Approaches and Methods in Language Teaching

Barnard, Roger

doi:10.2307/3588247

Cited by 198 publications

(22 citation statements)

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“…Lecturers make decisions about their classroom teaching based on the beliefs they have about language teaching and learning (Kuzborska, 2011). Lecturers' beliefs have a significant impact on their aims, procedures, motivation, and help them get a particular approach to language teaching (Barnard et al, 2002).…”

Section: Lectures' Beliefs In Vocabulary Learningmentioning

confidence: 99%

English lecturers’ beliefs and practices in vocabulary learning

Susanto¹,

Oktavia

Yuliani

et al. 2020

SiELE

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Vocabulary has an important role in language learning at the college level, but in teaching practice, various obstacles are experienced by lecturers in implementing effective vocabulary learning. This study took place in Batam, Indonesia, and aims to investigate the English lecturers’ beliefs and practices in vocabulary learning; the phenomena of how they negotiate their teaching practices and what determines their choice of teaching methods when it comes to vocabulary learning. Five English lecturers from different universities were interviewed. The results of the interview were transcribed and analyzed based on the themes that appeared from data. The results showed that a requirement for practicality in class, curriculum, student atmosphere, and lecturers’ confidence in applying the right methods have effects on vocabulary learning. Lecturers have combined vocabulary learning with reading, writing, listening, and speaking in class. The main reference of a coursebook as the main guidance of the vocabulary learning varied between one class and another. All lecturers stated that they should find their own way to adopt external sources such as songs, vocabulary learning programs, and games to combine with their coursebook to beneficially meet the students’ preference. The new technology of teaching and learning is now part of classroom activities. Henceforth, this study concludes that the lecturers’ beliefs in the vocabulary learning approach are important. In practice, the lecturers need to combine them with various methods as the class situation do not always count on academic interests.

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Section: Lectures' Beliefs In Vocabulary Learningmentioning

confidence: 99%

English lecturers’ beliefs and practices in vocabulary learning

Susanto¹,

Oktavia

Yuliani

et al. 2020

SiELE

View full text Add to dashboard Cite

show abstract

“…According to (Rus 2019), defining ESP is an approach to language teaching in which all decisions as to content and methods are based on the learners' reason for learning. English for Specific Purepose is a language learning or teaching program where the content and learning objectives are determined by the specific needs of particular groups of students (Barnard et al, 2002) in (Agustina, 2010).…”

Section: English Espmentioning

confidence: 99%

Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

Rahman¹

2020

JSE

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This study aims to analyze students' needs in learning English and determine the learning methods used in learning English at STIA Prima Bone. This study uses a descriptive method with a qualitative approach. The subjects in this study were 60 students of the Public Administration Study program. They took courses in the second semester of the 2019/2020 academic year and one of the lecture language courses. The s lecturer sampling technique uses purposive random sampling. The instruments in this study were questionnaires and interviews. Based on the study results, the students' need for learning English in the Public Administration study program different or varied, so it can be concluded that they need English not only for current learning needs or Now Oriented but also for work needs (Future-Oriented). Therefore, learning English in the Public Administration Study Program must prioritize the target needs. So that, the fulfillment of wants can achieve and reduce the shortcomings or weaknesses of students in learning English. The teaching or learning method is an essential component in the educational process because the teaching process's success depends on the method used by the lecturer. The technique used in learning English courses in the public administration study program is to combine Student-Centered Learning, Teacher-Centered Learning, and Collaborative Learning.

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“…2018. 2(1) : 10-24 is not a British, European, or U.S. wonder, but instead a global exertion to react to the requirements of present-day language students in a wide range of settings of learning (Barnard et al, 2008).…”

Section: Nur Laila Molla : Communicative Language Teaching (Clt) Apprmentioning

confidence: 99%

“…In this manner, talking is an unquestionable requirement to be shown like different abilities. The extended, intelligent perspective on language conduct they offer exhibits various difficulties for instructors (Barnard, Richards, & Rodgers, 2008) Instructing English as an unknown dialect in middle school is troublesome. Be that as it may, the teacher must make great systems to make the students spurred in learning English.…”

Section: Nur Laila Molla : Communicative Language Teaching (Clt) Apprmentioning

confidence: 99%

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Communicative Language Teaching (CLT) Approach Towards Speaking Ability

Molla

2019

efj

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Communicative Language Teaching (CLT) is a way to deal with the educating of second and unknown dialects that emphasis on cooperation as both the methods and the last objective of learning a language. Targets are (1) to discover Effectiveness of CLT Approach in Improving Speaking Ability. (2) huge contrasts between students who are instructed by CLT and not. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. Population is eighth grader students in Junior High School 1 Tegal. Research uses cluster random sampling with two group design (experiment group and control group). Data was broke down utilizing a t-test, score of the t-test is 2.744. Score of t-table is at 5% level importance and on level of 62 is 1.670, t-test result is higher than t-table (2.744>1.670). t-test hypothesis is rejected, and t-table hypothesis is accepted. CLT improve speaking capability.

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Approaches and Methods in Language Teaching

Cited by 198 publications

References 0 publications

English lecturers’ beliefs and practices in vocabulary learning

English lecturers’ beliefs and practices in vocabulary learning

Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

Communicative Language Teaching (CLT) Approach Towards Speaking Ability

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