Do "Current" Teaching Methodologies Really Work in Every Context?

Autor/in	Yürekli, Aynur
Titel	Do "Current" Teaching Methodologies Really Work in Every Context?
Quelle	In: Universal Journal of Educational Research, 5 (2017) 12, S.71-76 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Teaching Methods; Communicative Competence (Languages); Second Language Instruction; English for Academic Purposes; Instructional Effectiveness; Outcomes of Education; Classroom Communication; Educational Environment; Faculty Development; Language Teachers; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fremdsprachenunterricht; Unterrichtserfolg; Lernleistung; Schulerfolg; Klassengespräch; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Language teacher; Sprachunterricht; Türkei
Abstract	This study examines the impact that learners have on the effective implementation of the Communicative Language Teaching Approach (CLT) in monolingual English for Academic Purposes (EAP) class in a country where English is taught as a foreign rather than second language. Based on recorded language lessons of four different learner groups, it discusses to what extent students affect classroom interaction patterns, content-creation and the type of questions which are asked during the lessons. It further relates these to the level of accomplishment of the students under study. In the analysis of the recorded lessons, frequency distributions for question types, percentages for interaction patterns and arithmetical averages for success rates have been calculated. The findings suggest that the teaching/learning context, learners specifically, have an influence on the time spent on pair and group work; the contribution to the academic content required to fulfill the task at hand, and the number of display, referential and elicitation questions asked by the teacher. It suggests that context specific issues have a determinant effect on the implementation of communicative teaching approaches. Not only during the implementation stage but also in the final assessments and evaluations, learner's impact seems to play a crucial role. This, inevitably, highlights the need for post methodology in language teaching. It specifically focuses on teachers' ongoing professional development needs so that their teaching methodologies come into line with the needs of the specific learner groups that they are working with. It also suggests that methodologies that are "current" or proven "effective" may not necessarily work in teaching and learning contexts from which they originated. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01