Literaturnachweis - Detailanzeige
| Autor/inn/en | Gatbonton, Elizabeth; Segalowitz, Norman |
|---|---|
| Titel | Rethinking Communicative Language Teaching: A Focus on Access to Fluency |
| Quelle | In: Canadian Modern Language Review, 61 (2005) 3, S.325-353 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0008-4506 |
| Schlagwörter | Teaching Methods; Second Language Instruction; Language Teachers; Communicative Competence (Languages); Language Fluency; Instructional Design |
| Abstract | Although most teachers claim to practise communicative language teaching (CLT), many do not genuinely do so. In this paper, we examine some of the reasons for teachers' resistance to CLT use. We provide a theoretical analysis that focuses on one of the greatest challenges facing CLT methodology-how to promote automatic fluency within this framework. We meet this challenge by proposing a CLT methodology designed to meet specific criteria that will enhance learners' fluency, while addressing teachers' commonly held reservations about CLT. The assumptions and design criteria of the methodology presented here can be operationalized for research purposes, allowing CLT to be evaluated in systematic outcome testing. (Author). |
| Anmerkungen | University of Toronto Press, 5201 Dufferin Street, North York, Ontario, M3H 5T8, Canada. Tel: 416-667-7838; Fax: 416-667-7881; e-mail: acorrigan@utpress.utoronto.ca. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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