se usan las actividades de traducción en comparación con las clases solamente en inglés. El experimento se llevó a cabo con 61 estudiantes de una asignatura de gramática inglesa en el segundo año del Grado en Inglés en la Universitat Rovira i Virgili. Los estudiantes fueron asignados a uno de los dos grupos para las sesiones de práctica, ocho de las cuales fueron grabadas en vídeo. La metodología consistía en alternar las clases con las actividades de traducción y solamente en inglés en ambos grupos de práctica, con el objetivo de que todos los estudiantes se sometieran al mismo tratamiento. Los ejercicios utilizados en la clase fueron la gramática comparativa y la interpretación de enlace. Además, se distribuyeron cuestionarios previos y posteriores al experimento para averiguar qué creencias tenían los estudiantes acerca de la traducción en el aprendizaje de las lenguas extranjeras, que después se complementaron con entrevistas de los participantes clave. Los resultados muestran que en términos de interacción iniciada por el profesor, no hubo diferencia entre las clases realizadas con actividades de traducción y las clases en inglés. Sin embargo, la interacción iniciada por el estudiante fue mayor en las clases con traducción. Además, hubo más interacción iniciada por los estudiantes durante las actividades de gramática comparada que durante las actividades de interpretación de enlace. Las creencias de los estudiantes acerca de la traducción en una clase de lengua extranjera fueron generalmente positivas al principio y no habían cambiado al final del experimento. Los resultados muestran que la traducción puede ser tan comunicativa (o en algunos casos incluso más comunicativa) que las clases solamente en inglés, si cuantificamos la “comunicatividad” en términos de la cantidad de participación en clase.
Translation has been regarded as a communicative foreign-language teaching and learning tool since the late 1960s, although more empirical research is needed to test its effectiveness. Defining “communicativeness” as active participation in class, this research looks at how student participation rates (quantified as teacher-initiated or student-initiated interaction) change when translation activities are used in class, as compared to classes in English only. The experiment was carried out with 61 officially enrolled second-year students of English at the Universitat Rovira i Virgili who were taking a grammar course. The students were placed into two groups for their practice sessions, eight of which were video-recorded. The methodology was to alternate classes with translation activities and in English-only in both practice groups, so that all the students would undergo the same treatment. The types of exercises used in class were comparative grammar and liaison interpreting. Also, pre- and post-experiment questionnaires were distributed to find out what beliefs the students held about translation in foreign-language learning, which were then complemented by interviews from key participants. The findings show that in terms of teacher-initiated interaction, there was no difference between classes carried out with translation activities as compared to classes in English only. However, student-initiated interaction was higher in the classes with translation. Also, there was more student-initiated interaction during the activities involving comparative grammar than during the activities involving liaison interpreting. Students’ beliefs about translation in a foreign-language class were generally positive at the beginning and had not changed by the end of the experiment. The findings show that translation can be as communicative (or in certain cases even more communicative) than classes in English only, if we quantify “communicativeness” in terms of the amount of participation in class.
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Bakker, Sarah C. "BYU students' beliefs about language learning and communicative language teaching activities /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2202.pdf.
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Bakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.
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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typical of communicative language teaching: Dialogue activities, Peer Interview activities, and Information-gap activities. They were also asked to respond to 11 statements about language learning, seven of which were taken from the Beliefs About Language Learning Inventory(Horwitz, 1988). Students responded to the survey three times: once during the first week of the semester, again during the fourth week, and again during the eighth week. During the four weeks between the second and third surveys, students in the experimental group received seven treatment lessons based on some of the basic principles of SLA. A Repeated Measures ANCOVA and a Logistical Regression were used to determine the effects of the treatment, time, and a number of demographic variables. Results of this study show that the treatment did not have a significant effect on any of the beliefs that were measured. However, one language learning belief was significantly affected by time. A majority of the students who participated in this study agreed with the statement, “The instructor should teach the class in German.” After three weeks of class instruction, however, they agreed with this statement significantly stronger. The results of this study also show that many of the demographic variables, such as gender and previous language learning experience, had a significant effect on a number of the students' beliefs.
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Li, Xiaorong. "Communicative Language Teaching in Current Chinese Colleges and Universities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1297.
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Communicative Language Teaching (CLT) has been prioritized as the key instructional approach in colleges since the Chinese Ministry of Education issued a revised syllabus in 1999 that underlines college EFL students' communicative competence. The issuance of the syllabus was followed by a series of reforms on curricular designs and teaching methods. However, CLT has encountered great resistance. College teachers and learners are constrained by socio-cultural influences such as the perceptions of teachers' roles and ways of learning and teaching (Hu, 2002; Rao, 1996). Although some teachers have shown positive attitudes towards CLT, in general they have failed to practice it communicatively. This thesis discusses solutions and provides suggestions after delineating the difficulties these teachers and learners have encountered particularly. Taking into consideration China's increased global impact and internationallycollaborating programs that are currently conducted in many universities, this thesis highlights that CLT is an applicable approach to improve students' communicative competence.
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Jue, Xia. "Communicative Language Teaching in Vocabulary Teaching and Learning in a Swedish Comprehensive Class." Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6847.
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Gallagher, Natasha A. "World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308600451.
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Rasheed, Mollah Mohammed Haroon Ar. "Communicative Language Teaching (CLT) in Bangladesh: Effectiveness and Enhancements." Thesis, University of Canterbury. School of Teacher Education, 2011. http://hdl.handle.net/10092/9450.
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This investigation reports on a study that explores the views of students, teachers and parents about the Communicative Language Teaching (CLT) approach in learning English as a second language in Bangladesh. This study focuses on the improvement of English language outcomes in Bangladesh. Though compulsory for fifteen years of schooling, public examination results indicate that students perform poorly in English. This research is conducted at the secondary schools in Bangladesh where English is compulsory because of its global nature as the second or foreign language. Mainstream students learning English using the Communicative Language Teaching (CLT) approach are facing many challenges.
The study employs a mixed methods approach which includes qualitative interviews, semi-structured focus group interviews and observations; and quantitative data involved achievement tests to find gaps between oral and written attainment, in order to determine the effectiveness of CLT developing language skills to communicate in and outside the classrooms. ESL learners in Bangladesh have been using CLT for nearly two decades, but the attainments are not satisfactory particularly in oral language (listening and speaking) compared to written language (reading and writing). Four schools (two high and two low achievement) were selected from two divisional cities according to the public examination results. Five students, all English subject teachers and five parents from each school were invited randomly to participate.
Findings indicated a confirmation of the gap between oral and written language achievements and highlighted that CLT is not working effectively to develop communicative competence to the learners. The participants identified several factors causing this. Among these were large class sizes (number of students), an extensive curriculum, insufficient class time (duration), an inappropriate examination system, excessive teacher workload, lack of parent awareness of CLT, and negative relationships between home and school. All of these factors impact on the effectiveness of CLT in Bangladesh.
All participants agreed that CLT as an approach is better than other approaches used in Bangladesh to develop English language learning, but the varied interpretation and implementation (practice) makes it less effective. Therefore, they suggested some issues for local and national level policy makers that could enhance the CLT practice in Bangladesh.
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Li, Rong. "When West Meets East: Communicative Language Teaching in China." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2237.pdf.
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Zhang, Ning. "Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.
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Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.
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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a purposely chosen group of seven Japanese English teachers. I employ Wolcott's (2008) notion of an ethnographic perspective on data gathering with 1) institutional documents regarding ELT reform and other ethnographic material, 2) field notes taken during classroom observations; and, 3) a theme analysis of semi-structured interview transcripts. Findings suggest there has been a move towards 1) the implementation of communicative language teaching activities with a large increase in the number of oral English courses, 2) a more student-centred approach; and, 3) the introduction of oral communication activities on a trial-and-error basis. I contend that findings are relevant to educational theory in illuminating the extent to which perceived negative attitudes towards ELT reform may be mitigated through constructive engagement. Moreover, in terms of educational practice, the study of participants' apparent attitudes and beliefs may be analogous to other groups of teachers engaging with foreign language education reforms. The thesis concludes by recommending future investigation into educational contexts viewed as inter-related systems (Larsen-Freeman and Cameron, 2008). Such future investigations will focus on the constant mutual restructuring of teaching policy, theory and practice (Johnson, 2008). This type of research will provide insight into how educators mediate national and institutional policy initiatives in order that they be suitable for local contexts.
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Hirvela, Alan. "A study of the integration of literature and communicative language teaching." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2140.
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Since the early 1980s, attitudes toward literature in English language teaching (ELT) have undergone two major changes. First, after a long period in which literature was essentially excluded from ELT, it began to be seen in a more favourable light. Second, literature began to be viewed more as a tool in ELT, rather than as the end towards which ELT students should be led. These changes in attitude have led to a surge of interest in literature in ELT, particularly in the context of Communicative language teaching (CLT). This study examines, in several ways, the nature and the extent of this renewed interest in literature. The study explores the evolution of these changes, and puts them in perspective by creating various classifications for current types of approaches to literature in ELT and CLT. It also investigates the degree to which interest in literature in ELT has moved from research and scholarship to actual practice among teachers. In addition, it attempts to extend literature's applications in CLT by experimenting with the use of literature in a domain of CLT generally regarded as unsuited to literature-based teaching: English for Specific Purposes (ESP). The study also offers a series of proposals through which further integration of literature and CLT can take place.
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Andersson, Jenny, and Cimen Batak. "Communicative Language Teaching at two schools in Sweden and France." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29799.
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The following dissertation aims to scrutinize amongst other things, some English teachers’ beliefs and thoughts concerning communicative language teaching at two schools in Sweden and France. Since the steering documents of both countries clearly promote a communicative approach to language teaching, we wanted to see how it could be applied in these two different contexts as well as how it was interpreted by some teachers. With the information obtained from qualitative interviews and classroom observations, we juxtapose what the teachers have said with the steering documents for both countries, their implementations of CLT and the teaching methods adopted in general. In order to do this, an analysis and comparison of the two syllabuses for English was necessary and we also needed to set a foundation by discussing the theories and possible complexities of CLT and teacher beliefs. This discussion could not be valid without also taking into account the status and influences of the English language in Sweden and France.The analysis of the two steering documents showed similar ideas about language teaching. However, Sweden has a separate syllabus for English, whilst France has a joint one for foreign languages. Furthermore, from our interviews and classroom observations we found that all teachers taught grammar in their native language. We also found the French school to be more traditional in that the lessons were often teacher-centered and that the teachers did not allow for any errors in the spoken language. The difference in discipline between the schools was another finding which we found surprising. Finally, our results also indicate occasional discordance between the teachers’ thoughts and ideals and their actions in the classroom.
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Alsaghiar, Ahmed Ali. "IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076.
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Haccius, Mark. "The use of frameworks in teaching tense /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/7/.
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Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.
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O'Dowd, Robert. "Network based language teaching and the development of intercultural communicative competence." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972300724.
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Waite, Bryan Robert. "The role of communicative competence and culture in current foreign language teaching." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239404.
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Mazumder, Sanjoy Kumar. "Bangladeshi Secondary Teacher Educators’ Experiences and Understandings of Communicative Language Teaching (CLT)." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6638.
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This study explores Bangladeshi secondary teacher educators‟ experiences and understandings of Communicative Language Teaching (CLT) at secondary level in Bangladesh. It also aims to find out what the opportunities and challenges are for teacher educators who are preparing secondary English teachers to implement CLT in Bangladesh. The study adopts a qualitative case study methodology. Participants in the project are three teacher educators of English from three different government teacher training colleges situated in three different districts in Bangladesh. The teacher educators‟ who were part of the study support an ongoing emphasis on communication in English teaching. They understand CLT in ways that reflect the literature and theory of CLT. However, they also acknowledge challenges in the ways CLT is implemented, in particular a disconnection between secondary teacher education and realities of practice in secondary schools, the relevance of textbooks used, and relationships between teacher educators and trainee teachers and between teachers and students. The study concludes with recommendations for practice and pedagogy in secondary teacher education in Bangladesh to address these challenges.
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Hussein, Suad. "Factors affecting the implementation of communicative language teaching in Libyan secondary schools." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/23409/.
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Because English is considered and taught as a foreign language in Libya, where the classroom is the only environment offering exposure to English, an effective teaching method is required to underpin the quality of teaching English in such a context. This study was undertaken to investigate the implementation of communicative language teaching (CLT) in Libyan secondary schools by exploring the implementation of the Libyan English language curriculum in which the CLT principles are incorporated. The study examines the teachers' perceptions and understanding of CLT. It investigates whether and how CLT is implemented, and identifies the challenges faced by both teachers and students, highlighting the socio-cultural and contextual factors that facilitate or hamper its implementation. It also explores how appropriate the curriculum is for use in the Libyan secondary school context. For this study, an interpretive research paradigm was chosen, and the qualitative research approach was adopted. Three kinds of participants, including 20 teachers, three inspectors of English and 10 secondary school students, were involved. The qualitative data were gathered by undertaking audio- and video-recorded classroom observations of teachers' practice and stimulated-recall interviews. Finally, I conducted semi-structured interviews with all of the participants: the teachers, the inspectors, and the students. Qualitative content analysis of the observation and interview transcripts, plus field notes, was used for the data analysis. The findings showed (1): an inconsistency between the theoretical principles of the curriculum and its practical implementation in the majority of the teachers' practices; (2) that the majority of the teachers' practices were characterised as traditionally oriented, adopting traditional teaching methods, such as the teacher-centred approach, the grammar translation method, reading aloud, and an over reliance on the mother tongue ,and translation between Arabic and English; (3) a lack of student participation in the classroom with the rare implementation of pair and group work, combined with some degree of misunderstanding of its purpose; (4) that exams dominated and shaped the teaching of the curriculum, affecting the teachers' practices and students' expectations regarding English teaching and learning; (5) the students' dissatisfaction with the majority of the teachers' practices, such as the overuse of the mother tongue in the classroom, the omission of pair and group work activities, and the neglect of the teaching of productive skills; and (6) that the students were aware of the international importance of English, and that their positive attitude towards learning English as a communicative language contrasted with the teachers' outlook, as the students were critical of the exam, which neglected the communicative side of English language. These findings, along with the challenges related to contextual and socio-cultural factors such as the lack of teaching aids, large class sizes, and (Libyan) parents with no knowledge of English, were found to impact negatively on teaching using CLT. The study concludes by offering pedagogical recommendations about how CLT implementation in the Libyan secondary school context might be improved. In addition, the study identifies several important areas for further research: the implementation of CLT in the Libyan primary school context, given its significance as a foundation for the secondary stage, an investigation of the teaching of productive skills, and improved teacher training. The study offers fresh insights by attempting: (a) to bridge the gap existing in the previous literature and give Libyan students an opportunity to have their voices heard; (b) to use stimulated-recall interviews as a research tool, which facilitated effective data collection, and is a method that has not been used in the Libyan context hitherto; (c) to identify key socio-cultural factors related to CLT implementation, which have restricted the teachers' practices; and (d) to offer recommendations, as this study sheds light on the importance of primary schooling as a key stage for improving secondary school attainment and promoting more effective CLT implementation.
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Melrose, Robin. "A systemic-functional approach to communicative course design in English language teaching." Thesis, University of South Wales, 1988. https://pure.southwales.ac.uk/en/studentthesis/a-systemicfunctional-approach-to-communicative-course-design-in-english-language-teaching(a8d3ab28-e603-4c4d-b6c5-aba7ad3e8113).html.
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The communicative syllabus in English language teaching was developed in the 1970's as a reaction against the prevailing structuralist method, Inspired by the growing interest in semantics and speech acts, communicative syllabus designers saw language in terms of the meanings speakers need to express, that is, the functions (speech acts) and notions (semantic categories) of language. It is the contention of this thesis that the language taught in a functional notional course may be meaningful, but it is not in any real sense communicative. The aim of the thesis, therefore, is to develop a new approach to communicative course design, through the application of the most communicative linguistic model, systemic-functional grammar. The thesis begins by examining the theoretical background to the functional-notional syllabus, and its principles; it then discusses a criticism of the approach - that too little attention is paid to social factors and discourse structure constraints - and states its aim: to construct a linguistic model that can generate a communicative course sensitive to such factors and constraints. After the models of four systemic linguists have been examined, the thesis sets forth a new systemic model, capable of motivating a communicative course on the basis of social factors and discourse strategies. Part of a functional-notional coursebook is then analysed to determine the communicative value of the dialogues and exercises, following which a new, topical-interactional, approach is proposed, emphasising both the social ('topical') and discourse strategies ('interactional'). This approach is then illustrated with two units containing dialogues and exercises. This research contributes to both language teaching and systemic functional grammar. It presents an approach to communicative course design that incorporates the teaching of meaning negotiation skills: and it offers a systemic model that analyses social system choices and treats discourse as dynamic process.
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Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
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CITE/Language ArtsEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
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Choi, Seonghee. "Teaching English as a Foreign Language in Korean Middle Schools: Exploration of Communicative Language Teaching through Teachers' Beliefs and Self-Reported Classroom Teaching Practices." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1220381940.
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Choi, Seonghee. "Teaching English as a foreign language in Korean middle schools : exploration of communicative language teaching through teachers' beliefs and self-reported classroom teaching practices /." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220381940.
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Nguyen, Corinne. "Using New Testament parables in ESL teaching for the development of communicative competence." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.
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Tijman, Diane Alexandra. "Communicative computer use in French as a second language learning." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29801.
Full textAbstract:
Many second language (L2) teachers are concerned about the use of computers in the classroom and question the value of using them if they do not promote meaningful interaction. Research performed on French as a Second Language (FSL) students’ language interaction at the computer agrees with Mohan's (1986) research on English as a Second Language students' language interaction which suggests that the quantity and quality of interaction is lower during computer tasks compared to conversation. Secondly, analysis of the codeswitching (CS) of the FSL students' interaction suggests that intersentential CS shows functional variation in discourse during computer use compared to conversation. This study examines the use of the computer to facilitate interaction as well as the possible role of CS in second language acquisition.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
29
Chan, Sui Ping. "Organization of teacher/pupil discourse in a communicative language classroom." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/25.
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Raharjo, Irawati, and n/a. "Teaching Indonesian as a foreign language in the A.C.T using the communicative approach." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.
Full textAbstract:
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.
31
Li, Ping 1972. "Chinese EFL teachers' perceptions of implementation of communicative language teaching at tertiary level." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81502.
Full textAbstract:
Communicative language teaching (CLT) has been extensively discussed and researched, especially in an English as a second language (ESL) context. Some literature has also explored the adaptation of CLT in English as a foreign language (EFL) environments, such as in Asian countries like China. No research, however, has been conducted with consideration given to a specific group of teachers who teach non-English major students at the tertiary level in China. The present study was designed to investigate Chinese university teachers' perception of the implementation of CLT in non-English major programs in China.This study first differentiates ESL and EFL environments, and then distinguishes the characteristics of CLT and of the traditional Chinese teaching methodology. Second, this study examines how the implementation of CLT is perceived by the university teachers of non-English major programs and whether there exist some constraints that impede the implementation of CLT at the tertiary level in China.
The results show that the adaptation of CLT to the Chinese context is welcomed by university teachers of non-English major programs. However, in the implementation of CLT in the teaching of non-English major students, there are difficulties arising from four directions, namely, the educational system, the EFL context, the cultural tradition, and the students. The results suggest that only by overcoming the difficulties from those four sources and by creating more favorable conditions for the implementation of CLT can teachers of non-English major programs in China implement CLT in their daily teaching practice.
32
Sjöqvist, Axel. "Communicative Language Teaching in Practice : Function versus form in teacher trainees´ lesson plans." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81615.
Full textAbstract:
This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating the lesson plans in terms of function versus form is based on a chart created by Thornbury (1999), although his chart has been adapted to better suit the methodology of this paper. The results showed that most of the lesson plans favored, to varying degrees, a communicative approach; the most popular one being a mixture of deep-end and shallow-end CLT approaches. Furthermore, the lessons in High school proved to lean slightly more towards deep-end CLT than their counterparts at Junior high.
33
Oliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.
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Valfridsson, Rebecca. "Teachers ́ perceptions and enactment of the communicative classroom : A qualitative study of four teachers ́ attitudes towards communicative language teaching at upper secondary schools in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93675.
Full textAbstract:
The Swedish syllabus for English promotes a communicative approach to language teaching, but does not offer concrete guidelines regarding how a communicative classroom should be enacted. This leaves a great deal of interpretation up to each individual teacher. The purpose of this study is to observe and understand how teachers at upper secondary schools in Sweden perceive and enact the communitive guidelines stipulated by the syllabus for English. This qualitative study is based on classroom observations combined with semi-structured interviews with four teachers of English at upper secondary schools in Sweden. The findings reveal that the teachers use a range of strategies when enacting their communicative classroom. However, the most significant finding is that there is considerable focus on meaning rather than form across all of the four participants. This suggests that the teachers perceive communicative language teaching largely in terms of a natural approach, where the learning of form happens by itself as long as the target language is used in an anxiety-free classroom environment. Furthermore, corrective feedback on language form is perceived as potentially harmful for the pupils’ willingness to communicate in English, and hence it is largely avoided. Since the latest research in the field of communicative language teaching has restored the significance of form, there is a need for teachers of English to develop strategies that are a hybrid of both meaning- and form-focused activities in order to successfully accomplish all facets of communicative language teaching. The syllabus for English should offer clearer guidelines to support teachers in this endeavour.
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Kraus, Harald A., and n/a. "Creating histories and spaces of meaningful use: toward a framework of foreign language teaching with an emphasis on culture, epistemology and ethical pedagogy." University of Canberra. Eductation & Community Studies, 2003. http://erl.canberra.edu.au./public/adt-AUC20050803.081504.
Full textAbstract:
This thesis arises out of a critique of the way language is decontextualized and
presented from a reductively linguistic viewpoint in foreign language instruction. In
particular, it focuses on the weaknesses of the broad approach known as
Communicative Language Teaching (CLT) and highlights the disparity between its
theoretical assumptions and practical applications. With this in mind, the thesis
identifies and explores three foundational premises that should be considered as part
of an attempt to design a theoretically coherent framework for foreign language
instruction. By applying three sets of principles based on these premises, the thesis
goes on to outline such a framework.
After providing a background to the study, the first consideration is the nature of
cultural and communicative performance. The study turns to sociological concepts
regarding cultural organization and production, in order to better conceptualize how
'culture' can be understood in the context of foreign language learning. The second
part of this area focuses on meaning and communication in order to undermine
current treatments of 'language' in foreign language pedagogy.
The second area of interest is that of learning and thus considers a number of theories
of how people learn. The focus here is on learning-in-general rather than learning
languages specifically. What emerges from this are a number of principles that should
be borne in mind when creating conditions favorable to language learning.
Finally, one largely overlooked area in foreign language learning and applied
linguistics more broadly, is how the field of foreign language pedagogy constructs
and legitimizes its practices, as well as suppresses its foundational theoretical
assumptions in its activities (including research, methodology and teaching). A
chapter is therefore devoted to this issue, and a set of principles is formulated in order
to ensure that the design of any instructional framework is honest and ethical.
Thus furnished with the triangulation of principles, an attempt is made to outline how
a learner-focused, ethical pedagogical framework that stresses culture might look.
This thesis is theoretical in nature and relies on arguments and positions from diverse
and less commonly considered academic fields in foreign language instruction. Its
main theoretical inspiration comes from concepts and claims generally considered
'poststructural' or 'postmodern'. However, there is no exclusive devotion to any
particular author or theory.
It is hoped that this thesis can make a genuine, if not controversial, contribution to the
field of foreign language teaching by initiating a dialogue concerning the (lack of)
philosophical and epistemological reflexivity in the field.
36
Miyazaki, Junko. "A communicative approach to computer-assisted-learning in teaching Japanese as a foreign language." Thesis, Canberra, ACT : The Australian National University, 1987. http://hdl.handle.net/1885/133490.
Full textAbstract:
This study looks at the use of CAL (Computer-AssistedLearning)
for TJFL (Teaching Japanese as a Foreign Language).
An Appropriate model of CAL is sought based on language
teaching and learning theories. The model consists of teachers' and
students' aspects. Core ideas of language teaching, factors of
learning, and an educational aspect are blended into a theoretically
ideal CAL syllabus.
Existing course (soft) ware systems are classified based on
this model and are examined. Suggestions for improvements and ideas
for CAL in TJFL are presented.
37
Chang, Jen-Chieh. "Improving communicative competence in the teaching of English as a foreign language in Taiwan." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1139.
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Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.
Full textAbstract:
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
39
Mitchell, Rosamond. "An investigation into the communicative potential of teachers' target language use in the foreign language classroom." Thesis, University of Stirling, 1986. http://hdl.handle.net/1893/2554.
Full textAbstract:
This thesis describes an investigation into the capacity of foreign language (FL) teachers in Scottish secondary schools to make the target foreign language the sole or main means of communication with their pupils in the formal setting of the FL lesson. In the first part of the thesis, the reasons why FL teachers should behave in this way are explored. Relevant sociolinguistic and psycholinguistic theories are first discussed, together with their implications for FL teaching methodology. Contextual factors thought likely to influence the extent to which British FL teachers would be either willing or able to make the target language the medium of classroom communication are then reviewed. These have to do with a) the nature of the classroom as a social and sociolinguistic setting, and b) FL teachers' linguistic competence and beliefs about the nature of teaching and learning. Existing research on FL classroom interaction, and in particular on structural and functional characteristics of teacher FL talk, is also reviewed. The second part of the thesis reports an empirical study of the classroom talk of a group of teachers committed to the 'communicative approach' to FL teaching. These teachers' classroom use of French (the target FL) and English is described at several levels of detail, notably that of the teaching! learning activity and of the pedagogic move. Structural characteristics of teacher talk are also studied. Special attention is given to teachers' classroom management talk, and it is argued that the choice of French for this purpose is critical for enhancing pupils' experience of message-oriented target language use. comparison is made between the language use patterns of teachers characterised as 'High' and 'Low FL Users'; and an account is given of the discourse strategies which appear necessary to sustain high levels of FL use.
40
Li, Defeng. "Absolutely not the same, the potential and problems of communicative language teaching in China." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23016.pdf.
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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.
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Young, Tony Johnstone. "Intercultural communicative competence and the teaching and learning of English as a foreign language." Thesis, Birkbeck (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441992.
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Siahaan, Rosemary, and n/a. "Teachers' perceptions of the communicative language teaching approach in a teacher training program in Indonesia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061108.154518.
Full textAbstract:
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.
44
Faraz, Nuzhat. "The use of English during English lessons : A qualitative study of two teachers’ views." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94153.
Full textAbstract:
This study investigates the use of English during English lessons in Years 5 and 6. In order to do that, three research questions were formulated. In order to collect material to answer these research questions, two methods of data collection were combined, namely observations and interviews. Two English teachers at a school in the Stockholm area were observed and interviewed. These observations and interviews helped to collect the material. The result showed that the Swedish language dominates during English lessons. The teachers reported to be determined to use a large amount of English during their lessons; however, it was clear from the observations that this was not the case in practice. The teachers justified their choice of language by stating that the latest research proves that the students should not devote most of their energy to understanding the language as they should instead focus on the tasks. In order to answer the third research question both the teachers were interviewed. They stated that they use different exercises to address the goals of the curriculum.
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Nga, Dang Thi, and n/a. "Teaching oral communicative skills to trainee interpreters at the University of Hanoi." University of Canberra. Liberal Studies, 1986. http://erl.canberra.edu.au./public/adt-AUC20060824.124125.
Full textAbstract:
At present, there is a great demand for
qualified interpreters in Vietnam, but the oral
proficiency of the trainee interpreters graduating
from the University of Hanoi is far from being
satisfactory. This Field Study is an attempt to
search for appropriate ways to improve the oral
proficiency of final year interpreters at Hanoi
University.
As any language teacher's work is determined
consciously and unconsciously by his/her view of
language and language learning, the effective teaching
of oral communicative skills requires a good
understanding of the nature of language, communication
and its process of learning. This field study attempts
to review the major theories of language and language
learning and their implications for language teaching;
and tentatively suggests some guidelines for syllabus
design, classroom procedures, and techniques for
teaching oral communication skills for final year trainee
interpreters at Hanoi University in the light of new
developments in these theories of language teaching.
46
Tran, Hien Thi. "Moving towards communication-oriented language teaching at the primary English level: A Vietnamese perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2573.
Full textAbstract:
Vietnam has been attempting to build its English learners’ communicative abilities to improve the country’s competitiveness in the global market. As a result, English language Teaching (ELT) reforms have been introduced in the educational system. Part of the reforms involves the implementation of mandatory primary English education following the Communicative Language Teaching approach (CLT) despite a difficult history of CLT implementation in English as a Foreign Language (EFL) contexts. Primary English teachers have been a critical challenge for the success of a communicative curriculum in Vietnam. Teachers’ CLT understanding and pedagogies from a socio-cultural perspective have been underresearched, especially those in the Vietnamese Mekong Delta region. In addressing this gap, this qualitative research, grounded in the Constructivist approach, aimed to explore how primary English teachers in the Vietnamese Mekong Delta understood and implemented CLT in their classrooms from a socio-cultural perspective. The research project targeted all public school primary English teachers in Phase 1 in one school district in the region through the use of an online questionnaire. Twenty-eight teachers participated in this phase, from whom eight were then purposively selected to voluntarily participate further in Phase 2. The purposive sampling was aimed to select a good representation of primary English teachers in the district regarding their genders, qualifications, training, and teaching experiences. Data collection for Phase 2 involved pre-observation interviews with individual teachers, in-class observations, and post-observations interviews with the use of stimulated video recall sessions. The major findings showed that there were misconceptions and/or contradictions in teachers’ activity systems. Teachers did not understand CLT theory and practice, or their understanding was incomplete. Although they claimed they taught in the direction of CLT, their actual pedagogies featured traditional approaches with a focus on teaching language forms and vocabulary and with excessive use of techniques from the Audiolingual Method, the PPP model, and the Grammar-Translation Method. The findings also revealed that teachers’ practices were driven by contextual factors such as Vietnamese educational traditions, needs from their ecological school communities, and their lack of sufficient and proper training of CLT pedagogies. Finally, teachers perceived both challenges and opportunities in moving towards communicationoriented language teaching. Proper and sufficient assistance needed to be provided to empower primary English teachers to fulfill the government’s goals in building students’ communicative abilities. Some of the assistance consisted of, but not limited to, ELT policy significant changes or adjustments, teachers’ professional development, improving teaching and learning conditions, and especially teachers’ agentic power to act towards desired goals. The research implies that a top-down ELT policy without involving and informing by all stakeholders will not work successfully and effectively. Another implication is that those who have direct influence on teachers, e.g., local educational officials and school leaders, will be able to shape their practices. Finally, the research implies that a pure version of Westernbased CLT cannot work well in the socio-cultural context of Vietnam without significant changes in the culturally embedded educational traditions.
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Björkman, Johanna, and Elina Reinholdsson. "Remote Teaching in the Communicative Classroom : How Remote Teaching has Affected Swedish EFL Learners’ Willingness to Speak English during Communicative Classroom Activities." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178083.
Full textAbstract:
The aim of this study is to investigate how the transition into remote education in Swedish upper-secondary schools due to the COVID-19 pandemic has affected the implementation of communicative tasks during lessons in English as a foreign language, and its consequences on students’ willingness to speak. For this purpose, the following three research questions were posed: 1. In which ways have communicative classroom activities in Swedish upper-secondary schools been affected by remote education according to English as a foreign language learners? 2. According to English as a foreign language learners, in which ways have their willingness to speak English been affected by remote education in Swedish upper-secondary schools? 3. What are some aspects that have influenced English as a foreign language learners’ willingness to speak English during remote education in Swedish upper-secondary schools? A total of 128 students from different upper-secondary schools and regions in Sweden were surveyed, after which three of them were interviewed. The data were then analyzed using a univariate and content analysis method. The results of the study suggest that remote education has entailed an immense impact on the communicative classroom. All studied communicative activities decreased in amount, as did the students’ willingness to speak English. This is a consequence of aspects such as technical complications, difficulties in reading others’ body language, locational restraints, and learning objectives.
48
Eriksson, Fanny. "Läromedel som språngbräda till kommunikativ kompetens? : En kvalitativ innehållsanalys av förlagsproducerade läromedel i engelska för årskurs 4-6." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85137.
Full textAbstract:
Studiens syfte var att belysa vilka möjligheter förlagsproducerade läromedel för engelskämnet ger eleverna att utveckla sin kommunikativa kompetens i linje med läroplanens intentioner. För att uppfylla detta syfte ställdes två forskningsfrågor: hur möjligheten att öva de fyra förmågorna för språkinlärning fördelas i förlagsproducerade läromedel och på vilka sätt utveckling av elevernas kommunikativa kompetens möjliggörs i läromedlen. Sammanlagt nio textböcker och nio övningsböcker för årskurserna 4–6 från tre olika läromedelsserier (Skills, Sparks och Join the Quest) ingick i studien. Studiens metod var en kvalitativ innehållsanalys med kvantitativa inslag. Övningarna kategoriserades efter vilken/vilka av de fyra förmågorna som övades och på vilket sätt förmågan övades (mekaniskt, meningsfullt eller kommunikativt). Resultatet visade att hörförståelse är den förmåga som får minst utrymme i alla tre läromedelsserier och i två av tre läromedelsserier övas hörförståelse inte en gång i ett kommunikativt syfte genom årskurs 4–6. Vissa läromedelsserier erbjuder eleverna mer kommunikativ övning av förmågorna, medan vissa erbjuder mindre. En av de tre läromedelsserierna visar även på brister med att möjliggöra utveckling av de två potentiellt viktigaste förmågorna, hörförståelse och den muntliga förmågan, i ett kommunikativt syfte.The aim of this study was to illustrate the possibility of developing communicative competence with the help of English language teaching materials for grades 4-6. Two research questions were asked to fulfill the aim of the study: how the opportunity to develop the four language skills are distributed in commercial English language teaching materials and in what way development of communicative competence is facilitated by using these teaching materials. A total of nine textbooks and nine exercise books for grades 4-6 from three different series (Skills, Sparks and Join the Quest) were included in this study. The methodological approach of this study was a qualitative content analysis with quantitative features. The exercises were categorized based on which of the four language skills that were practiced and how they were practiced (mechanical, meaningful, or communicative exercises). The result showed that listening comprehension is the least focused skill in all three series. In two out of three series, listening comprehension is not practiced in a communicative way in either of the grades. Some series contain more communicative language exercises, while some contain less. One of the three series also shows shortcomings when it comes to developing the two potentially most important skills, listening comprehension and the oral skill, in a communicative way.
49
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.
Full textAbstract:
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.
50
Yeh, Wai Man Helen. "Students' perspection of communicative language teaching : a study of the effects of oral communicative activities in a post-secondary EFL classroom." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/409.
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