Challenging the traditional/communicative dichotomy

Beaumont, Mike; Chang, Kyungsuk

doi:10.1093/elt/ccq091

Cited by 20 publications

(17 citation statements)

References 12 publications

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“…Therefore, responses obtained from the questions let the students to engage in class discussion more actively, speak up their ideas, and learn from each other. which can lead to deep learning (Beaumont & Chang, 2011;Fry, Ketteridge, & Marshall, 2003;Walsh, 2011;Xuerong, 2012). However, bear in mind that even though students' participation in lecture process is highly reinforced, the lecturer's control toward the flow of the class is still needed.…”

Section: Discussionmentioning

confidence: 99%

What Is Newton’s Law of Inertia?: The Use of Questions in Science Lectures

Rido

2019

Lit

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An inability to recognize discourse structure is seen by applied linguists as one of the main problems of non-native speaker students in understanding science lectures in English. In this circumstance, the use of interactive discourse structure like questions is salient as it is likely to aid comprehension. This research investigated the use of questions in science lectures in English in a university in Malaysia. By using conversation analysis (CA), a science lecturer was selected, video-recorded, and interviewed during two formal teaching hours. The findings show that the lecturer used a large quantity of display and referential questions. Display questions, comprising questions with ‘do’, ‘have’ and to be ‘is’ and ‘are,’ were posed to encourage participation and check students’ understanding toward the materials at hand. Meanwhile, referential questions, mostly started with ‘what’ or ‘what do you think’, ‘how’, ‘when’ and ‘where’, were employed to guide the students to understand science concept and stimulate critical thinking skills. This research, thus, suggested science lecturers to use questions in various types and ways to foster learning.Keywords: questions, types, functions, science lecture APAKAH HUKUM INERSIA NEWTON?:PENGGUNAAN PERTANYAAN DALAM PERKULIAHAN SAINS AbstrakKetidakmampuan dalam mengenali struktur wacana dilihat oleh ahli linguistik terapan sebagai salah satu masalah utama mahasiswa bukan penutur asli dalam memahami perkuliahan sains dalam bahasa Inggris. Dalam keadaan ini, penggunaan struktur wacana interaktif seperti pertanyaan sangat penting karena akan membantu memahami perkuliahan. Penelitian ini mengkaji penggunaan pertanyaan dalam perkuliahan sains dalam bahasa Inggris di satu universitas di Malaysia. Dengan menggunakan analisis percakapan (CA), seorang dosen sains dipilih, direkam, dan diwawancara selama dua perkuliahan formal. Hasil penelitian menunjukkan bahwa dosen banyak menggunakan jenis pertanyaan display dan referensial. Pertanyaan display, yang terdiri dari pertanyaan dengan ‘do’, ‘have’, dan ‘is’ serta ‘are,’ berfungsi untuk mendorong partisipasi dan memeriksa pemahaman mahasiswa terhadap materi yang disampaikan. Sementara itu, pertanyaan referensial, dimulai dengan ‘what’ atau ‘what do you think’, ‘how’, ‘when’ dan ‘where’, digunakan untuk memandu mahasiswa memahami konsep sains dan merangsang keterampilan berpikir kritis. Oleh karena itu, hasil penelitian ini dapat menjadi pertimbangan para dosen sains untuk menggunakan berbagai jenis pertanyaan dengan berbagai cara untuk membantu memahami perkuliahan.Kata kunci: pertanyaan, jenis, fungsi, perkuliahan sains

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Section: Discussionmentioning

confidence: 99%

What Is Newton’s Law of Inertia?: The Use of Questions in Science Lectures

Rido

2019

Lit

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“…Richards and Rodgers (2001: 155) therefore conclude that "[T]here is no single text or authority on it, nor any single model that is universally accepted as authoritative". This ambiguity gives rise to the situations in which different people focus on different characteristics of CLT and there is a discrepancy between the principles accepted by teachers and their actual classroom practice (Sakui, 2004;Beaumont & Chang, 2011).…”

Section: ) Issue Of Indefinabilitymentioning

confidence: 99%

“…Similarly, Bax (2003: 278) criticises the "CLT attitude" adopted by many language teachers, warning that "the consequences of this are serious, to the extent that we need to demote CLT as our main paradigm…". Aware of this danger, some scholars have researched CLT in specific contexts, such as in China (Hu, 2002(Hu, , 2005, Japan (Sakui, 2004), South Korea (Beaumont & Chang, 2011) or East Asia as a whole (Littlewood, 2007). Those studies further attest to the view that CLT means "a multitude of different things to different people" (Harmer, 2003: 289).…”

Section: ) Context-free Applicationmentioning

confidence: 99%

“…Thirdly, the improvement of teachers" language proficiency is clearly marked as one of the expected changes from teachers in China (Littlewood, 2011). CLT has quite high demands on teachers" language proficiency (Maley, 1986) and that teachers are not always confidently competent in their English often makes them feel reluctant to carry out communicative activities (Beaumont & Chang, 2011).…”

Section: Teacher Trainingmentioning

confidence: 99%

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The Role of CLT in Innovating the Intensive Reading Course for Second-year English Majors in China

Boutat¹

2019

JEHD

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Since its initiation in the 1970s, communicative language teaching (CLT) has so far been well established as the dominant ELT model. Despite its great advantages and huge popularity in language teaching arena, it still meets with some resistance in certain highly-regarded yet tightly-constrained courses. This paper intends to explore the possibility of applying CLT in such a course in the Chinese context, i.e. the Intensive Reading Course (IRC), and the potential to initiate some changes in the course. The paper starts by probing CLT theoretically, analyzing its social and linguistic underpinnings, some key models of communicative competence, the major principles and features of CLT, as well as some theoretical problems and issues. It then discusses the innovation of IRC in a CLT framework, in such areas as reading materials, learnercentredness, communicative activities and teacher training, with a view to pushing for possible reforms in the teaching syllabus and assessment for the course.

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“…Instead, EFL teaching should be eclectic and localized for CLT to yield the greatest benefits to EFL countries. Beaumont and Chang (2011) once challenged the dichotomy between the traditional and communicative approaches, arguing that what is the most helpful for teachers is to "define more precisely what it is they are doing in the classroom, how that might be justified in terms of language learning outcomes, …" (p. 299). Further research needs to be conducted to explore a workable blend of both CLT and traditional teaching methods in EFL contexts.…”

Section: A Call For the Communicative Language Teaching Approachmentioning

confidence: 99%

English as a Foreign Language (EFL) Teaching Effectiveness Revisited: A Narrative Inquiry into the English Proficiency of an International Student in the U.S.

Wei¹,

Smith²

2016

JFLCC

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Employing narrative inquiry, this research study investigates the English-using experience of an international student from China in an American graduate school, and presents how his inadequate English proficiency, especially communicative competence, has affected his academic learning and non-academic aspects of life. It vividly unfurls how the participant's lack of communicative competence, profoundly influenced by China's EFL teaching, has prevented him from achieving a greater academic success and adjustment into American life. The perceived need for communicative competence underlines a vital call for enacting the Communicative Language Teaching approach in EFL classrooms. While gaining valuable insights into China's EFL teaching effectiveness, this narrative inquiry has the potential to transcend national boundaries, spark global concerns, and provide important implications for the EFL educators around the world. This unique perspective of examining EFL teaching effectiveness can also shed light on how to help EFL students become more linguistically proficient and socio-culturally empowered in authentic English-speaking environment.

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Challenging the traditional/communicative dichotomy

Cited by 20 publications

References 12 publications

What Is Newton’s Law of Inertia?: The Use of Questions in Science Lectures

What Is Newton’s Law of Inertia?: The Use of Questions in Science Lectures

The Role of CLT in Innovating the Intensive Reading Course for Second-year English Majors in China

English as a Foreign Language (EFL) Teaching Effectiveness Revisited: A Narrative Inquiry into the English Proficiency of an International Student in the U.S.

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