Communicative Language Teaching (CLT): Practical Understandings

Sato, Kazuyoshi; Kleinsasser, Robert C.

doi:10.1111/0026-7902.00037

Cited by 134 publications

(121 citation statements)

References 56 publications

(60 reference statements)

Supporting

Mentioning

100

Contrasting

Unclassified

Order By: Relevance

“…These findings support those reported by Hickmann (2001) that academic difficulties result in an advocacy for second language instruction. This is also the reason why Sato and Kleinsasser (1999) argue that it is a mistake to underestimate the role of the L1 in the teaching and learning of an L2, and the dogmatic use of the target language may increase the learners' stress, frustration and embarrassment.…”

Section: Constraints On the Implementation Of The Monolingual Apmentioning

confidence: 99%

Code-switching in English Language Education: Voices from Vietnam

Nguyen

Grainger

Carey

2016

TPLS

View full text Add to dashboard Cite

Abstract-Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese codeswitching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students' low levels of English competence, motivation and autonomy, teachers' limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

show abstract

Section: Constraints On the Implementation Of The Monolingual Apmentioning

confidence: 99%

Code-switching in English Language Education: Voices from Vietnam

Nguyen

Grainger

Carey

2016

TPLS

View full text Add to dashboard Cite

show abstract

“…Another study involving ten teachers of Japanese in Queensland state schools (Sato & Kleinsasser, 1999), found that teachers' conceptions of CLT were of four types: (a) CLT is about learning to communicate in the second language; (b) CLT uses mainly speaking and listening; (c) CLT involves little grammar instruction; and (d) CLT uses activities that are time consuming. Observation of classroom practices in this study also indicated that teachers tended to use a didactic approach, with grammar playing a central role, features not consistent with CLT approaches.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Teaching a foreign language: one teacher's practical theory

Mangubhai

Marland

Dashwood

et al. 2004

Teaching and Teacher Education

View full text Add to dashboard Cite

In recent decades, teachers of second languages in many countries, including Australia, have been encouraged to use an approach known as Communicative Language Teaching (CLT). This approach advocates the development of communicative competence as a primary goal through the extensive use of the second language as a means of communication during classroom lessons. Understandably, education authorities and teacher educators are keen to know what teachers understand by CLT and how well they have incorporated this approach into their second language teaching. This exploratory study seeks to answer these questions in respect of one teacher, who claims to use a CLT approach. This is done by documenting her personal practical theory of CLT, using a framework adapted from a well-known approach to describing models of teaching. Access to the teacher's practical theory was gained through indepth, semi-structured interviews and stimulated recall interviews involving use of videotapes of two of the teacher's lessons. The study establishes that the teacher's practical theory is an amalgam of many features of CLT approaches and of general teaching. The CLT components of the teacher's practical theory are largely consistent with features commonly listed in texts about CLT approaches, though there are some components of her theory that are not generally discussed in the CLT literature. The framework used in this study for representing the teacher's practical theories of CLT is also assessed and considered suitable for wider use.

show abstract

“…Rather than having a single, straightforward and linear relationship between L2 students' attitudes and teachers' beliefs, we can form a picture which is much more complicated (Borg, 2006;Li, 2008;Sato, & Kleinsasser, 2004).…”

Section: Resultsmentioning

confidence: 99%

On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes

Sharajabian¹,

Hashemian²

2015

ELT

View full text Add to dashboard Cite

The present study employed a descriptive survey design to investigate L2 learners' attitudes towards language learning, and the possible effects of teachers' beliefs on learners' attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners' attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers' beliefs and the learners' attitudes was analyzed, and it that showed there was a statistically significant difference in the learners' attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers' beliefs can influence their learners' attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.

show abstract

Communicative Language Teaching (CLT): Practical Understandings

Cited by 134 publications

References 56 publications

Code-switching in English Language Education: Voices from Vietnam

Code-switching in English Language Education: Voices from Vietnam

Teaching a foreign language: one teacher's practical theory

On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes

Contact Info

Product

Resources

About