An Analysis of the Communicative Language Teaching, An English Language Lesson and Related Teaching Materials
Abstract
Keywords
Full Text:
PDFReferences
[1] Anderson, J. (1993) Is a communicative approach practical for teaching English in China? Pros and cons. System, 21(4),pp.471–480.
[2] Applebee, A.N. (1974) Tradition and Reform in the Teaching of English: A History. Urbana, Ill.: National Council of Teachers of English.
[3] Breen, M. & Candlin, C. N. (1980) The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2),pp. 89–112.
[4] Brown, H.D. (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman.
[5] Brown, H.D. (2007) Teaching by principles: An interactive approach to language pedagogy. White plains, New York: Pearson Education.
[6] Canale, M. & Swain, M. (1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), pp. 1–47.
[7] Carrell, P.L. (1983) Some issues in studying the role of schemata, or background knowledge, in second language comprehension. TESOL Convention, pp.81-92.
[8] Carrell, P.L. (1984) Schema theory and ESL reading: classroom implications and applications. The Modern Language Journal,68(4), pp. 332-343.
[9] Cathcart, R.L. (1989) Authentic discourse and the survival English curriculum. TESOL Quarterly, 23(1), pp. 105-126.
[10] Chen, C. & Zhang, Y. (1998) A perspective on the college English teaching syllabus in China. TESL Canada Journal, 15(2),pp. 69-75.
[11] Cunningham, S., Moor, P., Redston, C. & Crace, A. (2014) Cutting Edge. Starter. Students’ Book. New ed. Harlow, England :Pearson Education Limited.
[12] Farashaiyan, A., Tan, K.H., and Shahragard, R. (2018) An Evaluation of the Pragmatics in the "Cutting Edge" Intermediate Textbooks. 3L: Language, Linguistics, Literature, 24(4), pp. 158-170.
[13] Ferris, D. (1999) The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Lan-guage Writing, 8(1), pp.1–11.
[14] Gass, S.M. (1988) Integrating research areas: A framework for second language studies. Applied Linguistics, 9(2), pp.198-217.
[15] Griffiths, C. & Parr, J. (2001) Language-learning strategies: theory and perception. ELT Journal, 55(3), pp. 247-254.
[16] Harmer, J. (2015) The practice of English language teaching. 5th ed. Harlow, England: Pearson Longman.
[17] Harto Pramono, Y.G. (2005) Prepositions and Pictures in the English Learning Materials. K@ta: A Biannual Publication on the Study of Language and Literature, 7(2), pp. 94–103.
[18] Henner-Stanchina, C. & Riley, P. (1978) Aspects of autonomous learning. In ELT Documents 103: Individualization in Language Learning. pp. 75–97. London: British Council.
[19] Howatt, A.P.R. (1984) A History of English Language Teaching. Oxford: Oxford University Press.
[20] Khodadady, E. & Elahi, M. (2012) The effect of schema-vs-translation-based instruction on Persian medical students’ learning of general English. English Language Teaching, 5 (1), pp. 146-165.
[21] Lee, W.Y.C. (1995) Authenticity revisited: Text authenticity and learner authenticity. ELT journal, 49(4), pp. 323-328.
[22] Li, D. (1998) “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32, pp. 677–703.
[23] Lightbown, P.M. & Spada, N. (2013) How languages are learned. 4th ed. Oxford: Oxford University Press.
[24] Littlewood, W. (1981) Communicative Language Teaching. Cambridge: Cambridge University Press.
[25] Moazam, I. & Jodai, H. (2014) Textbook Evaluation: A Reflection on Total English (Intermediate). Theory and Practice in Language Studies, 4(11), pp. 2402–2409.
[26] Morley, J. (2001) Aural comprehension instruction: principles and practices. In Marianne Celce-Murcia (ed.) Teaching English as a Second or Foreign Language. 3rd Edition. Boston: Heinle & Heinle.
[27] Nishino, T. (2008) Japanese secondary school teachers’ beliefs and practices regarding communicative language teaching: An exploratory survey. JALT Journal, 30, pp. 27–50.- 16 - Advances in Higher Education
[28] Oxford, R.L., Lavine, R.Z. and Crookall, D. (1989) Language Learning Strategies, the Communicative Approach, and their Classroom Implications. Foreign Language Annals, 22(1), pp. 29–39.
[29] Richards, J.C. & Rodgers, T.S. (1986) Approaches and methods in language teaching : a description and analysis. Cambridge: Cambridge University Press.
[30] Sakui, K. (2004) Wearing two pairs of shoes: Language teaching in Japan. ELT Journal, 58, pp. 155–163.
[31] Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (eds.) Input in Second Language Acquisition. pp. 235-253. Rowley, MA: Newbury House.
[32] Swain, M. (2000) The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (ed.) Sociocultural Theory and Second Language Learning. pp. 94-114. Oxford: Oxford University Press.
[33] Thornbury, S. (1999) How to teach grammar. Harlow: Longman : Pearson Education.
[34] Van Ek, J. & Alexander, L. G. (1980) Threshold Level English. Oxford: Pergamon.
[35] Wesche, M. & Skehan, P. (2002) Communicative teaching, content-based instruction, and task-based learning. In R. Kaplan (ed.) Handbook of applied linguistics. Oxford: Oxford University Press.
[36] Wilkins, D. A. (1972) The linguistics and situational content of the common core in a unit/credit system. MS. Strasbourg: Council of Europe.
[37] Wilkins, D. A. (1976) Notional Syllabuses. Oxford: Oxford University Press.
[38] Zou, Y. Y. (1998) English training for professionals in China: Introducing a successful EFL training programme. System, 26,pp. 235-248.
DOI: http://dx.doi.org/10.18686/ahe.v6i17.5451
Refbacks
- There are currently no refbacks.
