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Teacher's English Storytelling : Stories and skills to tell鈴木, 克彦, Suzuki, Katsuhiko 15 November 2000 (has links)
国立情報学研究所で電子化したコンテンツを使用している。
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Communicative Learning in Teaching Materials : A Study of Speaking Tasksin Contemporary Grade-8 EnglishTextbooks in China and SwedenGuo, Yi January 2011 (has links)
Currently, Communicative Language Teaching has been popular around the world andhas a profound effect on second language acquisition since the 1970s. ForCommunicative Language Teaching to be successful, there is a need for appropriateteaching materials.This paper analyzes speaking tasks in Chinese and Swedish textbooks for grade 8,Gofor it and Magic. The analysis presents content analysis, providing a general overviewof speaking tasks found in both textbooks. First, task description is analyzed, whichprovides the pupils with the topics of tasks in both textbooks. It will be seen if thetopics are real-life. Second, types of speaking, text type, cognitive processes, focus,classroom organization are quantitively analyzed to see if there are differentapproaches to Communicative Language Teaching between Chinese and Swedishtextbooks.Through comparison of these six aspects in different textbooks, there are three similarapproaches to Communicative Language Teaching: First, they both have real-worldtopics under which there are many real-world speaking tasks. Second, the dialoguesplay a main role in both textbooks. Third, pair and group work have dominantposition in these two books.Also there are three different approaches to Communicative Language Teaching: First,the Chinese textbook is directed towards accuracy while the Swedish textbook isdirected towards fluency. Second, the Chinese textbook focuses on form whereas theSwedish textbook focuses on meaning. Third, there is an information-gap approach inthe Chinese textbook where tasks based on information gap are obviously labeled.However, it cannot be found in the Swedish textbook.
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Teachers' perceptions of the communicative language teaching approach in a teacher training program in IndonesiaSiahaan, Rosemary, n/a January 1998 (has links)
This study investigated the perceptions of teachers of the Junior High and the Senior
High Schools on the Communicative Language Teaching ( CLT ) in Irian Jaya province,
Indonesia. Forty- six participants were involved in this study, i.e., twenty JHS teachers,
twehty SHS teachers, four headmasters and two supervisors. Three instruments:
questionnaire, interview and field study were employed to collect the data. Interviews
and field study were carried out by the researcher in Indonesia. Spearman's rho was used
to correlate answers about teaching principles of CLT and chi-square tests were used to
examine responses on the relevance of subjects and the influence of the course on
professional knowledge and teaching skills. The participants' opinion on the most and the
least useful units was discussed based on the calculated frequency. The problems faced
by the participants in implementing CLT were analyzed. The benefits of CLT were
analysed and categorized into positive and negative points. Results indicated that both
teaching levels have positive perceptions on CLT. Both groups showed an overall
similarity in problems faced in their teaching, on the usefulness and the relevance of
units presented in the Teacher Training despite some minor differences. It is argued that
it is necessary for the teachers to give consideration to the teaching of vocabulary. It is
also desirable to train the teachers to design tests which are valid and reliable.
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Moving Between Academic Systems: Chinese Students And The Educational Challenges Within Western UniversitiesMartins, Anna Clara Z. A. B. 28 April 2015 (has links)
No description available.
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Teaching chunks of language: um trabalho com o seriado Gilmore Girls em aulas de inglês como língua estrangeiraRamalho, Mainly Reinhardt Vieira dos Santos 14 October 2011 (has links)
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Previous issue date: 2011-10-14 / This paper aims to study the usage of American TV series in English as a foreign language classes through the gathering of chunks of language. Though we start this dissertation from the description of the communicative and its innovative principles by presenting the communicative competence and its four divisions strategic, grammatical, discursive and sociolinguistic based on researches like Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986) and Savignon (1983; 1991). Besides we describe the importance of the realia in a communicative class. As well as we discuss the lesson of the communicative approach and the four abilities reading, writing, speaking and listening. Still talking about the communicative lesson we discuss about teaching grammar, vocabulary and culture. The choice of using TV series is justified because they are a rich source both linguistic and cultural of the English language (North American) and we can find a plenty of examples chunks of language, collocations, phrasal verbs, and idioms. In our analysis we gathered not only the linguistics but also the cultural references of the first episode of Gilmore Girls by using software known as Unitex® that searches the chunks in the script selected and finally we propose some activities based on the analysis. / Este trabalho tem como objetivo estudar o uso de seriados de televisão norte-americanos em aulas de inglês como língua estrangeira por meio do levantamento dos chunks da língua inglesa. Iniciamos, então, esta dissertação pela descrição da CLT e seus preceitos inovadores apresentando competência comunicativa e suas quatro subdivisões competência estratégica, gramatical, discursiva e sociolinguística com base nos estudos de pesquisadores como Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986), Savignon (1983; 1991). Além disso, em nossa pesquisa, descrevemos o uso de realia em sala de aula, e em nosso recorte optamos pelos seriados norte-americanos. Ainda falando sobre a CLT, discorremos acerca da aula comunicativa apresentando suas características, bem como discutimos as quarto habilidades linguísticas: a leitura (reading), a escrita (writing), a habilidade oral (speaking) e habilidade de ouvir (listening), tratamos, igualmente, do ensino de gramática (teaching grammar), de vocabulário (teaching vocabulary), e cultura acompanhadas de sugestões de atividades relacionadas ao uso de seriados. A justificativa da escolha de seriados norte-americanos deu-se por se tratar de uma rica fonte cultural e linguística e dos chunks da língua inglesa e suas subdivisões collocations, phrasal verbs e idioms está centrado na cultura americana. Em nossa análise, fizemos o levantamento das referências culturais e linguísticas de um episódio do seriado Gilmore Girls - Pilot (Episódio Piloto) - utilizando o programa de computador Unitex® que realiza uma varredura no texto e localiza os chunks of language no roteiro do episódio e, por fim apresentamos algumas atividades baseadas na análise feita.
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Läromedel som språngbräda till kommunikativ kompetens? : En kvalitativ innehållsanalys av förlagsproducerade läromedel i engelska för årskurs 4-6 / English language teaching materials as a springboard towards communicative competece? : A qualitative content analysis of commercial English language teaching materials for grades 4-6Eriksson, Fanny January 2021 (has links)
Studiens syfte var att belysa vilka möjligheter förlagsproducerade läromedel för engelskämnet ger eleverna att utveckla sin kommunikativa kompetens i linje med läroplanens intentioner. För att uppfylla detta syfte ställdes två forskningsfrågor: hur möjligheten att öva de fyra förmågorna för språkinlärning fördelas i förlagsproducerade läromedel och på vilka sätt utveckling av elevernas kommunikativa kompetens möjliggörs i läromedlen. Sammanlagt nio textböcker och nio övningsböcker för årskurserna 4–6 från tre olika läromedelsserier (Skills, Sparks och Join the Quest) ingick i studien. Studiens metod var en kvalitativ innehållsanalys med kvantitativa inslag. Övningarna kategoriserades efter vilken/vilka av de fyra förmågorna som övades och på vilket sätt förmågan övades (mekaniskt, meningsfullt eller kommunikativt). Resultatet visade att hörförståelse är den förmåga som får minst utrymme i alla tre läromedelsserier och i två av tre läromedelsserier övas hörförståelse inte en gång i ett kommunikativt syfte genom årskurs 4–6. Vissa läromedelsserier erbjuder eleverna mer kommunikativ övning av förmågorna, medan vissa erbjuder mindre. En av de tre läromedelsserierna visar även på brister med att möjliggöra utveckling av de två potentiellt viktigaste förmågorna, hörförståelse och den muntliga förmågan, i ett kommunikativt syfte. / The aim of this study was to illustrate the possibility of developing communicative competence with the help of English language teaching materials for grades 4-6. Two research questions were asked to fulfill the aim of the study: how the opportunity to develop the four language skills are distributed in commercial English language teaching materials and in what way development of communicative competence is facilitated by using these teaching materials. A total of nine textbooks and nine exercise books for grades 4-6 from three different series (Skills, Sparks and Join the Quest) were included in this study. The methodological approach of this study was a qualitative content analysis with quantitative features. The exercises were categorized based on which of the four language skills that were practiced and how they were practiced (mechanical, meaningful, or communicative exercises). The result showed that listening comprehension is the least focused skill in all three series. In two out of three series, listening comprehension is not practiced in a communicative way in either of the grades. Some series contain more communicative language exercises, while some contain less. One of the three series also shows shortcomings when it comes to developing the two potentially most important skills, listening comprehension and the oral skill, in a communicative way.
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Man ska plocka dem direkt! : Kommunikativa undervisningsmetoder i två lärares engelskundervisning i årskurs 4 / Catch them right away! : Communicative teaching methods in two teachers’ English education in grade 4Logrén, Elizabeth January 2023 (has links)
Studiens syfte var att ta reda på huruvida undervisningsmetoder för att utveckla elevernas muntliga, kommunikativa förmågor skulle vara synliga vid observationer av två lärares engelskundervisning i årskurs 4. Syftet var även att genom intervjuer få kunskap om de undervisande lärarnas syn på att utveckla elevernas förmåga att muntligt kommunicera på engelska och om deras arbetssätt innehöll aktiviteter för att främja denna utveckling. Resultatet visade att det fanns flera faktorer som inverkade på möjligheterna att anamma ett kommunikativt arbetssätt i klassrummet men att båda lärare ställde sig positiva till att använda dessa arbetsmetoder för att lära ut engelska.
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Communicative Language Teaching in Practice : Function versus form in teacher trainees´ lesson plansSjöqvist, Axel January 2019 (has links)
This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating the lesson plans in terms of function versus form is based on a chart created by Thornbury (1999), although his chart has been adapted to better suit the methodology of this paper. The results showed that most of the lesson plans favored, to varying degrees, a communicative approach; the most popular one being a mixture of deep-end and shallow-end CLT approaches. Furthermore, the lessons in High school proved to lean slightly more towards deep-end CLT than their counterparts at Junior high.
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Communicative Language Teaching in Current Chinese Colleges and Universities.Li, Xiaorong 07 May 2011 (has links)
Communicative Language Teaching (CLT) has been prioritized as the key instructional approach in colleges since the Chinese Ministry of Education issued a revised syllabus in 1999 that underlines college EFL students' communicative competence. The issuance of the syllabus was followed by a series of reforms on curricular designs and teaching methods. However, CLT has encountered great resistance. College teachers and learners are constrained by socio-cultural influences such as the perceptions of teachers' roles and ways of learning and teaching (Hu, 2002; Rao, 1996). Although some teachers have shown positive attitudes towards CLT, in general they have failed to practice it communicatively. This thesis discusses solutions and provides suggestions after delineating the difficulties these teachers and learners have encountered particularly. Taking into consideration China's increased global impact and internationallycollaborating programs that are currently conducted in many universities, this thesis highlights that CLT is an applicable approach to improve students' communicative competence.
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Creating histories and spaces of meaningful use: toward a framework of foreign language teaching with an emphasis on culture, epistemology and ethical pedagogyKraus, Harald A, n/a January 2003 (has links)
This thesis arises out of a critique of the way language is decontextualized and
presented from a reductively linguistic viewpoint in foreign language instruction. In
particular, it focuses on the weaknesses of the broad approach known as
Communicative Language Teaching (CLT) and highlights the disparity between its
theoretical assumptions and practical applications. With this in mind, the thesis
identifies and explores three foundational premises that should be considered as part
of an attempt to design a theoretically coherent framework for foreign language
instruction. By applying three sets of principles based on these premises, the thesis
goes on to outline such a framework.
After providing a background to the study, the first consideration is the nature of
cultural and communicative performance. The study turns to sociological concepts
regarding cultural organization and production, in order to better conceptualize how
'culture' can be understood in the context of foreign language learning. The second
part of this area focuses on meaning and communication in order to undermine
current treatments of 'language' in foreign language pedagogy.
The second area of interest is that of learning and thus considers a number of theories
of how people learn. The focus here is on learning-in-general rather than learning
languages specifically. What emerges from this are a number of principles that should
be borne in mind when creating conditions favorable to language learning.
Finally, one largely overlooked area in foreign language learning and applied
linguistics more broadly, is how the field of foreign language pedagogy constructs
and legitimizes its practices, as well as suppresses its foundational theoretical
assumptions in its activities (including research, methodology and teaching). A
chapter is therefore devoted to this issue, and a set of principles is formulated in order
to ensure that the design of any instructional framework is honest and ethical.
Thus furnished with the triangulation of principles, an attempt is made to outline how
a learner-focused, ethical pedagogical framework that stresses culture might look.
This thesis is theoretical in nature and relies on arguments and positions from diverse
and less commonly considered academic fields in foreign language instruction. Its
main theoretical inspiration comes from concepts and claims generally considered
'poststructural' or 'postmodern'. However, there is no exclusive devotion to any
particular author or theory.
It is hoped that this thesis can make a genuine, if not controversial, contribution to the
field of foreign language teaching by initiating a dialogue concerning the (lack of)
philosophical and epistemological reflexivity in the field.
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