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    Current Language Teaching Approaches

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    Ahmad Altasan
    A critical overview and comparison of current approaches with examples from English language teaching settings in Australia. Available at : http://www.grin.com/en/e-book/344431/current-language-teaching-approaches

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    Current Language Teaching Approaches

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    Ahmad Altasan
    165 views4 pages
    A critical overview and comparison of current approaches with examples from English language teaching settings in Australia. Available at : http://www.grin.com/en/e-book/344431/current-language-teaching-approaches

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    A critical overview and comparison of current approaches with examples from English language teaching settings in Australia. Available at : http://www.grin.com/en/e-book/344431/current-language-teaching-approaches

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    165 views4 pages

    Current Language Teaching Approaches

    Uploaded by

    Ahmad Altasan
    A critical overview and comparison of current approaches with examples from English language teaching settings in Australia. Available at : http://www.grin.com/en/e-book/344431/current-language-teaching-approaches

    Copyright:

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    of 4

    Ahmad M.

    Altasan

    Ahmad M. Altasan

    Current Language Teaching Approaches


    The spread of English in the era of globalization has led to a growing need for good
    communication skills in English. Hence, there is a strong demand for an appropriate teaching
    methodology. Language teaching has gone through many changes in terms of methodologies
    used. First, the traditional approaches, which focus on the mastery of grammar and then the
    communicative language teaching CLT, emerged. According to Richards (2005), there are
    different current approaches that can be viewed as falling within the general framework of
    communicative language teaching:
    1. Process-based CLT approaches (content-based instruction & task-based instruction).
    2. Product-based CLT approaches (text-based instruction &competency-based instruction).
    Therefore, the main principle of all communicative approaches is that the learner must not
    only know how to make a grammatically correct structure, but must also improve the ability
    to use language to carry out various real-world tasks (Nunan, 1988). In this essay, I am going
    to give a critical overview and comparison of these approaches with examples from English
    language teaching settings in Australia.
    Communicative Language Teaching (CLT) does a lot to expand on the goal of creating
    communicative competence compared to earlier methods that professed the same
    objective. Teaching students how to use the language is considered to be at least as important
    as learning the language itself. Kumaravadivelu (2006) stated The phrase competence in
    terms of social interaction sums up the primary emphasis of CLT (p.60).
    Moreover, Harmer (1988) argued that when students are engaged in meaning-centered
    communicative tasks, then the language will take care of itself and that abundant exposure to
    language in use and plenty of chances to practice it are useful for a student's enhancement of
    knowledge and skill.
    The need for authenticity. Since real communication is a basic characteristic of CLT,
    classroom activities should be related to real life and provide opportunities for real
    communication. Authentic materials should be the basis for classroom learning and they are
    not necessary derived from authentic text as long as the learning processes were authentic
    (Richards, 2005). Since the advent of CLT, textbooks and other teaching resources are
    designed to similar standard of production as real world sources such as popular magazines.
    In CLT, classroom activities often take the form of pair and group work requiring
    negotiation and cooperation between learners, fluency-based activities that encourage
    2

    Ahmad M. Altasan

    Ahmad M. Altasan

    Bibliography
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    and Research.
    Harmer, J. (1988). The practice of English language teaching. (4th ed.). UK: Pearson
    Longman.
    Kumaravadivelu , B. (2006). TESOL Methods: Changing Tracks, Challenging Trends.
    TESOL QUARTERLY , 40( 1), 59-81.
    Loschky, L. & Bley-Vroman, R. (1990). Creating structure-based communication tasks for
    second language development. University of Hawaii Working Papers in ESL, 9 (1),
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    Nunan, D. (1988). The Learner-Centered Curriculum: A Study in Second language Teaching.
    New York: Cambridge University Press.
    Richard, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge
    University Press.
    Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching.
    Cambridge University Press.
    Richards, J. C. (2005). Communicative language teaching today. Singapore: RELC,1-44.

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