globalization, there has emerged a need for an international language to be spoken and used as a means for international communication. People of the world nowadays consider English language learning as an important asset to raise their knowledge in different branches of science and technology. Hence, a desire to learn English and communicate through this language is a pervasive phenomenon. Moreover, since English is the most dominant second/foreign language in non-English speaking countries, developing modern
1. Introduction The history of English language teaching is perhaps as old as the language itself and hence the history of language teaching methodologies. Gebhard (1990) mentions that there is no one method which can be said to be perfect for ally teaching context and situations. This suggests that language teaching involves a blend of different approaches which are underpinned in theoretical perspectives, for instance, the Audio-lingual Method can trace its theoretical foundations in both structuralism
Accordingly, this approach is successful for language learning because learners learn best by doing (Waguey & Hufana, 2012). This approach uses authentic data for classroom activities which gives importance on meaning to communicate in the real world. Task-based learning activities provide a method to speed up student’s language development in different situations while in the classroom (Thanghun, 2012). In this sense, Task-Based Instruction (TBI) presents opportunities to utilize effective
Communicative Language Teaching (CLT) in Malaysian Secondary schools. This research study was conducted to interrogate about communicative language teaching in Malaysian secondary schools. The main purpose of this research study was to know how far the communicative language teaching was understood and how does it implemented in Malaysian secondary school. These elements was identified based on the student’s point of view. This research study shows that the communicative language teaching approach in
Background English, as a global language, has continuously fortified its pre-eminent role in the Vietnam education system since the 1986s. Nowadays, it is not only one of the main foreign languages in Vietnam, but also a compulsory subject in the official education program. Then, the need for study abroad, jobs, or even travel has fostered the use of communicative skills in real-life contexts. Therefore, the awareness of intensifying the use of communicative skills in teaching and learning English has been
4-6 grades The English language surrounds us in our daily lives moreover according to Lundahl (2014) approximately a third of world’s population speak English and about 375 million speak it as their second language. Thus, having knowledge of English increases the opportunities to participate in different social and cultural contexts (Skolverket 2011). Therefore, the teaching of the English language should aim at helping the pupils to develop knowledge of the English language and develop pupils’ confidence
deliver goods as per the corporate standards. There are many methods and approaches existed in English Language Teaching (ELT) but failed to impart desired skills. Among four Language skills –Listening, Speaking, Reading
Technology and Second Language Learning Li Li Lin Alliant International University May 15, 2009 E-mail: lilylin1524@hotmail.com 2 Introduction Current technology provides new opportunities to increase the effectiveness of language learning and teaching. Incorporating well-organized and effective technology into second language learning and teaching for improving students’ language proficiency has been refined by researchers and educators for many decades. Based on the rapidly changing evolution of
Abstract: Task-based teaching plays an important part in creating an interactive environment and learning oriented performances. Task-based method, in which learners have an important role in self-development through the expression of ideas and knowledge, in a modern approach to improved learning. This research study adopts Quasi experimental approach aimed at investigating the effect of task-based learning program in syndicate literature classes with literature and linguistic students at graduate
Vocabulary plays a vital role in foreign language learning. Nation claims that “words are the building blocks of a language since they label objects, actions, ideas without which people cannot convey the intended meaning.” (Zahedi and Abdi, 2012, p.2273). Geluso and Yamaguchi (2014, p. 227) argued that DDL is “firmly grounded in cognitive linguistic theory as learners analyze masses of input in a quest to become more familiar with structural regularities via inductive means.” Using this method, learners