Communicative language teaching and group techniques in Turkey: Present and future
Küçük Resim Yok
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Language competence is one thing, application in and to real life, another. The one does not automatically lead to the other or to the use of a second language on a regular basis. For this reason, English as a Foreign Language (EFL) students need to communicate in English outside of the classroom and in real-life situations or the time spent in the classroom will have been in vain. In order to accomplish this life-long process of language acquisition, we must begin with proven, pedagogical techniques and strategies that not only awaken in students a desire to communicate in a foreign language, but that result in the creation of a foreign-language environment by the students themselves, with reference to local customs and national objectives. This student-centered approach is consistent with Communicative Language Teaching (CLT), which allows for a high degree of creative misinterpretation and even malapropism as students constantly revise experimental, communicative scenarios or environments. The results, it is hoped, will both enhance and transcend the classroom and thus greatly expand the learning environment of and for the students. Such an approach requires a very different attitude on the part of teachers of English as a Foreign Language (EFL) and English as a Second language (ESL), especially when it comes to correction and evaluation, requiring them to take a more tolerant attitude and to pay less attention to mistakes. For this reason, it is paramount that test construction keeps pace with student progress and not the reverse. A variety of techniques have proven effective in the case of Turkish undergraduate EFL students and their broad application to international classrooms elsewhere is proposed. © IDOSI Publications, 2013.
Açıklama
Anahtar Kelimeler
Communication, Communicative language teaching (CLT), English as a foreign language (EFL), English as a second language (ESL), Environment, First language (L1), Method, Second language (L2)
Kaynak
World Applied Sciences Journal
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
22
Sayı
3
