Communicative Language Teaching (CLT): Practical Understandings

Sato, Kazuyoshi; Kleinsasser, Robert C.

doi:10.1111/0026-7902.00037

Cited by 135 publications

(121 citation statements)

References 56 publications

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“…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

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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.

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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

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“…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

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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.

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“…In this point, teachers do not want to spend more time to prepare the strategies or appropriate methods in teaching that competence. Sato and Kleinsasser (1999) stated that most teachers agree that communicative language teaching should be taught in a fun way and the preparation to make it fun is really timeconsuming. In other words, teaching grammar in communicative way needs to be prepared and requires lots of efforts.…”

Section: Communicative Competencementioning

confidence: 99%

“…Due to the error correction, there are some ways of giving feedback for learners, as error correction is also a vital tool to improve learners' competence in the language. As Board of Senior Secondary School Studies (1996, cited in Sato and Kleinsasser, 1999) mentioned that students can manage their own learning if teachers give them informative feedback. Error correction done when learners talk in the language, which teachers directly corrects the mistakes.…”

Section: Fluency and Accuracy As The Main Goals Of Communicative Skillsmentioning

confidence: 99%