Sunday, March 28, 2010
A video Extract on the Improper Application of Communicative Language Teaching in the EFL context
Please upload one video in the EFL which is not in line with the principles of communicative teaching in your own interpretation (not exceeding 10 minutes).If you encounter difficulty uploading the video, please provide the link to the video. Please explain why and in what ways you consider the video an improper application of communicative language teaching in the EFL context.
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ReplyDeletehttp://video.google.com/videoplay?docid=4298209530271117203#
ReplyDeleteThere are different kinds of activities. In these activities, the purpose of the teacher is to make students speak and communicate. The video lasts for 10 minutes. In all of the activities the atmosphere of the classroom is designed according to the topic. For example, in the last activitiy the topic is taking a ticket and the atmosphere is appropriate to the topic. It is in a way suitable my principle of communicative language teaching. In such designed atmosphere, students can feel more relaxed and role playing becomes easier for them. However, when we watch the whole video, it is not difficult to realize that teachers can't fulfill their purpose. In the first activity, most of the time we hear teacher talk. There isn't much chance for students to talk.They are only asked yes/no questions. Most of the time they just listen to the teacher. Instead of such an activity, I think pair or group work may help teachers to have more communicative lessons. Students may discuss their reasons to go to Australia. In the second activity students don't talk at all. In such a suitable atmosphere designed as toy shop, students can work in pairs and communicate.One of them becomes customer and other one becomes shop assistant and each student asks different kinds of questions related to the topic, instead of just listening teacher talk. . My basic principle of communicative language teaching is giving as much chance as we can to the students to make them talk. If a teacher uses communicative language teaching as a method while designing her lesson, she should reduce the time she talks as far as possible.
http://www.youtube.com/watch?v=Dc1DBTLCj7o
ReplyDeleteIn this video there are two teachers who are probably prospective teachers. First teacher greets the class and is the one who starts the lesson. She lacks a lead-in part and this is a very fatal mistake in terms of creating a communication atmospehere. Then she directly bumps into the activity only explaining the task with a few words. During the activity the students listen to a recording and follow it from the paper that the teacher gave them beforehand. After they are done with the recording the teacher makes the students do a true false activity. However, she is the one who is reading the questions and getting the answers, which makes the lesson entirely a teaher-centered lesson rather than being a communicative one. After she is done with her part the other teacher goes on. This teacher seems to be more communicatşve as she makes the students talk and ask questions to each other, answer the questions that are directed to them etc. On the other hand she seems to be more capable of doing the greeting (lead-in) and task introducing parts communicative. All in all, the first teacher is unable to make a communicative lesson as her lesson seems teacher-centered. The second teacher, however, is more or less on the way of being a communicative teacher. She needs more practice, tough.
İbrahim Yurttaş
http://www.nartube.com/94a4596c60f4d9c3081f1b94c91d5cc51ad3caf0:5bW15RpON9M.html
ReplyDeleteIn this video teacher tries to use the communicative way of teaching. But she seems that she is not able to apply it in the classroom and at the beginning of the lesson she tries to get answers from the students. However when she sees that her students do not want to speak, she gives up trying to make her students talk and starts lecturing. She just lectures throughout the course. Alhtough she wants her students to participate she is not able to manage this in a proper way as she just makes the students write some sentences on the board. I think in a communicative class it is not enough just making the students write some sentences. Because throughout the video we can not hear any students speaking properly and in a daily life context. In communicative way of teaching to create a daily life conversation among the students and between teacher and students are the most important things. But the teacher in the video speaks herself, also she does not allow the students to speak among themselves in the target language. If the aim of the course were just to teaching grammar topic then we may not expect the students to speak but the organisation and the context of the lesson are very different from each other. Therefore, it is iöpossible to say that it is a successful communicative classroom environment.
Kübra ŞIK
1620806
http://ktunnel.com/index.php/1010110A/126fad3fd5e7fa352507e6f64a93ffddd83e528ef661c4cbb1f5bdd217078b681dc076e437bf612616946
ReplyDeleteThe video is generally an ideal one.We can see the process of teaching in the classroom.However,the teacher's way of teaching is a bit wrong.That is,the teacher forms some groups and wants them to talk about a particular topic.The students start talking with their groups members.But,after some time,we see that the classroom begins to be so noisy. Everyone is speaking and we hear the voices of all the students.In this way, nobody can understand one another. By that way, we can not say that there is an effective learning environment. Instead the teacher may divide the students into groups and give them a right to speak in front of the classroom one by one.If they speak like this,everyone will hear eachother and there will be more effective learning environment.
BETÜL SAN
1620301
http://www.youtube.com/watch?v=RIhYPEhCeYU
ReplyDeleteThis video actually isn’t such a bad communicative language teaching example. However, the teaching isn’t a perfect one. If we have a look at the positive aspects, we see that the students have a need to speak or act because they are playing a game and they should explain the actions with their body in order to get a point. There is a social communication gap to speak. The students also enjoy the way activity goes on. However, the activity doesn’t contain a real social context in which they can practice their knowledge of language. It isn’t natural and it isn’t meaningful communication. They are just producing the sentences the teacher wants to hear. It is also a limited context for the students to create original, new ideas during the communication. They are just supposed to describe the actions by using present continuous tense structure. Although it is practical for the teacher in that it measures the vocabulary knowledge of the students and the structural knowledge of the tenses, it isn’t adequate for creating a communicative, interactional, productive environment. Although the students are at the centre of the activity and the teacher is just a facilitator or independent speaker, it isn’t a complete communicative activity because of its limitedness. All in all, it may be a good idea to implement this activity in the classroom after some adaptations are made on it for a more communicatively rich environment.
Pınar GACAN
1620079
BURCU KÖK
ReplyDelete1620194
TEACHING LANGUAGE SKILLS 324/2
http://www.youtube.com/watch?v=5bW15RpON9M
Actually this video consists of two parts but I am going to evaluate the first part of the video. Although there are some strong points of the example of Communicative Language Teaching, there are also some weak points. Firstly, I want to mention the weak points. There are two teachers in the classroom and they take turn orderly but the students are already ready to lose their attention ant two teachers may distract them easily. For instance, while the one is trying to explain some issues, the other one is just sitting and doing some stuff in the table and sometimes they begin to talk together, which I believe is distracting. Secondly, the first teacher asks related questions to the topics which are vacation, my best friend and hobbies. However, she begins to the lesson directly and immediately; there is not a smooth transition which is actually one the most important elements of teaching a foreign language. Thirdly, in CLT, the focus should be on the students not always the teacher. Students should talk related to the topic by sharing their ideas with each other. Before the activity, both of the teacher give instruction to the whole class and there begin a sudden noise, which is a pitfall, I think. There is a one good point in the video. Before the activity begin, teachers display an example of what the students are required to do. Overall, according to the CLT, this example is not good enough for us to take a model.
http://www.youtube.com/watch?v=5bW15RpON9M
ReplyDeletethis is the same video that Burcu mentioned. ı searched for other videos and I found some, but this video is really a good example of 'bad communicative teaching lesson' when I saw two teachers in the classroom, ı was really shocked. it came nonsense to me actually. The class was a bit crowded but they were not young learners, they are adult learners so it was not so nice since it was not difficult to control the adults. Also, while one teacher was talking, the other was just sitting there and doing some irrelevant things. This could distract students attention. Also this might increase their affective filter, what's more not only students, the teacher who was teaching could also feel stressed as she was also observed by the other. Another point that ı would like to mention is that all topics are good and take students' attention, however, there is no meaningful comprehension between them. they are all separate topics. Teacher asked questions about all of them by one by and there is no link or cohesion between them. She failed to create a meaningful context in my opinion. Last but not least important issue in this video is that this lesson is teacher- centered. yes there was a communication but one way communication. Generally teacher was talking and students were listening and just answering the questions if they were asked. In communicative language teaching the lesson is supposed to be more student centered and they are to be more active in classroom. Also there should be more interaction not only among teacher and students but between student- student and there should be more emphasis on cooperative group work.
http://video.google.com/videoplay?docid=4298209530271117203#docid=4400152415458473446
ReplyDeleteThe length of the video that I watched is 16 minutes but I will evaluate just the first ten minutes of it. Actually it was quite far away from being a communicative lesson. At the very beginning, the teacher started to talk about the day’s topic after making a really short greeting. After then he immediately switched to the topic and began to talk and talk more. After first a few minutes, I began to think that there weren’t any students at all and the teacher just makes a recording for an online session. But after then he introduced the students there and I realized that there were people there who were listening to the teacher patiently! The teacher talked for a long time about the songs without giving any chance students to do any a comment or contribution to the topic. After a while he just asked students about their favorite ice- creams when he was talking about ice-cream. After students told about their favorite ones, the teacher took the turn again and went on speaking about different songs. It was a totally teacher centered lesson in which students had almost no interaction among themselves or with the teacher. During the tenth minutes of the lesson the teacher invited one of the students to the board and asked him to do right gestures when he was singing. I think the most interactive and enjoying part was that part for the students although the whole communication was based on the teacher’s song and student’s bodily movements. I can say that students have not got the chance to improve any speaking skills within this course but they must have improved their listening skills very much!
http://The links: www.youtube.com/watch?v=Dc1DBTLCj7o&feature=related
ReplyDeletehttp:// www.youtube.com/watch?v=QYGJVjzhvnA&feature=related
In this video, the students are doing microteaching just as we are in our department. They are trying to use the communicative language teaching in the classroom. The teacher changes one by one in different activities and the first teacher makes an introduction to the course she teaches or reviews the grammar point in a way. After a listening, the students fill in the exercises related to ‘can/can’t’. However, I can’t say that this type of teaching grammar wouldn’t work. The reason behind my assertion is that there is no context posed by the teacher. The students doesn’t have a purpose to learn the grammatical structure. So, in a real classroom context, it wouldn’t be much effective for the learners. When the turn comes to the second teacher, we can say thay her activity shows some of the features of a communicative language teaching. In this activity, the students produce what they have learned with the previous teacher, they are forming sentences with can/cannot with the help of the cue cards in their hands. However, in this activity although the students are speaking to each other, they don’t communicate. They don’t tell anything to each other, they just read the sentences from their cue cards. We can say that this activity is much-more learner-centered than the first one. Also, another thing is that the materials used are not authentic. However, communicative language teaching should include authentic materials to make the learning more communicative.
In the continuation of the video, another teacher takes the part, in her activity, she tries to make students speak, a whole-class communication. I really like that activity in that it makes the students speak with the help of pictures. However, there is no interaction between the students. In terms of teaching, this teacher is succesful to make the students speak. She seems more comfortable than the other two teachers. At the last activity, the teacher makes the students play a finding game. It is a good contingency plan activity because this activity doesn’t have any important purpose to do. I can’t say that it is related to the topic ‘can/can not’ They are just repeating the same thing: ‘Yes, I can find it.’ Again, it wouldn’t be true to say that it is a communicative activity as there is no interaction between the students in this activity.
http://www.youtube.com/watch?v=5bW15RpON9M
ReplyDeleteThis video is just the first part of a communicative language learning lesson and I will evaluate only this part of the video. I think that this video has some good and bad points regarding communicative language teaching. Firstly, I want to mention the positive sides of this lesson. In the video, the teacher wants to activate the schemata of her students by asking questions as ‘What is your best friend?’ and ‘Could you tell me your best vacation?’ In this way, teacher tries to give some clue about what they will study in that class to the students and the anxiety of the students are lowered by these questions. After that, she wants them to brainstorm about the concepts she wrote on the board and makes them feel ready for the upcoming activities. Students also feel a sense of accomplishment by being engaged in an activity which requires them to be creative. The last thing I feel good about this lesson is the way teachers give instruction to the students. They try to make the instructions as clear as possible. In that sense, they exemplify what the students are asked to do in order to make them understand the activity better. However, as I said before there are also the bad sides of this lesson. For example, there are 2 teachers in this lesson and it distracts the attention of the students because they are engaged in different things in the lesson. While one is giving instructions, the other one does another thing. Another point is that for most of the class the teachers speak. They do not so much talk with the students and this does not make the lesson a communicative language teaching class. Also, there so many different topics written on the board and the teacher did not make a smooth transition between them and the activities. She immediately started the class without relating it to a thing she or the students has experienced. Thus, I can say that as far as I have seen, this lesson is not actually an effective communicative language learning lesson.
Bad Communicative Language Teaching
ReplyDeletehttp://www.youtube.com/watch?v=5bW15RpON9M
This video has been chosen and discussed some of my friends, but I wanted to choose this example because it really has some bad sides related to communicative language teaching. It might be considered as an example for communicative language teaching because it has some good parts like the topics which are authentic and related to students’ lives. Although the teacher starts lesson through asking questions to students about the issue or topics, she does not seem very interested in those answers and she asks as if she has to do. I mean, she does this part just for the sake of doing it, nothing else. She does not actually try relating the task to students’ lives.
She uses board and tries to involve students actively in the activity. That is nice because CLT requires active involvement from students. However, this the only time that students are really active because in other times it is clear that it is the teacher always speaking, commenting and acting. Students are just sitting and listening to the teacher and it seems as if they are being taught through some classic method instead of CLT. The classroom is mostly dominated by the teacher and the communication is centralized all the time.
Another thing that I want to mention is that there is not enough classroom management in the class because students are coming to board randomly, writing something without any explanation. This causes noise, rush and a bit chaos and it should be dealt by the teachers as soon as possible in order not to distract students from topic and the lesson since such occasions can be easily grounded for socialization.
There are two teachers in the classroom. It is actually not a problem in general sense. On the other hand, in this classroom it is a problem because they are acting, speaking and giving commands at the same time. It creates an ambiguity in the class. Students cannot decide whom to listen to and whom to take care. There is no exact responsibility sharing between teachers, they are always intervening each other’s turn. This serves just for distraction in the class nothing else.
MEHMET DURMAZ / 1620004
http://www.youtube.com/watch?v=Dc1DBTLCj7o
ReplyDeleteThis video is titled as Communicative Language Teaching (Training). It is like a demo lesson in an ELT lesson. At the beginning of the video I cannot see any communicative activity which requires communication. They are teaching the modal can. First of all students are required to listen a listening passage and complete an table related to what the speaker can do or cannot do then they say individually what they find so there is no communication in the class among students. It maybe because of the fact that this is a demo lesson, teacher constantly asks one student to answer the questions. Towards the end of the video lesson becomes more communicative. The students are given cue cards on which there are pictures of what can they do or cannot do for a birthday party. This is a good idea to encourage students to communicate but the application violates all these communicative aims. They distributed the cards and firstly teacher says what can she do and what she can’t, then she wants a student to say what she can/not do for the party and it continues in a chain drill so there is communication gap but no meaningful communication.
Duygu Çandarlı
ReplyDelete154907
http://video.google.com/videoplay?docid=4298209530271117203#0
This video is claimed to show different kinds of communicative activities under the heading of “CLT in Taiwan”. In the first part, the teacher shows a slide, explains some reasons to go to Australia from Taiwan and asks yes/no or short-ended questions to students. The teacher could have asked some referential questions to promote meaningful communication. There is no room for student-student interaction with the help of pair/group work and genuine communicative practice, which are the basic principles of CLT. Also, the teacher spells some of the words, but do not use the board to write them. Students could not catch some particular words, looked at one another and asked them one another, and teacher did not do anything. In the second activity, only teacher talks, and students do not speak even a word, at all. In the third activity, there is again a teacher-student interaction with the help of yes/no or short-ended questions. However, the activity of buying a ticket could have been conducted in a role play to encourage student talk in a more relaxed way. Here, students just answer the teachers’ questions, which is like a controlled practice rather than a real communication. Furthermore, the whole session is teacher-centred instead of being student-centred. To make matters worse, it seems to me that teachers treat students in a bit harsh way and speak loudly, which may increase students’ affective filter and result in silence. Teachers do not comment on students’ answers, which is one of the reasons of not having dialogues between students and teachers. Moreover, students are not encouraged to ask any questions to their teachers. Although the classroom environment is designed in accordance with the activities and the activities are related to real-life activities, such as buying a flight ticket, teachers cannot manage to arrange communicative practices, activate students and reduce the teacher talk time.
http://www.youtube.com/watch?v=Dc1DBTLCj7o
ReplyDeleteThe teachers in the video seem inexperienced. The first instructor appears and passes directly to the activity. I’ve interpreted that she knows the class; probably she is one of the members of the class and making her presentation or something like micro-teaching. Although the topic is communicative language teaching, I could not see any real communication in the class. There is some interaction, the student just do the exercises and answer them. The instructor guides the students to answer the questions. The instructor reads all the questions and the students give very short answers. The lesson is completely teacher -centered traditional one. As for the second instructor (or presenter) she seems a bit more communicative than the former. However she uses again traditional teacher-centered techniques. She scaffolds the students to speak and discuss, but maybe she can give more time to the students to speak or she can form groups to make them participate in discussions. There are many ways to improve this lesson through communicative language teaching.
The link: http://www.youtube.com/watch?v=5bW15RpON9M
ReplyDeleteTheme: communicative language teaching class; activity demonstration
• Topics: my best friends
• My last vacations
• My favorite TV program
• My favorite hobby
• My favorite food.
The students are adult learner. The classroom is not a crowded one. The teacher is a French woman. She starts the lesson by asking simple questions such is what is your favorite food?, what is your favorite TV program etc. When someone answered the question, she asked related and relevant questions as well. She tried to make the conversation longer. This was a good point I think.
The teacher uses the board efficiently. Before the first activity, the teacher writes the subtitles for the students (my best friend, my last vacation, my favorite TV program, my favourite hobby and my favourite food). Then she explained what they should do with those subtitles. I think her instructions were clear and comprehensible.
During the activity, she herself adressed to the students. The students came and wrote their answers on the board. Almost all of the students participated in the activity. This was something good. However, the students could have done it in the form of sentences. I think it would be better. In addition, the activity was kind of chaos. The teacher could have organized it more neatly.
In the middle of the video, second teacher appeared and started to explain another activity. Actually I couldn’t get the idea of having second teacher in the classroom. The fşrst teacher could have managed it, as well. Besides, in my opinion her instructions were not as clear as the first teacher.
The class does group work and they make groups of three. They arrange their groups immediately. This was something good about the video.
As a conclusion, the video has some good and bad parts. When we evaluate it as a communicative language teaching, it wasn’t a good example, because there was almost no communication among students. The teacher(s) were always talking. These were very bad in terms of communicative language teaching.
http://www.youtube.com/watch?v=Dc1DBTLCj7o
ReplyDeleteFirst of all, the warm-up is very short; some communicative activities should be included in that stage. The introduction of the topic is just telling its name, and there is nothing to activate their schemata. After that very short introduction of the topic, teacher distributes a worksheet and asks the students to complete the chart while listening to the audio file. Students start to listen to it without any pre-knowledge about what kind of thing they will hear about. Then she asks students to do an activity which is again has not got anything to the with communicative language teaching, because underlying sentences which include ability is a direct “focus on form” kind of activity, even contradicts with the weakest forms of communicative language teaching. Later on they present some good activities which are also good in terms of contextualizing the input given during the lesson; however, from the very beginning, since the focus is clearly demonstrated, some students who cannot achieve in forming this can, cannot sentences may refrain from answering the questions or from communicating. The fear of not being able to form the sentences correctly may also increase their affective filter.
Videoo
ReplyDeletehttp://www.youtube.com/watch?v=Dc1DBTLCj7o
Communicative competence is the ultimate purpose of communicative language teaching. It is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. Communicative language teaching focuses not only meaning but also language form. Generally, it is thought that CLT distract attention to language form. However, there is a surprising application of CLT in this video. The teacher gives importance to only language form (can/can’t), which I find it hard to think that it is really CLT. I think this video is from a micro teaching in any ELT undergraduate program and I cannot say that it is a successful one. There is not any warm-up or lead-in part in this section. The lesson begins with the activity that is about directly language form. I could not see any communicative function. But the listening part is good to give input to learners. We have learned that there is an influence of Krashen on CLT, especially his Comprehensible Input Hypothesis. The teacher controls all the activities which makes the course absolute teacher-centered. The upcoming activity (Lisa’s birthday) is good but there is not integration with the previous activity. Both activities are about the same language form (can), but the topics are different from each other. They may call this lesson CLT but my background knowledge about CLT and my ELT education at METU prevent me doing such a thing.
The link: http://www.youtube.com/watch?v=Dc1DBTLCj7o
ReplyDeleteI tried hard to find a different video but unfortunately I couldn’t find as my friends talked about them before I do. I will talk about the video that some of my friends commented and discussed before. In order to comment on the bad sides of the video, I want to first explain what CLT is. Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. If we take this definition into consideration there is nothing related to CLT in this video. I think the teachers in the video are undergraduate students and they are doing micro-teaching. The first teacher seems excited and he directly starts to lesson. (She just greets students and starts to talk about the day’s topic.) There is no lead-in and warm-up, students are directly subjected to the topic. Through the video we cannot see any implication of CLT. It is just a teacher-centered, traditional method, teacher asks and the students answers. Students do not communicate with each other; they just answer what the teacher asks. The second teacher is better than the first one in terms of applying CLT. She gives some cards to students and by looking at the cards students tell what they can or can’t do. This activity leads students to communicate with each other. To sum up this video is not a good example of CLT.
Ahmet ÖZKAN
Melike Demir
ReplyDeletehttp://video.google.com/videoplay?docid=4298209530271117203#
In this video, there three different classes and in the first class, the students are sitting in horizontal orderly rows and the teacher is in front of the smart board. The teacher asks some comprehension question about a topic they have covered but he doesn’t encourage the students to speak. He directs his attention to just one part of the class and there are some bored students who are behind the teacher. It is very clear that they are off-task while the teacher speaks. In fact, he speaks too much instead of getting student to talk. Once during the lesson, a girl starts answering a question and even without looking her face, he just took over the speech! In the other class, although the students are sitting around a round table, which is welcoming a communicative environment more unlike the first class, the teacher is so focused on completion of a task she gave that, there is so much silence going on in class. Students are working individually on the given task and no communication passes between them. In the last class, the teacher is doing a role play with groups of students and she is acting the ticket seller in a travel agency. She is the only one who speaks and the students just nod or say yes or no. Instead of doing this, she could have given this role to one of the group members. I also observed that the poor students were intimidated by the teacher as she was very assertive during the activity she even forced students to give reaction to what she says giving lots of instruction at the same time, which confused students. I believe that creating a real communication need, not dominating the communicative activities and creating a relaxed environment are very important for communicative language teaching.
http://www.youtube.com/watch?v=5bW15RpON9M
ReplyDeleteI want to share my ideas on one of the videos. The teacher in the video tries to involve students in the lesson asking them some questions, she want s have a communication environment in the classroom. Although this is how the situation seems, students seem quite bored with the lesson. They do not really want to involve in the lesson. In CLT classroom, students should communicate and interact a lot; however in the video there is some problem s because of the teacher over talking. If somebody watches the video carefully, he/she can understand the condition of the students in the classroom.
There is a teacher centered lesson in the video. Teacher may have grouped students in three of four and they may have worked on their activity but in this video we see that students are just obeying the teacher. In most of the time, they just listen to the teacher. Instead of such an activity, I think pair or group work may help teachers to have more communicative lessons. They come to the board for writing some words and them their places then. There is a circulation in the classroom while answering the questions, but this is for unsystematic walking towards board and answering what the teacher wanted.
One of the mistreatment towards students is that there are two teachers in the classroom and big amount of time is spent on explanations. I do not it is a good idea to lose time with two teacher in a limited time for teaching. As they are adult students in the classroom, there is no need for a second teacher in the classroom.
To sum up, the classroom has inefficient functions and these are the reasons for inefficient teaching with boring, long explanations. It is very confusing as there are two teachers in the classroom for such a group as they are adults.
http://ktunnel.com/index.php/1010110A/99aa62eef3a94cb8d1c074202345aa02643cb6e57e8d2b8505bb5bbbac44865b1ba29dd627812b174cd688e60dc50ba1eef2b87bfca89d1716141 (part 1)
ReplyDeletehttp://ktunnel.com/index.php/1010110A/99aa62eef3a94cb8d1c074202345aa02643cb6e57e8d2b8505bb5bbbac41ab491ce3859f099860394cd688e60dc50ba1eef2b87bfca89d1716141(part 2)
In the video communicative approach is used. the teacher tries to make the students speak about their last vocation, their best friend, their favourite tv program, fvourite food and favourite hobby. ı like the way the teacher communicate with the students. she asks them questions and also gives them the feeling that your answers are very important for me by commenting on their answers. they wont speak actually in the class, but the teacher want them to patticipate in the class and ask them questions about their daily life. if you ask questions about their daily life, it will be more affective, ı think because they can be personalize and they will get interested to te topic. the teacher writes the categories to the board and write them vocabulary or expressions under these categories.the teacher wants them to make group of three and they choose a category and speak about it in the group. they choose a person and he/she speak about his/her best friend and the others asks him/her questions. the tacher also walks around the desks and revise them while they are spekeking.
ı like the teacher's method, but there is too much noise during the discussions, ı think this may be a problem; instead, the teacher can initiate a speaking environment in the whole class and each one can hear the others.
http://www.zapzade.com/Communicative-Language-Teaching-Activity-Part-1/q-NWJXMTVScE9OOU0=
ReplyDeleteI have never imagined a CLT setting without the seats in groups next to each other or in U shape. CLT environment should be friendly, warm, relaxed, natural and authentic; contrary to this one in the video. The teachers are not friendly, dynamic and the students sit in rows and communication is hard for them. I do not understand why there are two teachers and any of whom did not teach at all. After they decided to put students in groups, the seats were arranged which consumed time and caused lot of noise. The group-seating would not hinder the first boring part of the lesson.
Flow was very slow and students were not enthusiastic as well as the teachers. The activities were not well-suited for the learner profile. Topics like “best friend, hobby, favorite show etc.” are for young learners. Adult learners, on the other hand, need more higher-cognitive level questions and topics in order not to be bored to death like this. They should be asked controversial discussion questions and a real discussion atmosphere should be created where students fiercely make their own points for the sake of main premises of CLT such as naturalness, authentic setting and communication. The lesson was highly dull and non-dynamic. The teachers lack a serious amount of information about learner profiles and their needs.
They did not interfere with the grammar, demanded full grammatical sentences and tried to achieve native-like pronunciation. These are all in line with CLT but I think they did not do these things because they do not know what to do and how to do it.
http://www.youtube.com/watch?v=5bW15RpON9M
ReplyDeleteLike some of my friends I watched the first part of the video in you tube. I really did not like their ways of implementing communicative language teaching. In communicative language the focus must be communication but I could not see any communication between students. They were very passive during the lesson. I also did not like writing activity on the board. It was time consuming. It can be a good writing activity however it does not facilitate speaking. The classroom was very crowded and there was chaos during the lesson. The classroom was noisy and this prevented communication. Moreover I did not like the seat arrangement because students cannot see each other. U-shape arrangement is the most suitable one for communicative language teaching. As a whole the lesson was boring. There is not any warm-up or lead-in part at the beginning of the lesson.
Apart from these negative aspects, there were some positive aspects of communicative language teaching in the video. The teacher asked students questions about their last vocation, their best friend, their favourite tv program, favourite food and favourite hobby. She asked many questions and directed students, which makes them speak to some extent.
http://www.ktunnel.com/index.php/1010110A/8543ebd4df9ca9d9559fbc09f51fdbb2ede98d811a430733f01a7a9a03f4b6791560aa8799bd72ed15495
ReplyDeleteThe communicative teaching that I give the link above, is somehow not actually communicative a lot, at first. Even though it will continiue in the second part of the activity, in this part the students are not interacting with eachother enough. The teacher wants the students to be group of three, but i think it is a better idea to group the students herself.
At the beginning the teacher tries to warm the students and make them be ready for the lesson, howver she is not really successful in doing so. She asks some questions, but the students talk very little, she does not help them to further their speaking. As this is to be a communicative lesson, speaking must be given much more importance.
While the students are writing some words on the board, they do not communicate, either. This part could be more based on interaction.
The part of the lesson we saw is like a classical lecture rather than a communicative lesson. The teacher should be able to engage the students more in the lesson, and they should encourage them to speak more. This is the key part of communicative approach.
Sahura Ertuğrul 1620046
ReplyDeletehttp://video.google.com/videoplay?docid=4298209530271117203#
In this video, the teacher tries to teach dialogues heard when travelling. However the learners are kids and they are not much interested to use these dialogs. I also understand that culture teaching is good but sometimes it is not interesting and is irrelevant, that is, in this video the learners are children and they do not know or interest in the cities in America so they are not motivated or enthusiastic to travel to New York or somewhere in America. The teacher may attract the learners’ interest with the places they really want to go to like Disneyland or any fairyland. The other point is waste of time. Of course, in communicative language teaching the dialogues has important place and they need to be repeated but in this class the learners are so little to understand these dialogues and also their level are beginner so the teacher are always repeating the same questions, the learners looking at the teacher and just shaking their heads or saying “Yes”. It is waste of time because the teacher has to repeat the same thing for each student and the other students just wait their turns and the student who completes their conversation just waits another activity. In this session the teacher can speak only with two students. Therefore, in this class she may complete only this activity. I know the age and level of the learners are not so suitable but she may give some different duties for them to participate in the communication process and in this way both all students are exposed to language and different activities and dialogues come true at the same. The teacher also participates in the communication process and also guides the students. The communication language teaching may be good for young learners but they are so energetic so more energetic dialogues and activities may be very beneficial. In this video, the teacher has more action than students and then she could share them with the students. This application in the video seems like a total physical response rather than communicative teaching language. The teacher should pick up a topic which students are able to participate in. This video is very helpful to let me show which points I should care when I deal with the young learners with communicative language teaching.