Chapter 1 Introduction 1.1 Background Many teaching methods have thrived and languished in history. Task-based language teaching (TBLT), which is believed to assist students to learn English more effectively via meaningful communication rather than systematically focusing on grammar rules (Ellis 2003)，has gained massive popularity around the world and is viewed as a “new orthodoxy” (Littlewood, 2004) over the last two decades. A proliferation of books in relation to TBLT have been published
Course: Advanced Teaching Methodology Name: ân ĐClass: 2016-B Instructor: ương, Ph.D. Taking the course of MA on TESOL, whose design is research-oriented, post-graduates are required to accomplish credit subjects including Advanced Teaching Methodology. It is obviously an opportunity for master students not only to review what they have learned but also to have an in-depth insight of issues related to teaching and learning English as a foreign language. Two-third of
Communicative Language Teaching This essay will take just a peek at some of the pedagogical aspects of Communicative Language Teaching and the teachers therein. As the U. K. entered the common market (EEC) in the early 1970s. A sharp rise in demand from our new European neighbours for The English Language landed on our shores. Due to the modernization of secondary schools not only in Europe but indeed worldwide, languages were a hot commodity and many were on offer, English being most sort after
Language Pedagogy and Teaching Strategies Recent decades has witnessed the method of language teaching in Second Language Acquisition (SLA) has a shift from grammar-translation toward Communicative Language Teaching (CLT) (Brandl, 2007). During the 20th century, as increased attention was paid to the demand of communication skills, grammar-translation method which emphasizing knowledge of grammatical rules and translation activities was no longer effective (Richards & Rodgers, 2001). In Australia
With Task-based Language Teaching (TBLT) language teaching is accomplished through tasks which have a specified result or outcome. Further to that, students should be clear on the purpose of the task and the expected outcome. In TBLT, teachers define and guide the tasks and model the correct language forms however, student self-correction is desired. Evaluation is through task completion and presentation. With the use of TBLT, the types of tasks selected can be categorized as focused vs. unfocused
Introduction The Task-Based Language Teaching Approach (TBLT) has been China’s promoted teaching method since 2001. As a novice teacher, I used a standard process which I learned from a mandatory training course on TBLT organized by teacher educators in Beijing, China. During the first two months of adapting TBLT into my teaching, I came across three major challenges: unmotivated students, little acquisition of forms and individual differences between learners. A reflective essay based on my personal
Grammar teaching has an irreplaceable place in English as a Foreign Language (EFL) because of the fact that without grammar learners can use the language in a limited way; they may not achieve to fully express their intentions or meaning of the messages in a communication activity. It has been seen that throughout the history, the attention given to grammar teaching has differed from time to time. In the beginnings of the twentieth century, grammar teaching was regarded so essential that other aspects
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’
Communicative Approach to Language Teaching Objective The objective of this study is to examine the general context of the communicative approach in language teaching and describe the key features of a communicatively innovative approach with a focus on form and to describe in detail four central elements of an innovative and progressive approach to second language teaching. This work will additionally discuss the challenges found in relation to the application of these two elements. Introduction
use of the L1 in language teaching methods In this section, we briefly review some of the methods used throughout the history of language teaching (Cook 2001; Richards and Rodgers 2001; Howatt 2004 ). The reason for this review is twofold: firstly, it explains the history as well as the development of the debate surrounding the use of the L1. Secondly, since one of the questions that prompted the new directions in language teaching is ―what should the role of the native language be? (Richards and