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The development of communicative language teaching was bolstered by these academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to ...
Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT).
The training protocol is based on the principles of applied behavior analysis. [3] The goal of PECS is spontaneous and functional communication. [3] The PECS teaching protocol is based on B. F. Skinner's book, Verbal Behavior, such that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication.
This is the result of a shift from isolated text being relied on as the primary source of communication, to the image being utilized more frequently in the digital age. [2] Multimodality describes communication practices in terms of the textual, aural, linguistic, spatial, and visual resources used to compose messages. [3]
Dogme is a communicative approach to language teaching and encourages teaching without published textbooks and instead focusing on conversational communication among the learners and the teacher. It has its roots in an article by the language education author, Scott Thornbury.
Most audio recordings teach words in the target language by using explanations in the learner's own language. An alternative is to use sound effects to show meaning of words in the target language. [ 13 ] [ 14 ] The only language in such recordings is the target language, and they are comprehensible regardless of the learner's native language.
For example, in a study on English as Foreign Language (EFL) classrooms, the difficulties faced by EFL learners are lack of motivation, lack of exposure to the target language, and lack of pronunciation by the teacher, and such challenges can be overcome by Audio as the purpose of communication and Visual as more exposure. [8]
Dogme considers that the learning of a skill is co-constructed within the interaction between the learner and the teacher. In this sense, teaching is a conversation between the two parties. As such, Dogme is seen to reflect Tharp's view that "to most truly teach, one must converse; to truly converse is to teach". [7]
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