Search results
Results from the WOW.Com Content Network
Because it falls under the more general rubric of communicative language teaching (CLT), the CBI classroom is learner- rather than teacher-centered (Littlewood, 1981). In such classrooms, students learn through doing and are actively engaged in the learning process. They do not depend on the teacher to direct all learning or to be the source of ...
CLT teachers choose classroom activities based on what they believe will be most effective for students developing communicative abilities in the target language (TL). Oral activities are popular among CLT teachers compared to grammar drills or reading and writing activities, because they include active conversation and creative, unpredicted ...
Although the 'Communicative Language Teaching' is not so much a method on its own as it is an approach. In recent years, task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI), has grown steadily in popularity. TBLL is a further refinement of the CLT approach, emphasizing the ...
The general goal of the Silent Way is to help beginning-level students gain basic fluency in the target language, with the ultimate aim being near-native language proficiency and good pronunciation. [12] An important part of this ability is being able to use the language for self-expression; students should be able to express their thoughts ...
Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever
Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
In its most extreme form, language learning is seen as like any learning in any species, human language being essentially the same as communication behaviors seen in other species. Examples of scholars on the theoretical side include Francois Gouin , M.D. Berlitz , and Emile B. De Sauzé , whose rationalist theories of language acquisition ...
A form of language teaching based on behaviourist psychology. It stresses the following: listening and speaking before reading and writing; activities such as dialogues and drills, formation of good habits and automatic language use through much repetition; use of target language only in the classroom. Popular in the late 1960s in the US.