scholarly journals Improving Communicative Competence through Mime: Bringing Students’ ‘Out-of-School’ Literacy Practices into Japanese University EFL Oral Communication Classes

2018 ◽  
Vol XII (2) ◽  
pp. 13-30
Author(s):  
Samuel Nfor
Keyword(s):  
Formal Education ◽  
Literacy Practices ◽  
Life Experiences ◽  
Language Teaching ◽  
Real Life ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Japanese University ◽  
Classroom Language ◽  
Out Of School

This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL oral communication class and concludes that bringing students’ ‘out-of-school’ literacy practices from outside the context of formal education into the EFL classroom acknowledges their investment in classroom language practices, secures student engagement, and yields perceived improvement.

scholarly journals COMMUNICATIVE LANGUAGE TEACHING AS CONCEPTUALIZED BY BHUTANESE ENGLISH AS SECOND LANGUAGE TEACHERS

2017 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Jigme Dorji
Keyword(s):  
Second Language ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Language Teaching ◽  
Real Life ◽  
Sampling Technique ◽  
Structured Interview ◽  
Communicative Language Teaching ◽  
Esl Teachers ◽  
English As Second Language

The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semi-structured interview through purposive sampling technique. A set of 15 predetermined open-ended questions on CLT were framed and asked based on Savignon�s (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn�s (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers� conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies. ��� �Keywords: communicative competence, communicative language teaching, conceptualization

scholarly journals ‘Trusting the Process’: Part Three of My Autoethnography as a Self-Directed Learner of French

2020 ◽  
Vol 12 (4) ◽  
pp. 347-369
Author(s):  
Robert Werner ◽  
Keyword(s):  
Language Learning ◽  
Life Experiences ◽  
Real Life ◽  
Daily Basis ◽  
French Language ◽  
Listening Skills ◽  
Learning History ◽  
English Class ◽  
Classroom Language ◽  
Authentic Language

This is the third part of an autoethnography about trying to enrich my vocabulary and improve my listening skills as a self-directed learner through French language songs. I followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-directed English class at a university in Japan, and my work occurred at the same time as theirs, over a period of six weeks. Throughout the project and in the course of writing it up, I have been making comparisons and identifying connections between my learning and that of my students. This installment covers the final three weeks of the project. First, in continuing my language learning history, I discuss authentic language and the discrepancies between my classroom language learning and real-life experiences, especially with regard to understanding spoken language while in France. Next, the paper details how I evaluated my learning both during the project and months after it finished. After that, I describe my longtime interest in accents and dialects and how I chose my third song partly to study Nouchi, a French-based dialect spoken in Ivory Coast. The paper concludes with a description of how I felt my goals shifting at different points in the project and reasons I considered changing my focus from listening to reading. I also describe a way I have been able to continue practicing reading French on a daily basis and how students can benefit from this method too.

scholarly journals BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM

2021 ◽  
Author(s):  
Maya Wizel ◽  
Keyword(s):  
Interpersonal Relationships ◽  
Formal Education ◽  
Life Experiences ◽  
Nonformal Education ◽  
Real Life ◽  
Social Emotional ◽  
Education Systems ◽  
Youth Movement ◽  
Education Leaders ◽  
Emotional Aspects

Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.

Classroom Language: Materials for Communicative Language Teaching

ELT Journal ◽  
1978 ◽  
Vol XXXII (4) ◽  
pp. 270-274
Author(s):  
COLIN BLACK ◽  
WOLFGANG BUTZKAMM
Keyword(s):  
Language Teaching ◽  
Communicative Language Teaching ◽  
Classroom Language

Communicative language teaching in Japan: current practices and future prospects

English Today ◽  
2013 ◽  
Vol 29 (2) ◽  
pp. 46-53 ◽  
Author(s):  
Emiko Abe
Keyword(s):  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Point Of View ◽  
World Englishes ◽  
Ministry Of Education ◽  
English Teaching ◽  
Sports Science ◽  
Education Culture ◽  
Globalized World

In Japan, the ability to speak and understand English is widely regarded as essential for communication in a ‘globalized’ world. At the same time, however, many Japanese are reluctant to communicate in English because they perceive themselves (and are often perceived by others) to be poor speakers of English, despite the fact that they will have studied English for at least six years in junior and senior high school. In response to this, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has recently revised the national syllabus for English teaching. The revised syllabus places more emphasis on developing oral communication skills, and proposes a much greater use of communicative language teaching (CLT) methodology in order to bring this about. This paper describes the present situation of CLT in Japan based on questionnaire data obtained from 48 Japanese university students, and proposes that a more effective and practical approach to CLT and English teaching more generally may be obtained by adopting a ‘World Englishes’ point of view.

scholarly journals Enhancing Students’ Oral Communication By Using Communicative Language Teaching (CLT)

2019 ◽  
Vol 8 (1) ◽  
pp. 38
Author(s):  
Ahmad Wael ◽  
Dian Saputra ◽  
Eka Setyawati
Keyword(s):  
Learning Process ◽  
Quantitative Method ◽  
Performance Test ◽  
Language Teaching ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Group Comparison ◽  
The Mean ◽  
Strongly Agree ◽  
Teaching Learning

This article aims at providing students’ oral communication in speaking class. There were two specific purposes to gain the data namely to find out the effects of Communicative Language Teaching (CLT) in teaching oral communication especially in speaking ability and to disclose the responses of students in the learning process by using Communicative Language Teaching (CLT). In order to obtain the comprehensive data, the writers used performance test and questionnaire with 32 respondents on speaking class. This research was applied in quantitative method. The writers used the design of interact group comparison. The result showed that there was a significant effect on the use of CLT approach. It was proven that t observation was bigger than   t table; t observation was 2.98 while t table was 2.021 (2.98> 2.021). Most of the students  agreed if CLT was applied in teaching-learning activites, especially in speaking class because it could help them in improving their ability in oral communication. The results of their opinion towards the application of CLT were expressed by chosing option 4 (agree) and 5 (strongly agree) in every indicator. For indicator 1 and 10, students tent to choose option 5 (strongly agree) with the percentage of 56.3 and the mean of 2.8. In indicator 2 and 4, the students tent to choose option 5 with the percentage of 59.4 and the mean of 3.0. In indicator 3 and 7, the students tent to choose option 4 (agree) with the percentage of 62.5, and mean score of 2.5. For indicator 5 and 6, the students chose option 5 with the percentage of 50.0 and mean score of 2.5. For indicator 8 and 9, most of the students tent to choose option 5 (strongly agree). The percentage and mean score were different. In indicator 8, the percentage was 56.3 with the mean score of 2.3 whereas in indicator 9, the percentage was 68.8 which the mean score of 2.8 more of the respondents were strongly agree with the application of CLT approach in speaking class. It made the students interestend in following  speaking class and the students have confidence to speak with other friend or lecturer inside or outside the classroom.

Task-Based Language Teaching

2020 ◽  
pp. 83-98
Author(s):  
Gökhan Kayır
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Real Life ◽  
Communicative Language Teaching ◽  
Learning Processes ◽  
Language Teachers ◽  
Teaching Approach ◽  
Student Centered ◽  
Teaching Models

Task-based language teaching is one of the newest language teaching models and has popularity among language teachers as it brings real-life situations to the classroom. Based on main principles of communicative language teaching approach, the method provides student-centered, flexible, and authentic real-life classroom environments. Not only the output but also input and learning processes are important for the teachers using this approach. Students are in the center of teaching and learning process, while the teachers are mentor and facilitator. The TBLT uses educational tasks to teach a language. Educational tasks are duties that are structured for an educational purpose. Each task has a language focus that can be assessed. As a result, having the flexibility and being a student-centered approach, TBLT will be used and adapted by many language instructors.

scholarly journals Communicative Language Teaching (CLT) Strategies in Daily Lesson Plans of Oral Communication Teachers and their Alignment to Standards in Curriculum Guide

2021 ◽  
Vol 4 (6) ◽  
pp. 89-104
Author(s):  
Darwin Bargo ◽  
Mildred B. Go
Keyword(s):  
Content Analysis ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Oral Communication ◽  
The Philippines ◽  
Communicative Language Teaching ◽  
Lesson Plans ◽  
Curriculum Guide ◽  
Practice Activity ◽  
Activity Information

Communicative Language Teaching (CLT) is an approach that has been the subject of many practitioners and researchers in the field of language teaching and applied linguistics in many countries like the Philippines because of the recent changes and educational reforms, including lessons and curriculum innovations. Anchored to the CLT theory, this study used quantitative-qualitative content analysis of the daily lesson plans of the 7 purposively sampled Senior High School (SHS) language teachers teaching Oral Communication in Context (OCC). This aimed to identify the activities by cluster, assess which activities are CLT strategies, and determine their alignment to standards in the curriculum guide. Results revealed that the strategies used as classified through content analysis, and according to type and frequency included task-completion activity, opinion-sharing activity, mechanical practice activity, information-transfer activity, reasoning-gap activity, information-gap activity, communicative activity, information-gathering activity, fluency activity, accuracy activity, meaningful practice activity, and others. A number of strategies matched the CLT principles and features but vary on their respective percentages in each of the four phases, i.e., Activity-Analysis-Abstraction-Application (4As) of the lesson. These CLT strategies were found to be aligned to the Department of Education’s curriculum guide in terms of content standards, performance standards and assessment types. Implications of the findings to language teaching in the Philippines were drawn.

scholarly journals Communicative approach to teaching foreign languages

2019 ◽  
Vol 3 ◽  
Author(s):  
Malika Salomova
Keyword(s):  
Language Teaching ◽  
Real Life ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
Design Study ◽  
Popular Approach ◽  
Study Materials ◽  
Approach To Teaching ◽  
Communicative Approach

Communicative language teaching is perhaps the most popular approach to foreign languages. It usually prioritizes fluency over accuracy and it is therefore vital to obtain and design study materials which will closely resemble real life communicative situations.

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