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Classroom interaction features heavily in communicative language teaching, [citation needed] as it provides an avenue for language learners to practice conversing in the target language without judgement. The type of questions used to steer interaction is critical as it determines the types of responses that will be garnered.
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. [ 1 ]
Research in communication strategies reached its peak in the 1980s, and has since fallen out of favor as a research topic in second-language acquisition. Some researchers who have studied communication strategies and their effect on language acquisition include Elaine Tarone, Claus Faerch, Gabriele Kasper, and Ellen Bialystok. [3]
Language learning, on the other hand, is studying, consciously and intentionally, the features of a language, as is common in traditional classrooms. Krashen sees these two processes as fundamentally different, with little or no interface between them. In common with connectionism, Krashen sees input as essential to language acquisition. [4]
Research has indicated that many traditional language-teaching techniques are extremely inefficient. [1] One issue is the effectiveness of explicit teaching: can language teaching have a constructive effect beyond providing learners with enhanced input? Research on this at different levels of language has produced quite different results.
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]
teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials; teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) the centrality of spoken language (including a native-like pronunciation)