and contrast the Communicative Approach with the Audio-lingual Method from the point of view of teacher‚ the learner‚ the activities and types of materials used‚ and any underlying theory of language or learning. Discuss to what extent the Communicative Approach was an improvement over the Audio-lingual Method. Introduction The essay is about the communicative approach and the audio-lingual method which are both ways of teaching a foreign language
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Communicative Language Teaching Today Jack C. Richards cambridge university press Cambridge‚ New York‚ Melbourne‚ Madrid‚ Cape Town‚ Singapore‚ São Paulo Cambridge University Press 32 Avenue of the Americas‚ New York‚ NY 10013-2473‚ USA www.cambridge.org © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements‚ no reproduction of any part may take place without the written permission of Cambridge
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Here it can be seen that the teacher monitors and corrects every student utterances. He or she also answers students’ questions and evaluate the students’ learning. The major steps in teaching skills are the following: Instruction / Review Set the stage for learning. Planning the content and method of delivery. Managing the available time efficiently. Development Model the expected learning outcomes by providing clear explanations and examples. Presenting the content in an
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teachers‚ learners‚ and the online environment and on collaborative learning. This paper presents and analyzes elearning with computer technology in handicapped higher education. Computer technologies have become an intrinsic and important aspect of teaching and learning in our digital and networked society. In particular‚ they can have a profound impact in the education of those college students with disabilities. They can be used to enhance students’ abilities as well as support their learning
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THE TEACHING METHOD USED BY THE TEACHERS AND ACADEMIC PERFORMANCE OF THE HIGH SCHOOL STUDENTS OF ROOSEVELT COLLEGE RODRIGUEZ DURING SCHOOL YEAR 2011-2012 A Research Paper Presented to MRS. MARIFE D. BALIWAS‚ M.A.Ed. Faculty of Roosevelt College Rodriguez Rodriguez‚ Rizal In partial fulfillment of the requirements For the Course Thesis Writing Research II By: Philbert S. Carmona Jr. Cole Isaac M. Gaspar Issey G. Hashimoto Julli Elaine J. Cabal
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Q1) Write about your past formal or informal language learning experiences (any which is not your first language).Would you consider them to be effective or ineffective? Give reasons for your answer. A) I had just passed my 4th std and was on vacations to a remote village in Karnataka where my mother was posted as a headmistress for a government primary school. I had no plans of leaving my mother and returning with my father to belgaum and continue with my school . Nevertheless I was cajoled
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ESL Methods - English Language Teaching The field of linguistics and teaching in the 20th century is marked by the development of different foreign language teaching methods and approaches. Some have no or small following and others are widely used Although modern foreign language teaching has adopted completely new methods‚ the work of language professionals in the period between 1950 and 1980 contributed significantly to scientific views in the field of second language teaching and learning.
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Implementation of Group Teaching Method In the modern education system‚ revolutionary changes in education technology have changed the overall outlook of schooling. Now teacher plays a different role. He is acting as resource person rather than a traditional classroom teacher with chalk and blackboard. New experiments and methods are being tried out to facilitate the pupils the best learning environment in the classroom. Group teaching method is one of them. The students are divided into groups
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The Grammar Translation Method Howatt in his book‚ The Empirical Evidence for the Influence of L1 in Interlanguage (1984: 98) points out The Classical Method (Grammar translation Method) was originally associated with the teaching of Latin and – to a much lesser extent – ancient Greek. The aim of teaching Latin and Greek was (and is) obviously not so that learners would be able to speak them. The aims were/are rather to develop : • Logical thinking • Intellectual
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Direct method Innovation in foreign language teaching began in the 19th century and‚ very rapidly‚ in the 20th century‚ leading to a number of different methodologies‚ sometimes conflicting‚ each trying to be a major improvement over the last or other contemporary methods. The earliеst applied linguists‚ such as Jean Manesca‚ Heinrich Gottfried Ollendorff (1803-1865)‚ Henry Sweet (1845-1912)‚ Otto Jespersen (1860-1943) and Harold Palmer (1877-1949) worked on setting principles and approaches
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