Showing papers in "Elt Journal in 1996"

Some misconceptions about communicative language teaching

Abstract: Although communicative language teaching is accepted by many applied linguists and teachers as the most effective approach among those in general use, there are still a number of misconceptions about what it involves. This article sets out four of the main misconceptions, discusses why they have.arisen, and why they can be so described. In doing this, the article attempts to define some important characteristics of communicative language teaching as it is practised at present.

Classroom interaction: possibilities and impossibilities

Abstract: Recent communicative approaches have suggested that one goal of English language teaching should be to replicate 'genuine' or 'natural' rather than 'typical' or 'traditional' classroom communication. This article argues that such a goal is both paradoxical and unattainable, and that there are serious flaws in the assumptions underlying the communicative orthodoxy concerning ELT classroom interaction. It also argues that it would be more satisfactory to take an institutional discourse approach, where classroom discourse is regarded as an institutional variety of discourse, in which interactional elements correspond neatly to institutional goals.

Linguistic imperialism: African perspectives

Abstract: This is a response to a recent article in ELT Journal on aspects of African language policy (Bisong 1995). Among the points taken up are: research evidence from African scholars; multilingualism and monolingualism; proposed changes in language policy from the Organization for African Unity and in current initiatives in South Africa; the language that literature is written in; bilingual education; and whose interests ELT is serving.

Genre, text type, and the language learning classroom

Abstract: Recent years have seen increased emphasis being placed on the notion of genre in the language learning classroom. fess attention, however, has been given to the notion of ‘text type’. This article argues that the distinction between ‘genre' and ‘text type’ is an important and useful one. To illustrate this distinction, an analysis is presented of a number of texts from two genre-based coursebooks, one which focuses on adult second language literacy development, and another which focuses on writing in an academic context. The article also suggests ways in which the relationship between genres and text types may be exploited in the language learning classroom.

Using Figurative Language to Expand Students' Vocabulary.

Abstract: Figurative language is an area often neglected in the teaching of vocabulary. This article examines some definitions, and suggests examples of types of figurative language to which students may usefully be exposed in the course of their learning. Arising from these examples, some implications for the teaching of figurative language are then discussed. These are followed by sample materials representing three different strategies for helping students to understand and generate figurative language.

Reading in efl: facts and fictions

Abstract: This paper examines the representation of the reading process in a number of EFL methodology textbooks. It argues that many of these representations are dated, and based on a theory that was never a mainstream theory of L1 reading. Research findings are quoted to strengthen a bottom-up view of the reading process: good readers do not rely on hypothesis formation and prediction as much as is thought. Visual input and bottom-up processing during reading are of great importance. The paper concludes with suggestions for exercises to strengthen automatic word recognition in EFL readers.

Lessons to Be Learnt from Negative Evaluation.

Abstract: INSET programmes which introduce novel approaches to teaching often seem exciting and eye-opening while the course lasts However, the programmes do not always take account of what will happen when the course participants return to their daily routines This article describes the postcourse evaluation of an INSET programme for Japanese secondary school teachers of English (JSTs), which found that the communicative approach introduced in the course was not implemented by a number of the participants This reluctance to innovate seems to stem from differences between British and Japanese educational and cultural traditions It is suggested that INSET courses should therefore present a range of traditional and modern approaches to EFL methodology, so that teacher trainees can select those which are most appropriate in their particular circumstances Such courses should be more sensitive to the participants’ cultural and educationa! backgrounds, and provide a cognitive element from the start

An investigation of the structure of group activities in ELT coursebooks

Abstract: This article reports a study examining the use of group activities in ELT coursebooks published since 1990. Ten randomly selected coursebooks were analysed in order to find the number and percentage of group activities as a whole, and of those group activities rated as fostering cooperation. The results are discussed in light of theory and research on cooperative learning, task-based language teaching, and the roles of learners, teachers, and coursebooks. Suggestions are made for how group activities can better foster co-operation among group members.

Intonation rules in ELT textbooks

Abstract: In this paper we examine in detail the two rules of intonation perhaps most commonly found in ELT textbooks, those concerning intonation in lists and intonation in questions. We begin by arguing that the rules given are inadequate as descriptions of what occurs in naturally-occurring speech. We then go on to offer alternative analyses of the various patterns of intonation found in lists and in questions, using the discourse intonation model (Brazil 1985, 1994). In conclusion we suggest that, as teachers and materials writers, we need to provide learners with descriptions of intonation which will allow them to understand the communicative significance of the patterns of intonation identified in such rules, and of the exceptions to those rules.