Critical Review for a Research Article Based on Grammar Translation and Clt Method in Elt 2/2 (Relevance to Malaysian School)

Nowadays Its well known that the English language is the most commonly used second language, therefore, the Acquisition of English as a Foreign Language has a significant value in all aspects of our lives whether it was for education, communication,cultural, political or as a job requirement, With the spread of social media and modern

English has undergone some changes in relation to its status in the world. Some years ago, it only became the first or second language for several countries. Nowadays, alongside with the development of information, communication, and technology the status of English becomes a lingua franca in the world. That is, a language that is used as a means of communication between people with different language. This change, of course, brings some impacts in the roles of English as a language. English is not seen as a language for identity anymore. Yet, it functions mainly as a means of communication. Added to this, the change of the English status as a lingua franca will also impact to the educational sector especially in English Language Teaching (ELT). With regard to this issue, this paper tries to present the notion of English as a Lingua Franca (ELF) and its implication to the teaching learning process especially in Indonesian context.

A foreign language is a language indigenous to another country. Johann Wolfgang von Goethe reveals the importance of learning a foreign languauge through the saying, " He who does not know foreign languages does not know anything about his own". Yes, the notion is true. As even for the expression of views one must be proficient enough in learning a foreign language. Besides, it is always a question whether it is better for children to begin learning a foreign language at their primary or secondary part of school. In this essay , I will attempt to explain the advantages and disadvantages of this view in my own personal perspective.

There are a growing number of researchers that have begun to question the exclusion of the L1 from the L2 classroom (Turnbull, 2001; Macaro, 2001; Van Lier, 1995). However, many teachers are still resistant to use the L1 in foreign language learning. According to Cook (2001) & Van Lier (1995), one reason for this teacher

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

One of the changes in the basic curriculum of education brought about by the new K + 12 program is the introduction of Mother Tongue – based

As we know that learning English in India it is gradually becomes very important due to century as well as techno-age is concerned. We all knew that English is taught either as Second Language or Target Language. It is very difficult for student-beginner who recently starts to learn English language as foreign language. One of the vital and pivotal pivot roles of learning Foreign Language is to open the treasure hidden in the literature of a particular language. To reveal such treasure one needs to be mastered in different methods of teaching the foreign languages. This makes easy full for learners to learn foreign language. If we want to understand different method of teaching foreign language things linguistically we can understand it as “A method in linguistics and language teaching determines what and how much is taught. The order in which it

PRIMARY SCHOOL TEACHERS AND THE PROBLEMS FACED WITH TEACHING THE ENGLISH LANGUAGE An analysis of the obstacles in the way of effective pupil-centred teaching and learning of the English language in Tanzanian government primary school with recommendations

India is a multilingual country and most of the students here use more than two languages in their classrooms. Moreover the students are permitted to answer the examination in Vernacular languages at all the levels including higher education. Hence they don’t feel the need to improve their English language proficiency and read any literature in English (Shiakh & Pathan, 2012). Added to this, the schools as well as colleges have not been successful in

English is, after the Chinese one, the language most people speak and it is the most popular second language and foreign language pupils learn in school.

In this research, I’m going to focusing on the English as a language is being taught in many countries oversea today including Thailand. In fact, you’ll be surprising to know that English is required for many of the students in many countries. Unfortunately, it is not necessarily taught as well as it could be because of heavy teaching load, class sizes and adequate technology. Learning an English today still's has been challenging for many countries and specifically in Thailand. In Thailand, the student often gets too overwhelmed with English and mentally tune out in the classroom because English was their least favorite subjects. On the other hand, the students don’t have a resource at school or they don’t have it enough. Furthermore,

There has been an ongoing debate about the importance of the English language. Employers are lamenting that new graduates these days lack communicative proficiency in English. The purpose of this study is to determine the factors which contribute to English proficiency in Chinese students in Johor Bahru. Investigating the factors that contribute to English proficiency might partially explain the occurrence of underachievement in the learning

The growing influence of western powers in the south-east region, including Thailand, made it inevitable for the people to interconnect with outsiders. Moreover, the impact of “World War II, Anglo-American economic, technology, scientific and cultural activity has come to dominate the world as the whole, as a result, English has become the primary global lingua franca (Darasawang, Reinders, & Waters, 2015, p. 2) ”. The teaching of English as a foreign language (TEFL) in Thailand has initially started from the mid-19th century and it still plays the predominant role in Thai education nowadays. The national English curriculum made a major paradigm shift in mandating English as a compulsory subject in schools and universities. The English teaching method was influenced by western educational ideology of ‘values system’ or ‘classical humanism’ where knowledge is seen as a set of revealed truths possessed by the teacher whose task is to pass it on to the learners (J. L. Clark, 1987cited in Darasawang, Reinders, & Waters, 2015).Thus, the dominant teaching method has been ‘grammar translation’. Todd (2005cited in Darasawang, Reinders and Walter, 2015, p.3) stated that

The role of education in school is now seen as to provide the generic skills needed to acquire new knowledge and specialist skills in the future: learning how to learn. It is true that mandarin Chinese and Spanish have more native speakers, but at the present they have neither the global sway nor the multifunctional use that characterizes English today.

Malaysian student must have their own effort on how to improve their language skill. This will help them to find a better life and make their life easier.