After graduation, students find themselves confronted with the challenges of the world. These demanding situations expect from students to be proficient enough to be able to cope with them in an intellectually mature way. Trying to recall what they have learnt at school, all what students can think of is how they used to be regarded as passive members in the classroom, which was shaped by the all-time-dominance of the instructor, thus ending up feeling unprepared to face life regardless of the years spent at school and university. Currently, there is a paradigm shift in the roles of both teachers and students. The backbone of the new methodology of teaching is based on a shift from the traditional teacher-centered classroom to the modern student-centered mediums, where the student takes control of the approach while the teacher oversees the flow of the process. In this modern methodology, the student, as an individual learner, is handed the responsibility of self-learning and self-instruction where he/she is ought to explore, indirectly, his attitudes and values. My paper explores, in detail, the theoretical and empirical dimensions of “simulations” which is one of the basic learning activities in communicative English courses.
{"title":"Teaching Communicative English Language in Non-Native Contexts using Simulations","authors":"Lamis Fanous","doi":"10.60149/hthm9309","DOIUrl":"https://doi.org/10.60149/hthm9309","url":null,"abstract":"After graduation, students find themselves confronted with the challenges of the world. These demanding situations expect from students to be proficient enough to be able to cope with them in an intellectually mature way. Trying to recall what they have learnt at school, all what students can think of is how they used to be regarded as passive members in the classroom, which was shaped by the all-time-dominance of the instructor, thus ending up feeling unprepared to face life regardless of the years spent at school and university. Currently, there is a paradigm shift in the roles of both teachers and students. The backbone of the new methodology of teaching is based on a shift from the traditional teacher-centered classroom to the modern student-centered mediums, where the student takes control of the approach while the teacher oversees the flow of the process. In this modern methodology, the student, as an individual learner, is handed the responsibility of self-learning and self-instruction where he/she is ought to explore, indirectly, his attitudes and values. My paper explores, in detail, the theoretical and empirical dimensions of “simulations” which is one of the basic learning activities in communicative English courses.","PeriodicalId":363702,"journal":{"name":"CALR Linguistics Journal - Issue 7 Annexe","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131043545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditional grammar-based approaches have failed to bestow on second language learners the desired level of language competence. There is a significant amount of evidence that established approaches to teaching English were unreliable guides to classroom instruction. However, the newly learner-centered formation has generated more productive and prolific teaching schools and strategies. The communicative teaching methodology is a learner-based approach’s offspring that primarily promotes the speaking skill and promises enhanced outcomes. Throughout my six years experience at various universities in Lebanon and upon implementing the communicative approach on numerous English levels ranging from level 1 to 6, I found out that in the course of the adoption of the latter method, students were undoubtedly able to achieve better outcomes in speaking skills. Nonetheless, I evidently noted various weaknesses through constantly observing students engage in performance task-based activities, namely a noticeable decline in grammar acquisition and writing proficiency. Both pedagogy types, grammar-based and communicative approaches, were employed in a mutually exclusive manner. However, grammar is an important part of building communicative competence, and oral fluency is significant for building linguistic competence. In its focusing on oral fluency, a communicative approach may not be the best option for a student seeking to enhance his/her writing ability and understanding of grammar. The purpose of this research is to trace the gaps and suggest solutions.
{"title":"Bridging the Gap between Grammar Competence and Communicative Performance","authors":"Berta Gerges","doi":"10.60149/hxmo1985","DOIUrl":"https://doi.org/10.60149/hxmo1985","url":null,"abstract":"Traditional grammar-based approaches have failed to bestow on second language learners the desired level of language competence. There is a significant amount of evidence that established approaches to teaching English were unreliable guides to classroom instruction. However, the newly learner-centered formation has generated more productive and prolific teaching schools and strategies. The communicative teaching methodology is a learner-based approach’s offspring that primarily promotes the speaking skill and promises enhanced outcomes. Throughout my six years experience at various universities in Lebanon and upon implementing the communicative approach on numerous English levels ranging from level 1 to 6, I found out that in the course of the adoption of the latter method, students were undoubtedly able to achieve better outcomes in speaking skills. Nonetheless, I evidently noted various weaknesses through constantly observing students engage in performance task-based activities, namely a noticeable decline in grammar acquisition and writing proficiency. Both pedagogy types, grammar-based and communicative approaches, were employed in a mutually exclusive manner. However, grammar is an important part of building communicative competence, and oral fluency is significant for building linguistic competence. In its focusing on oral fluency, a communicative approach may not be the best option for a student seeking to enhance his/her writing ability and understanding of grammar. The purpose of this research is to trace the gaps and suggest solutions.","PeriodicalId":363702,"journal":{"name":"CALR Linguistics Journal - Issue 7 Annexe","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129773108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the height of the new and updated approaches in English Language Teaching (ELT), the communicative approach rises among them as the ultimate solution against the so-called oldfashioned methods. Therefore, in a globalized world, institutions in the non-native realms started to adopt the new trends to cope with the international change that occurred in the English teaching field. Grammar Translation was and is still used at an educational level because it is considered to be more effective in teaching a foreign level with restricted opportunities of use. Thus in English Foreign Language (EFL) circumstances, can a communicative approach fulfill its effectiveness in terms of proficiency without grammar instruction? Are EFL students fully adept to acquire a foreign language without a focus on its rules? Do teachers promote the communicative approach to be solely used in their classrooms? This paper examines this concern by taking into account those questions from students and teachers’ perceptions in an English language course in a private university in North Lebanon. This paper will discuss both students and teachers’ attitudes towards both the communicative and grammar approaches in terms of learning and teaching the English language in an EFL context
{"title":"Is the Grammar-Instruction Approach an Old-Fashioned Method in Comparison to the Communicative Approach in Non-Native Contexts? A Case Study of Students and Teachers’ Perceptions","authors":"Nancy Nehme","doi":"10.60149/qlos9225","DOIUrl":"https://doi.org/10.60149/qlos9225","url":null,"abstract":"With the height of the new and updated approaches in English Language Teaching (ELT), the communicative approach rises among them as the ultimate solution against the so-called oldfashioned methods. Therefore, in a globalized world, institutions in the non-native realms started to adopt the new trends to cope with the international change that occurred in the English teaching field. Grammar Translation was and is still used at an educational level because it is considered to be more effective in teaching a foreign level with restricted opportunities of use. Thus in English Foreign Language (EFL) circumstances, can a communicative approach fulfill its effectiveness in terms of proficiency without grammar instruction? Are EFL students fully adept to acquire a foreign language without a focus on its rules? Do teachers promote the communicative approach to be solely used in their classrooms? This paper examines this concern by taking into account those questions from students and teachers’ perceptions in an English language course in a private university in North Lebanon. This paper will discuss both students and teachers’ attitudes towards both the communicative and grammar approaches in terms of learning and teaching the English language in an EFL context","PeriodicalId":363702,"journal":{"name":"CALR Linguistics Journal - Issue 7 Annexe","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116338860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The CLT (Communicative Language Teaching) approach emerged in the late 1960s as a response to the prevailing discontentment with grammar-based instruction and audiolingualism in EFL (English as a foreign language) classrooms. However, the emphasis on fluency versus accuracy in the CLT approach has shown to fall short of the desired competency among non-native speakers of English. Learners typically express the need to know more vocabulary both for reading comprehension and to enable them to write on topics prescribed for their curriculum. This paper aims to identify the major components that can be combined with the communicative approach to support the teaching and learning of English in a non-native context at a Saudi university. The paper will also investigate the effectiveness of using non-native or authentic texts in the EFL classroom with reference to studies conducted in the field. The evidence for the qualitative data is collected from a Questionnaire and informally structured interviews with five volunteers who are faculty members at the university where the study was conducted. The research material used is mainly secondary. The paper will present an exploration of other researchers' work on the issue. The research hypothesis is that the CLT approach as it is being implemented at a Saudi university is ineffective in enabling language acquisition. The research findings indicate that for the CLT approach to be effective in non-native contexts, it has to be adapted to suit the needs of the context in which the English language is being taught.
{"title":"Ineffectiveness of the Communicative Language Teaching approach in language Acquisition in an Arab non-native speaker context","authors":"Ozma Siddiqui","doi":"10.60149/trjg5106","DOIUrl":"https://doi.org/10.60149/trjg5106","url":null,"abstract":"The CLT (Communicative Language Teaching) approach emerged in the late 1960s as a response to the prevailing discontentment with grammar-based instruction and audiolingualism in EFL (English as a foreign language) classrooms. However, the emphasis on fluency versus accuracy in the CLT approach has shown to fall short of the desired competency among non-native speakers of English. Learners typically express the need to know more vocabulary both for reading comprehension and to enable them to write on topics prescribed for their curriculum. This paper aims to identify the major components that can be combined with the communicative approach to support the teaching and learning of English in a non-native context at a Saudi university. The paper will also investigate the effectiveness of using non-native or authentic texts in the EFL classroom with reference to studies conducted in the field. The evidence for the qualitative data is collected from a Questionnaire and informally structured interviews with five volunteers who are faculty members at the university where the study was conducted. The research material used is mainly secondary. The paper will present an exploration of other researchers' work on the issue. The research hypothesis is that the CLT approach as it is being implemented at a Saudi university is ineffective in enabling language acquisition. The research findings indicate that for the CLT approach to be effective in non-native contexts, it has to be adapted to suit the needs of the context in which the English language is being taught.","PeriodicalId":363702,"journal":{"name":"CALR Linguistics Journal - Issue 7 Annexe","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127816874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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