A Critique For Clt.

Learning had been widely discussed among the researchers. It had become the subject matter that interests psychologists, educationists, scientists and came up with a number of learning theories. There are many different theories that attempt to describe the learning process. The theorists came out with some methods and approaches to be applied in the language teaching in the classroom. Approaches consist of specific principles in the language teaching and to apply these approaches, methods are needed which include various procedures and techniques. In this coursework, I would discuss on two theories, methods and approaches, two of their strength and limitations. In addition, I would further discuss on the implementation of one of the theories in the English language classroom.

Of which that silence would lead the viewer to the question about how Claggert knew what triggered Billy’s silence and stammers. Throughout the movie there were many instances in which Claggert exposes Billy to the evils of the world in terroristic ways. What makes these experiences acts of terrorism is that they would occur close enough to Billy, of which Claggert would then follow by showing a soft spot for Billy, that would lead him to believe Claggert would never treat him in the same manner. Now, that might not sound very terroristic but what brings the exposures to evil into the realm of terrorism is how they had been changing Billy. Not only in ways that made the viewer call to question his own righteousness but also the sense of immunity

Listening plays a crucial role in our daily lives. People listen for various purposes such as entertainment, obtaining necessary information or academic purposes. Most of the people nowadays do not realize the significance of listening and they do not put concern on it. Listening plays a dominant role in second language instruction for several reasons (Rost, 1994). Listening at school covers up to many aspect. In education we can classify the purposes of language into two dimensions: the social dimension and the academic dimension (Cummins, 1981). It refers to the skills needed for social interactions involving language as Basic Interpersonal Communication Skills (BICS). They are listening

Nowadays, English has become the Global language. It is the language of science, technology, economic, etc. As a result, learning English has become an essential need for everyone. While learners try their best to reach their goal of successful communicator in foreign language, teachers find ways to make language teaching effective. In this fashion, considering and choosing the right way in teaching is prior thing for all of teachers and I am not an exception. We have witnessed the dominance of Communicative Approach with Communicative Language Teaching in the world in general and in Vietnam in particular recent years. For me, I will use the Eclectic Approach to teach English in the future due to

There is a rising issue in today’s education system to whether or not we need to require and when the education system should start the second language learning in the school system. Some say that education system should wait until the students have reached high school and others say to start it young. Other school officials have said that they should require it in high school because they’ll remember the language better. Experts say that the education system needs to start it young while the child’s brain is like a sponge. The answer to this question is to simply start the foreign language learning young during their childhood which is why all the state education systems should require a foreign language class during the elementary years

The communicative approach is a new theory that emphasizes communicative competence as the main goal of learning language. It believes that grammatical competence is insufficient for learners to use a language effectively. Dell Hymes, linguist stated that there are rules of use without which the rules of grammar would be useless.

or the other at a given time. CLIL is not a new form of language education. It is not a new

Nor have the sample descriptions been anything more than fragmentary. If we nevertheless suppose that CL concepts and descriptions are relevant for language instruction, a basic question remains to be addressed: Just who are they relevant to? The main possibilities are the student, the instructor, and those responsible for designing curricula or developing teaching materials. Assuming their validity, explicit awareness of CL notions would seem most clearly helpful for the latter. With effective materials and a sensible curriculum, an instructor with lesser awareness of CL insights can nonetheless still exploit them. And learner would hopefully benefit even if they are never exposed to Theoretical concepts or explicit

Having in mind the topic of this article, Nihat (2008) explains the importance of acquiring communicative competences inside the classrooms as an important fact of English Language Teaching. He stated that more than grammatical rules and structures, students should know how to use their second language, in order to

As we all know that English is a global language, there is a need to learn the language to meet the future challenges especially to the students of non-native speakers of English. Language is used as a tool for communication. To learn a foreign language like English, students need mental involvement. Modern classrooms require the learner centered approaches. One such approach is Communicative Language Teaching. This type of teaching facilitates learning through modern techniques. Many researchers suggest that students who are actively involved in learning process will get success. Once they are actively involved in learning process they get self confidence and motivation. The instructional materials and techniques used by teachers have a direct effect on many students. If the approach fits the preferred learning mode, the

Effective language learning is the necessity of time. No matter in which discipline you are or what field of occupation you have effective language is a vital goal to success, which cannot be ignored. There are several standards, which determine the criteria for effective language and the learning processes. However, determining a standard is the first and foremost element in this regard. Language teaching and language learning are two entirely different fields, which have their

The main hypothesis of this research is that learners who have been more exposed to the communicative activities including components of the CF would probably get more benefits as compared to those who are exposed only to the communicative activities alone. For this purpose, there were 64 students, who were divided into three different groups in ESL classes in Montreal and there were two experimental conditions that were applied to them. One group had received the CF in the form of prompts as well as recasts. Similarly, other was the control group. The target structure was third-person

It also suggests that the syllabus can be used as a guide for leading EFL teachers and students to implement the CLCA effectively. Al-Nouh (2008) investigated the implementation of 23 Kuwaiti EFL primary school teachers of a CLT-based learner-centred method through interviews and classroom observation. He reported that the teachers were implementing a teacher-centred method despite the learner-centred training they had received during their university teacher education. He attributed this to these teachers’ focus on teaching to the test. The findings of this study revealed the mismatch between the teachers’ perceptions of their own practice with their actual practice inside classrooms. The more experienced teachers had better knowledge and skills for implementing a CLT-based learner-centred method than the less experienced (Al-Nouh, 2008). Kirkgoz (2008) conducted a 2-year case study (2003-2005) to investigate 32 Turkish EFL state primary school teachers’ instructional practices and the impact of their understanding and training on their implementation of the communicative oriented innovation. Classroom observation and interviews were employed as tools for data collection in this study. This investigation revealed a considerable deviation in the classroom practices of sixteen

Along with the huge demand of good communication skill in English, the traditional teaching methods focusing much on grammar and vocabulary were gradually substituted by the appearance of a novel one named Communicative Language Teaching. This method aims at enhancing learners’ “communicative competence” which requires not only grammatical, lexical knowledge but strategic, actional and socio-cultural competence as well (Celce-Murcia et al, 1995). To meet the requirements of this new teaching method, simulation has been applied in language teaching lessons in

In Malaysia, the teaching of English language starts early, as early as in kindergarten between the ages of 4 to 5. Students were exposed to many kinds of teaching methods from the traditional approach such as grammar-translation and towards more modern one like CLT. It is common for teachers to support the one that is more effective and theoretically sound basis for teaching.