COMMUNICATIVE LANGUAGE TEACHING (Know the Communicative Competence of Learners) PDF Download
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Author: Dr. Lata Subhash More (Surwade)
Publisher: Lulu.com
ISBN: 0359397646
Category :
Languages : en
Pages : 147
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Book Description
Author: Dr. Lata Subhash More (Surwade)
Publisher: Lulu.com
ISBN: 0359397646
Category :
Languages : en
Pages : 147
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Book Description
Author: Margie Berns
Publisher: Springer Science & Business Media
ISBN: 1475798385
Category : Language Arts & Disciplines
Languages : en
Pages : 195
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Book Description
The introduction of communicative competence as the goal of second and for eign language teaching has led to recognition of the role of context in language learning and use. As communicative competence is defined by the social and cultural contexts in which it is used, no single communicative competence can serve as the goal and model for all learners. This recognition has had an impact on program design and materials development. One significant change is that the choice of a teaching method is no longer the primary concern. Instead, the first step for the program designer is becoming familiar with the social and cultural features of the context of the language being taught. This includes a consideration of the uses speakers make of the language, their reasons for using it, and their attitudes toward it. Contexts of Competence: Social and Cultural Considerations in Commu nicative Language Teaching explores the relationship between context and com petence from a theoretical and practical perspective. Its audience is applied linguists in general and language teaching practitioners in particular. The overall aim of its five chapters is to provide a framework for consideration of various contexts of language learning and use and to guide the implementation and development of models of communicative language teaching that are responsive to the context-specific needs of learners.
Author: Rosamond Mitchell
Publisher:
ISBN:
Category : Communication
Languages : en
Pages : 208
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Book Description
This book documents the efforts of Scottish comprehensive school teachers implementing a communicative approach in the early years of secondary schools.
Author: Hasret Deliorman
Publisher: GRIN Verlag
ISBN: 364043952X
Category :
Languages : de
Pages : 29
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Book Description
Studienarbeit aus dem Jahr 2007 im Fachbereich Englisch - Pädagogik, Didaktik, Sprachwissenschaft, Note: 13, Johann Wolfgang Goethe-Universität Frankfurt am Main (Institut für England- und Amerikastudien), Veranstaltung: The Secret Formula, Sprache: Deutsch, Abstract: Nowadays it is necessary to be able to speak english, because this language is getting more and more important and it is the basis of international communication. So pupils have to learn as early as possible to have a strong command of this language and to use it effectively. Communicative language teaching (CLT) emphasizes communicative skills and wants communicative practise at the centre of classroom learning. According to Savignon, communicative competence is the central theoretical concept of CLT (2004). She defines this competence with the terms of expressions, interpretation and negociation of meaning. Hedge says that it is important for CLT to encourage pupils to communicate their needs, ideas and opinions and also that they are able to operate effectively in the real world (2000:44-45). She writes that in the communicative language classroom pupils have to learn to use that language in certain settings and authentic situations. According to both authors, CLT helps to develop certain communicative skills and to come to terms with the language without any grave problems of expressing thoughts, wishes, opinions, etc. The language learner has to indentify him with that language so that he can apply his knowledge without any fear and uncertainity. And it is important that the teacher applies grammar based exercises as an integral part of real live tasks. Otherwise the learners could get bored, detered or even overtaxed with grammatical units. Hedge claims too, that a teacher`s intervention to correct should be as minimal as possible (2000:58). We can integrate grammatical units in activities where learners are supposed to talk about their next holiday plans and therefore they need to use several f
Author: Jack Croft Richards
Publisher:
ISBN: 9780521934367
Category : Communicative competence
Languages : en
Pages : 47
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Book Description
Author: Izumi Walker
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501505033
Category : Language Arts & Disciplines
Languages : en
Pages : 395
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Book Description
Nearly half a century has passed since Hymes proposed the concept of communicative competence to describe the knowledge and skills required for the appropriate use of language in a social context. During these decades, a number of scholars have applied and refined this concept. In language education, communicative competence has been identified as a major objective of learning. This book will inform readers about communicative competence as a highly complex construct encompassing an array of sub-competencies such as linguistic skills and proficiencies, knowledge of socio-cultural and socio-pragmatic codes, and the ability to engage in textual and conversational discourse. Findings from research in related disciplines have pointed to the significance of factors that can contribute to the attainment of communicative competence. Various teaching practices and relevant Information and Communication Technology (ICT) tools will be also introduced and discussed to achieve communicative competence as a complex ability. It is a timely contribution to current research on key areas in the teaching, learning and acquisition of second/foreign languages.
Author: Moritz Otten
Publisher: GRIN Verlag
ISBN: 3346496791
Category : Education
Languages : en
Pages : 19
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Book Description
Seminar paper from the year 2021 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 1,0, University of Duisburg-Essen, language: English, abstract: The main goal of this paper is to clarify and ask how important is the role of teachers in Communicative Language Teaching (CLT)? To answer this question, CLT is first defined. After that, the development of CLT will be looked at, followed by the most important core assumptions. Then it becomes more school specific and the influence of CLT on the EFL classroom will be analysed, where two other teaching methods that have their origin in CLT will be introduced. Foreign languages are an important topic in schools, while especially the English language is foregrounded. Learning the English language here in Germany is obligatory with the beginning of school life, even though this might change in the near future. As we all know, the best way to learn a language is to speak it, over and over again. Because without communication and speaking the language, you will never speak a language fluently, no matter how well you master the individual grammatical rules. Of course, also the content of the language someone is learning is important. Consequently, the content needs to be adapted to the respective students and classes in order to prepare these people for mastering real-life situations. Following this, there are several interesting methods of teaching second or foreign languages. One of the most popular methods is called “Communicative Language Teaching”. This method is mainly used when teachers try to teach second languages to students in a communicative way.
Author: William Littlewood
Publisher: Cambridge University Press
ISBN: 0521281547
Category : Foreign Language Study
Languages : en
Pages : 123
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Book Description
An introduction to communicative language teaching for practising classroom teachers.
Author: Klaus Brandl
Publisher: Cognella Academic Publishing
ISBN: 9781793515353
Category :
Languages : en
Pages :
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Book Description
Communicative Language and Teaching in Action: Putting Principles to Work serves as an engaging and informative guide for second and foreign language teachers in training or for those pursuing a new career as language educators. The text demonstrates principles and practices of communicative and task-based language teaching, equipping readers with an innovative and effective approach to language instruction. The conceptual foundation of the book is based upon theoretical and empirical findings drawn from second language acquisition research, cognitive psychology, and brain research. It emphasizes successful instructional practices in a communicative and task-based approach to language learning. The book features copious examples of learning activities in different languages and lessons developed by experienced language teachers. Dedicated chapters cover the principles of communicative language teaching and task-based instruction; lesson planning; vocabulary and grammar in language learning; feedback and error correction; the development of listening, oral communication, reading, and writing skills; and assessment. The second edition features updated literature review in all chapters, new and dynamic teacher-training tasks, and reorganized and fresh content throughout the text, as well as a new chapter on writing and language learning. Communicative Language Teaching in Action is an ideal resource for courses and programs in foreign language education.
Author: Sandra J. Savignon
Publisher: Yale University Press
ISBN: 0300129076
Category : Foreign Language Study
Languages : en
Pages : 254
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Book Description
The emergence of English as a global language, along with technological innovations and the growing need for learner autonomy, is changing language teaching rapidly and profoundly. With these changes come new demands and challenges for teaching education programs. This authoritative collection of writings highlights some of the best work being done today in the United States and abroad to make communicative competence an attainable goal. The contributors examine what has come to be known as communicative language teaching, or CLT, from the perspectives of teachers and teacher educators. The book documents current reform initiatives in Japan, the United States, Hong Kong, Taiwan, and continental Europe to provide a global perspective on language teaching for communicative competence. Four major themes recur throughout the volume: the multifaceted nature of language teaching; the highly contextualized nature of CLT; the futility of defining a “native speaker” in the postcolonial, postmodern world; and the overwhelming influence of high-stakes tests on language teaching. The book is a useful and valuable tool for language teachers, teacher educators, and policymakers.
