Adopting a CLT Perspective toGrammar Instruction: ATeaching Proposal for theEFL Classroom
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Adopting a CLT Perspective toGrammar Instruction: ATeaching Proposal for theEFL ClassroomAutoria
Tutor/Supervisor; Universitat.Departament
Beltrán-Palanques, Vicent; Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2020-07-10Editor
Universitat Jaume IResum
The emergence of communicative competence has considerably influenced the area of
second language (SL) learning. The emphasis on learners’ mastery of language forms
has been replaced by the interest in enhancing ... [+]
The emergence of communicative competence has considerably influenced the area of
second language (SL) learning. The emphasis on learners’ mastery of language forms
has been replaced by the interest in enhancing learners’ communicative competence
(Littlewood, 2014). As a reaction towards traditional approaches (e.g. Audiolingualism),
a new approach to SL learning emerged: Communicative Language Teaching (CLT).
This approach aims to make communication the focal point of language learning
(Richards, 2006). According to this communication-oriented approach, creating
communicative situations in the classroom facilitates the development of learners’
communication skills (Fithriani, 2018). Nevertheless, this focus on communication has
been misinterpreted as a lack of attention to language form (Spada, 2007). Even though
the goal of CLT is communication, this approach also involves grammar instruction
(López-Rama & Luque-Agulló, 2012). However, grammar is not taught through
traditional exercises with isolated sentences but through communicative situations
(Larsen-Freeman, 2000). Despite the criticism against traditional grammar practices, SL
and foreign language (FL) teachers are still reluctant to teach grammar communicatively
(Al-Mekhlafi & Nagaratnam, 2011). For this reason, this master’s thesis dissertation
follows the guidelines of modality 6 and presents a teaching proposal which teaches
grammar following the CLT principles in an English as a foreign language (EFL)
classroom. Based on previous literature, the teaching proposal presented here has
carefully considered diverse techniques to teach grammar from this communicationbased perspective. Hence, this teaching proposal enhances learners’ communication
skills through grammar teaching. [-]
Paraules clau / Matèries
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | Communicative Language Teaching | foreign language classroom | grammar instruction | teaching proposal
Descripció
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2019/2020
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info:eu-repo/semantics/masterThesisDrets d'accés
http://rightsstatements.org/vocab/CNE/1.0/
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