1. Lightbrown & Spada examined the influence of form-focused instruction and corrective feedback on communicative teaching. What has previous research on this topic indicated? What do we learn about this important topic based on their results and conclusions?
As Lightbrown and Spada(1990) suggested that language teaching went through a major change from focusing explicitly on teaching of language to teaching language in use. Language used to be taught through its grammar, then the focus shifted to interaction and meaning. Krashen came with the idea of teaching language naturally as young children do in their L1. Savingnon (1972) was one of the first researchers who stated the greatness of communicative way of teaching. He found that the communicative taught students perform better than grammar-based taught student on the fluency and equally on grammar accuracy. In another study by Montgomery and Eisenstein (1985), they found that, student who took interactional way of teaching plus their grammar based classes outperform their mates who went through form-focused classes on the levels of: accent, grammar, vocabulary and comprehension. Other studies such as Allen, Swain, Harley, & Cummins, (1990) do support the findings of Montgomery and Eisenstein( 1985) on combining form and interactional based way of teaching. Brettea and Davis (1985) showed that learners in communicative classes in India surpass their counterpart students who took form-based classes on contextualised grammar. Spada (1988) showed that learners who received more grammar instruction in CLT classes perform better on grammar domain than their colleagues who have less grammar instruction. Therefore, combining CLT with grammar is more beneficial than only CLT or gra...
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...te definition. From that part we should not focus on one part of language and claim that, it is representative of the whole language. However the teaching the culture of the language cannot be acceptable by other culture learners. For example, a patriot North Korean student would not accept teaching him or her the American culture as s/he believe it is the enemies’ culture for him or her. Therefore, sometimes language should take off its culture for the sake of other people to learn it. This does not negate the importance of culture in language learning as I find it inseparable.
The problem with EA and CAH is that they claim that they are covering all language features. Language is difficult to cover, a simple example is that CAH cannot predict all learners’ errors. Error analysis classified errors but it leave us without any solution for treating such errors.
Culture and language are intertwined and somewhat inseparable. Language determines how culture is delivered and passed down from generation to generation. The book suggest that language is the glue that holds self-perception, experiences, attitude and knowledge together (Appleby, 2011). This means that in order to fully grasp one’s culture you must first understand the
Culture is a set of beliefs and patterns of behaviors that are shared by the members of a specific group. These values can be reinforced or expressed through stories, songs, art, and rituals. A language is an important tool for preserving culture.
Besides, accordingly with what we saw in class the other day “distinguishing between language and culture is synonymous with distinguishing between “linguistically formed culture (language) and non-linguistically formed culture (culture)” (Risager 2006:6) , and this distinction affected both the generic and the differential level. Thus, we conclude that language and culture are generally interwoven and inseparable, although we can establish differences between them. Hence, applying the close relationship of language and culture to language teaching, we could claim that “language teaching must inevitably be accompanied by teaching about cultural phenomena in the countries where the target language is
Language is used to preserve and transfer culture and cultural ties. Diverse ideas branch from differing language use within one’s culture and the whole intertwining of these relationships start at one’s birth. I have to agree with Confucius when he said that we are all born exactly the same; it is only once a child is exposed to their surroundings that they become individuals in and of their cultural group. Every individual’s views are dependent on the culture which has influenced them, as well as the language which has been shaped by that culture. The understanding of a culture and its people can be enhanced by the knowledge of their language. And learning a new language involves the learning of a new culture (Allwright & Bailey
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language teaching research, 8(3), 263-300. Retrieved March 13, 2012 from, http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ805614&site=ehost-live&scope=site
Nassaji, H., & Fotos, S. (2011). The role of context in focus on grammar: Teaching Grammar in Second Language Classroom (pp.121-134). New York and London: Routhdge
Culture is a very expansive concept because culture encompasses religion for language, marriage music, believes, wrong and right, how t6o greet, how to behave, cuisine, social habits, patterns of behavior, interaction and a million other things. This culture and education cannot be divorced from each others, they are independent. The cultural patterns of a society always guide its educational patterns. Human beings receives from society the gifts of family life, community life, education, vocation, legal rights, safety and protection in the same way as individuals
In the field of ELT, different and innovative ideas have been added for language teaching. In the recent era, the trend is more towards Communicative Language Teaching(CLT).Compared to previous time when learning a new language was meant for reading literature, now it has become a necessity for communication. After mother tongue people learn another language for maintaining communication with the people speaking different languages. Hence, language is learnt as a means of communication rather than a subject. So, with the changed necessity of language learning, the teaching methods and approaches have also been altered.
Thru the cultural context in their planning, instructors can as an alternative verify that Culture standard is learned with a logical and circumstantial approach. Consequently, the context helps educators link cohesive the incongruent facts that they have about products and practices, and helps learners by relate products and practices to perspectives and obtain an insightful knowledge of culture in general. Beginning with ordinary, daily practices, like proper ways of communicating to applicable approaches of stating disagreement, culture forms a major fraction of the language learning curricula. Subsequently, the mission of an instructor, formerly, consists not in imparting culture, but in facilitating the learner awareness of the culture employing the 3Ps in all they do: visuals, vocabulary, grammar, reading
According to Howatt and Widdowson (2004), there are strong version and weak version of CLT. The strong version put more stress on actual use of the language by means of communication, therefore less stress put on linguistic features, whereas weak version integrates grammar and vocabulary along with communicative tasks. It is widely accepted the effective integration of CLT in classrooms. SLLs need to practice the language in a genuine, real-life situation with the use of authentic materials through interactive tasks with communicative skills which will enable them to engage in real conversation beyond their confined classroom
The Center for Advanced Research on Language Acquisition defines Culture as the “shared patterns of behaviors and interactions, cognitive constructs, and affective understanding that are learned through a process of socialization. These shared patterns identify the members of a culture group while also distinguishing those of another group.” (Center for Advanced Research on Language Acquisition)
earners are expected to participate in collaborative classroom activities .They are supposed to be active participants in the language learning process .Hu (2002) asserts that the roles of students inside the classroom are supposed to be “those of negotiators for meaning, communicators, discoverers, and contributors of knowledge and information” (pp.95-96).Similarly, Mangubhi et al. (2004) assert in their description of students and teacher’s roles in CLT classroom that students are strongly engaged in expression, interpretation , and negotiation of meaning whereas the teacher serves as a facilitator and participant inside the language classroom.
It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students enhance their overall language proficiency by integrating grammar into other aspects of learning, like listening, speaking, reading and writing.
Speaking is a natural ability given to most reluctant individuals. Since the beginning of time, it has been assumed that we have a right to speak and use words, thus we naturally begin our development of language during the early stages of live. After years of grasping and perfecting our vocabulary and language, it seems unnecessary to study the purpose of our development. Why, then, should we study “oral communication?” There are many purposes, benefits, and institutions that branch from oral communication. Of course, communication is the basis of interaction with other individuals through the use of expressions and words; however, through studying oral communication, one can take the words and expressions being used and apply them to his or her own life. After all, the most effective and useful knowledge is applied knowledge.