Investigating the teaching of Chinese aspect markers zai, zhe, le and guo – Grammar-Translation approach and a communicative approach

2017 ◽  
Vol 2 (1) ◽  
pp. 1-41
Author(s):  
Qiaochao Zhang
Keyword(s):  
Aspect Markers ◽  
Communicative Approach

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

USING A CONTEXTUAL-COMMUNICATIVE APPROACH IN PREPARING FUTURE MANAGERS FOR INTERCULTURAL COMMUNICATION

2020 ◽  
Author(s):  
I. E. Kuteneva
Keyword(s):  
Intercultural Communication ◽  
Contextual Learning ◽  
Basic Unit ◽  
Main Task ◽  
Learning Models ◽  
Student Activity ◽  
Communicative Approach ◽  
And Task ◽  
Professional Context

The article gives definitions of concepts: context, professional context, contextual learning, communicative approach, manager, management and intercultural communication. The classification of contexts is given. Types of professional context are indicated. The idea and principles of contextual learning are described. The basic unit of the content of education and the basic unit of student activity in contextual learning are considered. The implementation order and the idea of contextual learning are indicated. Learning models are listed. The requirements of contextual learning are described. The purpose of the communicative approach is indicated. A brief historiography of the communicative approach is considered. The main task, principles and advantage of the communicative approach are described. The points of genuine communicativeness in language teaching and the principles of a communicative approach are considered. The functions and roles of the manager in the organization are described, the qualities of the manager are listed. The object and task of management are indicated.

THE STUDY OF COMPLEMENTARY COMPLEXES IN MODERN GRAMMAR SCHOOLS

2019 ◽  
pp. 75-86
Author(s):  
O. Tuhai
Keyword(s):  
Noun Phrases ◽  
Internal Argument ◽  
Subordinate Clauses ◽  
Part Of Speech ◽  
Theoretical Approaches ◽  
The Status ◽  
Clausal Complementation ◽  
Communicative Approach ◽  
Clausal Complements ◽  
Form Feature

The article focuses on the basic theoretical approaches to the analysis of complementary complexes in modern grammar paradigms. The phenomenon of clausal complementation has been presented. Subordinate sentences are characterized as object clausal complements with the status of a core internal argument of the main predicate. Grammatical configuration and functioning of finite/infinitive complementary sentences in English have been revealed. Grammatical status of clauses under the study is postulated as object predication or the internal verbal complement in the function of an object. Grammatical indicators of finite sentences are analyzed considering specific that/wh- markers of complementation, semantics of matrix verbs as well as temporal tense-form feature in a verbal phrase. Grammatical configuration of infinitive sentences is denoted by to-/wh-markers and noun phrases in a certain case. Identifying criteria of verbal clausal complements have been distinguished. Morphology of the predicate, internal/external syntax of a complementary construction are grounded as leading features of their definition. Typology of verbal complementation in terms of transitivity, complement attachment to the perculia part of speech, functional communicative approach has been reviewed. General monotransitive, complex-transitive and ditransitive complementation has been outlined. When being attached to a particular language constituent a clause is determined as nominal, adjective or verbal complement. Due to communicative peculiarity finite subordinate clauses are positioned as content declarative, interrogative and exclamative.

Teachers’ perceptions and the implementation of the adapted communicative approach in Libya

2022 ◽  
Vol 6 ◽  
Author(s):  
Abdurahman Milad ◽  
Dwi Rukmini ◽  
Dwi Anggani ◽  
Rudi Hartono
Keyword(s):  
High Schools ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Communicative Approach ◽  
Gender Based ◽  
The City ◽  
Meaningful Communication

This study instigates the teachers’ perceptions towards the implementation of the adapted communicative approach to teach English language in Libyan high schools in the city of Khoms. The participants were six teachers of different gender-based high schools. The study followed a pure qualitative method to collect and analyze the date, and the data were collected using an open-ended questionnaire. The findings reveal that the majority of English language teachers in Libyan high schools in Khoms city have positively perceived the implementation of the communicative approach (CA) to teach English language in their high schools’ contexts. They agreed to the majority of the questionnaire’s items such as: the CA emphasizes the communication in the target language and emphasizes that the learners need meaningful communication. All the participants said that they modify the principles of the communicative approach to meet the students’ needs and goals and most of them have agreed that the allocated time is not enough to complete the lesson in the classroom. This study draws out the pedagogical implication that the implementation of the adapted CA to teach English language in high schools in Libya can be quite adaptable, especially when the teachers have to fulfil the students’ needs.

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