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Bridging a Gap between Traditional Instruction and Communicative Language Teaching in a Foreign Language Classroom

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.3 No.4 (2006.12)바로가기
  • 페이지
    pp.49-69
  • 저자
    Larisa Nikitina, Fumitaka Furuoka
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182124

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원문정보

초록

영어
Communicative language teaching with its stress on meaning rather than form, employment of task-based instruction and “real-life” situations in the language classroom is often viewed in sharp contrast to traditional approaches to language teaching that employ the “presentation – practice – production” format and stress formal accuracy. Despite criticisms, traditional pedagogical practices in teaching foreign languages exhibit remarkable tenacity which is partially due to the learners’ preferences for the traditional methods of language instruction. This paper suggests that socio-linguistic surroundings in which language learning takes place is an important factor to consider when determining the choice for the classroom procedure. An empirical analysis of learners’ preferences for classroom activities was carried out in this research in an attempt to find a way to reduce a gap between the two pedagogical paradigms. Though the present study was conducted among the learners of the Russian language there are no obstacles to viewing discussion and findings presented in this article in a wider context of language learning and teaching.

목차

INTRODUCTION
  Second Language Acquisition vs. Foreign Language Learning : Sociolinguistic Settings for Language Learning
  Are Traditional Instruction and Communicative Language Teaching Incompatible?
  Types of Classroom Activities in a Foreign Language Classroom : Bridging a Gap between the 3Ps Method and Communicative Language Teaching
  Voices from the Classroom
 METHOD
  Participants
  Instrument and Procedure
  Data Analysis
 RESEARCH RESULTS
  Results of the Pearson Correlation Analysis
  Results of the Context Analysis
 CONCLUSION
 THE AUTHORS
 REFERENCES

저자

  • Larisa Nikitina [ University Malaysia Sabah, Malaysia ]
  • Fumitaka Furuoka [ University Malaysia Sabah, Malaysia ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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