An Analysis of Discourses in CLT from Sociocultural Theory Perspective

Abstract

Abstract-Theoretically, CLT (communicative language teaching) aims to develop language learners' communicative competence with "whole-task practice, motivation improving, natural learning and learning supporting". But the real application of CLT still has weaknesses. This paper makes a study of classroom discourse from sociocultural theory perspective, and focus on teachers' talk, which is an important way in mediating learners' cognitive process. Discourse of reading and language structure teaching are discussed, and teachers' evaluation remarks are also included. The study points out that in CLT, more attention should be paid to the cognitive aspect of the leaning process rather than simple forms of class activities and interactions.

Communicative Language Teaching (CLT) Strategies in Daily Lesson Plans of Oral Communication Teachers and their Alignment to Standards in Curriculum Guide

“…The abstraction phase is the part where generalization of the lesson and discussions occur. This connects to Yang's (2016). However, the last part, the application phase, may include strategies that may be part of the assessment.…”

“…It is also important that questions and the concept formed from the discussions should be written. Since this phase is where generalization of the lesson and discussions happen, this can be associated with Yang's (2016) claim that teachers' talk is an important way of mediating learners' cognitive processes.…”

Features of Teaching a Foreign Language at the University on the Linguo-Cognitive Basis (By the Example of the English Language)

“…Вместе с тем важно помнить, что в рамках коммуникативно-ориентированного подхода к обучению иностранному языку язык рассматривается не как знание, ценное само по себе, но как средство обмена информацией в культурном поле. Такой подход к обучению, основанный на социальном взаимодействии, приобретает интегрирующую роль в обеспечении связи между когнитивной деятельностью человека и изучением языка посредством социальных интеракций обучающихся в рамках культурного пространства [13]. Таким образом, мы вправе говорить о лингвокультурном характере такого обучения, т.к.…”

Communication Strategies in Libyan EFL Classrooms: Materials, Perceptions and Practices

“…After cognitive theory ignored the role of social processes, created Sociocultural theory (SCT). He claimed that social interaction assists individuals to create their own language and underlines the significance of social-cultural elements in L2 learning, so communication, thinking and learning are associated with and shaped by culture (Yang, 2016). Knowledge and learning in SCT are formed during interactions between people or between humans and artefacts, mediated through cultural artefacts and language Selin, 2014), which essentially informs the CLT principles (Thoms, 2012) including the position of language input, language output, corrective feedback, and shared learning activities (Richards & Rodgers, 2014).…”

“…Language in CLT classrooms is a means of conveying meaning from one party to another using group work, pair work, questions and answers and evaluation. Hence, interaction between the teachers and students is the resource and the central classroom goal of language teaching, (Yang, 2016). Interaction and the shared construction of meaning are highly stressed for creating meaningful and purposeful interactions through language and the negotiation of the meaning to reach a common understanding (Richards & Rodgers, 2014).…”