Share This Article:

Text-Books Design and Classroom Presenting

Abstract Full-Text HTML XML Download Download as PDF (Size:197KB) PP. 48-53
DOI: 10.4236/ojml.2014.41005    4,276 Downloads   6,474 Views  

ABSTRACT

This paper, based on field observations, briefly unveils the problems in communicative language teaching classes. It has been observed that many of the classroom presentations are not in accord with the principles stated in the communicative language teaching approach (CLT). It boils down to two reasons: misconcepts of language teaching; misunderstanding of CLT principles. And possible solutions are presented in this paper, hoping that it will be more practical and beneficial for foreign language teaching in the Chinese context.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Wang, H. & Zhen, Y. (2014). Text-Books Design and Classroom Presenting. Open Journal of Modern Linguistics, 4, 48-53. doi: 10.4236/ojml.2014.41005.

References

[1] Fotos, S. (1992). Integrating Grammar Instruction and Communicative Language Use through Grammar ConsciousnessRaising Tasks. TESOL Quarterly, 28, 323-351.
http://dx.doi.org/10.2307/3587436
[2] Hymes, D. (1964). Language in Culture and Society: A Reader in Linguistics and Anthropology. New York: Harper & Row.
[3] Pica, T. (1987). Interlanguage Adjustments as an Outcome of NS-NNS Negotiated Interaction. Language Learning, 38, 4573. http://dx.doi.org/10.1111/j.1467-1770.1988.tb00401.x
[4] Pica, T., & Doughty, C. (1985). Input and Interaction in the Communicative Language Classroom: A Comparison of Teacher-Fronted and Group Activities. In. S. Gass, & C. Madden (Eds.), Input and Second Language Acquisition (pp. 115-132). Rowley, MA: Newbury House.
[5] Pica, T. et al. (1991). Language Learning through Interaction: What Role Does Gender Play? Studies in Second Language Acquisition, 13, 343-376. http://dx.doi.org/10.1017/S0272263100010020
[6] Wierzbicka, A. (1985). Different Cultures, Different Languages, Different Speech Acts. Journal of Pragmatics, 9, 145-178.
http://dx.doi.org/10.1016/0378-2166(85)90023-2

  
comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.