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Communicative Language Teaching
Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language. According to CLT, the goal of language education is the ability to communicate ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language-teaching Approach
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from his prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies. There are several methods in language pedagogy but they can be classified into three: structural, functional, and interactive. Each of these encompasses a number of methods which can be utilised in order to teach and learn languages. Development The development of language pedagogy came in three stages. In the late 1800s and most of the 1900s, it was usually conceived in terms of method. In 1963, University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe them into three levels: ''approach, method and technique''. It has been expanded by Richards and Rogers in 1982 to ''approach'', ''design'', and ''procedure''. Methodology In ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Coherence (linguistics)
Coherence in linguistics is what makes a text semantically meaningful. It is especially dealt with in text linguistics. Coherence is achieved through syntactical features such as the use of deictic, anaphoric and cataphoric elements or a logical tense structure, as well as presuppositions and implications connected to general world knowledge. The purely linguistic elements that make a text coherent are subsumed under the term cohesion. However, those text-based features which provide cohesion in a text do not necessarily help achieve coherence, that is, they do not always contribute to the meaningfulness of a text, be it written or spoken. It has been stated that a text coheres only if the world around is also coherent. Robert De Beaugrande and Wolfgang U. Dressler define coherence as a "continuity of senses" and "the mutual access and relevance within a configuration of concepts and relations". Thereby a textual world is created that does not have to comply to the real world. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Teaching English As A Foreign Language
Teaching English as a second language (TESL) or Teaching English to speakers of other languages (TESOL) are terms that refer to teaching English to students whose first language is not English. The terms TESL, TEFL, and TESOL distinguish between a class's location and student population. TEFL describes English language programs that occur in countries where English is not the primary language. TEFL programs may be taught at a language school or with a tutor. The minimum TEFL requirement is a 100-hour course, however, the 120-hour course is strongly recommended because it will help you get hired for the highest-paying teaching position available. TESL and TESOL include English language programs that occur in English-speaking countries. Often, these classes serve people who have immigrated there (either temporarily for school or work, or permanently) or whose family speaks another language at home. TESOL is a general term that describes TEFL and TESL programs and is a widely accept ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Task-based Language Learning
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language to complete meaningful tasks in the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT). Background Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to a task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make language in the classroom truly communicative, rather than the pseud ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Notional-functional Syllabus
A syllabus (; plural ''syllabuses'' or ''syllabi'') or specification is a document that communicates information about an academic course or class and defines expectations and responsibilities. It is generally an overview or summary of the curriculum. A syllabus may be set out by an examination board or prepared by the tutor or instructor who teaches or controls the course. The word is also used more generally for an abstract or programme of knowledge and is best known in this sense as referring to two catalogues of doctrinal positions condemned by the Catholic Church in 1864 and 1907. Etymology According to the Oxford English Dictionary, the word ''syllabus'' derives from modern Latin 'list', in turn from a misreading of the Greek (the leather parchment label that gave the title and contents of a document), which first occurred in a 15th-century print of Cicero's letters to Atticus. Earlier Latin dictionaries such as Lewis and Short contain the word , relating it to the non-ex ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning By Teaching
In the field of pedagogy, learning by teaching (German: ''Lernen durch Lehren'', short LdL) is a method of teaching in which students are made to learn material and prepare lessons to teach it to the other students. There is a strong emphasis on acquisition of life skills along with the subject matter. This method was originally defined by Jean-Pol Martin in the 1980s. Background The method of having students teach other students has been present since antiquity. Most often this was due to lack of resources. For example, the Monitorial System was an education method that became popular on a global scale during the early 19th century. It was developed in parallel by Scotsman Andrew Bell who had worked in Madras and Joseph Lancaster who worked in London; each attempted to educate masses of poor children with scant resources by having older children teach younger children what they had already learned. Systematic research into intentionally improving education, by having stud ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Exchange
Language exchange is a method of language learning based on mutual language practicing by learning partners who are speakers of different languages. This is usually done by two native speakers teaching each other their native language. Language exchange is different from other Language learning methods as there is usually no set syllabus or activities. Language exchange is sometimes called Tandem language learning. In modern contexts, "language exchange" most often refers to the mutual teaching of partners' first languages. Language exchanges are generally considered helpful for developing language proficiency, especially in speaking fluency and listening comprehension. Language exchanges that take place through writing or text chats also improve reading comprehension and writing ability. The aim of language exchange is to develop and increase language knowledge and intercultural skills. This is usually done through social interaction with the native speaker. Given that langu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Education
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies. Need Increasing globalization has created a great need for people in the workforce who can communicate in multiple languages. Common languages are used in areas such as trade, tourism, diplomacy, technology, media, translation, interpretation and science. Many countries such as Korea (Kim Yeong-seo, 2009), Japan (Kubota, 1998) and China (Kirkpatrick & Zhichang, 2002) frame education policies to teach at least one foreign language at the primary and secondary school levels. However, some countries such as India, Singapore, Malaysia, Pakistan, and the Philippines use a second official language in their governments. According to GAO (2010), China ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Grammar–translation Method
The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. It originated from the practice of teaching Latin; in the early 16th century, students learned Latin for communication, but after the language died out it was studied purely as an academic discipline. When teachers started teaching other foreign languages in the 19th century, they used the same translation-based approach as had been used for teaching Latin. The method has been criticized for its s ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
English As An Additional Language
English as a second or foreign language is the use of English language, English by speakers with different first language, native languages. Language education for English-language learner, people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Michael Swan (writer)
Michael Swan is a writer of English language teaching and reference materials. He graduated from University of Oxford with a bachelor's degree in modern foreign languages and has later gone for a postgraduate research degree. He is the founder of Swan School of English. Biography Major publications include ''Practical English Usage'' and ''Basic English Usage'' (Oxford University Press). Other books are ''Grammar'', an introductory book on why languages need grammar and what they do with it and, with David Baker, ''Grammar Scan'' (Oxford University Press), a collection of diagnostic language tests. Michael Swan is also the co-author, with Catherine Walter, of ''The Oxford English Grammar Course'', of ''How English Works'' and ''The Good Grammar Book'' (all with Oxford University Press), and the ''New Cambridge English Course'' series (with Cambridge University Press). In 2012 the Advanced level of the ''Oxford English Grammar Course'' won the newly established Award in English ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Information Gap Activity
An information gap task is a technique in language teaching where students are missing information necessary to complete a task or solve a problem, and must communicate with their classmates to fill in the gaps. It is often used in communicative language teaching and task-based language learning. Information gap tasks are contrasted with ''opinion gap tasks'', in which all information is shared at the start of the activity, and learners give their own opinions on the information given. Examples One example of an information gap task is a spot-the-difference activity. Another is an activity where one student is given a picture, and must describe it to another student, who creates a drawing from the description. Further examples are students sharing information to complete a class timetable, and an activity where students must share information about their families and then draw each other's family trees. Testing Information gap tasks are also used to test language ability. Acco ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
