Communicative Grammar Teaching: A Problem for and a Message from International Teaching Assistants

Salomone, Ann Masters

doi:10.1111/j.1944-9720.1998.tb00599.x

Cited by 15 publications

(15 citation statements)

References 19 publications

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“…On the other hand, the nonnative speakers in the study, having studied the foreign language in school, had the specialized content knowledge that was necessary to explain the content in a manner that was accessible to their students. Whereas Candidate 2, a nonnative speaker, “learned Spanish kind of like the kids [she taught],” Candidate 20, a native speaker, explained that he had never formally studied French grammar, so he did not know a lot of useful “tricks.” Salomone () reported that native‐speaking foreign language teachers often rely on an intuitive knowledge of their language and struggle to teach grammatical concepts that “just sound right” to them (p. 553). While all candidates were interning in a school district whose curriculum emphasized a communicative approach to language teaching, the instruction of grammar was reported to still play a secondary role in reaching communicative goals.…”

Section: Discussionmentioning

confidence: 99%

Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

Kissau

Algozzine

2017

Foreign Language Annals

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Studies investigating teacher candidate performance on traditional assessments of content knowledge place emphasis on just one of many skills needed to be an effective foreign language teacher; they also fail to explain why many teacher candidates with advanced oral proficiency struggle in the classroom and why some with less advanced language skills perform well. Using both quantitative data from Oral Proficiency Interviews, the Praxis Subject Assessment, and the edTPA scores for 21 native‐ and nonnative‐speaking teacher candidates of French and Spanish, as well as qualitative data collected from teacher candidate interviews, the study investigated the types of content knowledge that are necessary to be an effective foreign language teacher. Results suggest four distinct types of content knowledge, each of which is critical to being an effective teacher, and on which teacher candidate performance may vary widely. The results have implications for the establishment of program completion, teacher licensure, and accreditation requirements.

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Section: Discussionmentioning

confidence: 99%

Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

Kissau

Algozzine

2017

Foreign Language Annals

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“…Incongruities among teachers' beliefs based on their actual experience with learners and theoretical framework of their teaching can lead to difficulties in teaching which in turn negatively affect learners. (Salomon 1998). Therefore, this study was an attempt to find the reasons for the problems and then to present probable solutions to eradicate them to the extent possible.…”

Section: Introductionmentioning

confidence: 99%

An Investigation into the Problems of Teaching and Learning English in the Isfahan Province High Schools, Iran

Tabatabaei¹,

Pourakbari²

2012

JLTR

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Abstract-This study basically aimed at identifying the problems of teaching and learning English in the high schools of Isfahan, Iran. The data needed for the study were extracted from the standardized questionnaires given to 200 randomly selected students from the high schools of Isfahan and their English teachers constituting the two groups of participants in this study. The instruments used to gather the data were two closed questionnaires, one for the students and the other one for the teachers. The questions included in the questionnaires covered some major problems on the part of the students, teachers, textbooks, teaching methods, and the tests. To analyze the data and specify the problems, the chi-square test was applied. The test was performed to see if the differences among the proportions of the participants who chose different responses to the same questions were significant. Through the statistical analysis of the results, numerous problems regarding the teachers, the learners, the textbooks and the methods were revealed, such as: teachers do not use teaching aids during teaching, school libraries are not well equipped to be of service for the learners of English, classrooms are poor in terms of facilities and physical conditions, the teachers do not teach in English, the English textbooks are not suitable for the students' level of proficiency, and the Ministry of Education does not honor the hard-working teachers, and many more. To remove the problems to the extent possible, some suggestions were provided.Index Terms-City of Isfahan, high schools, Iran, problems of teaching and learning English

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“…Musumeci (1997), for instance, attributed the lack of success of earlier pedagogical methods and innovations to the difficulty in fundamentally changing the belief system of all those involved in the educational enterprise. Studies by Fox (1993) and Salomone (1998), moreover, illustrated the conflicts between what teaching assistants (TAs) are taught in teacher development courses regarding the role of grammar in FL teaching and what they believe on the basis of their own experiences. Fox predicted that differences between TA beliefs and theoretical models of communicative teaching would clearly lead to incongruities in teaching.…”

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confidence: 99%

Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA‐Colombia

Schulz

2001

The Modern Language Journal

372

301

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A questionnaire administered to 607 Colombian foreign language (FL) students and 122 of their teachers, as well as to 824 U.S. FL students and 92 teachers, elicited student and teacher perceptions concerning the role of explicit grammar instruction and corrective feedback in FL learning. Data comparisons indicated relatively high agreement between students as a group and teachers as a group across cultures on the majority of questions. A number of discrepancies were, however, evident between student and teacher beliefs within each culture, as well as in comparisons of the two groups across cultures, particularly regarding the role of formal grammar instruction in language learning. Given that discrepancies in student and teacher belief systems can be detrimental to learning, it is important that teachers explore their students' perceptions regarding those factors believed to enhance the learning of a new language and make efforts to deal with potential conflicts between student beliefs and instructional practices.

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Communicative Grammar Teaching: A Problem for and a Message from International Teaching Assistants

Cited by 15 publications

References 19 publications

Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

An Investigation into the Problems of Teaching and Learning English in the Isfahan Province High Schools, Iran

Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA‐Colombia

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