Language Teaching Vol. 4‚ No. 2; June 2011 A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar Shih-Chuan Chang Department of Foreign Languages‚ Cheng Shiu University Chengcing Rd. Niaosong Township‚ Kaohsiung County‚ 833‚ Taiwan Tel: 886-07-731-0606-6212 Received: October 21‚ 2010 Accepted: January 11‚ 2011 E-mail: llc724@csu.edu.tw doi:10.5539/elt.v4n2p13 Abstract The Grammar Translation Method and the Communicative Approach
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IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING IN VIETNAM By NGO DUY PHUCAn increasing number of Vietnamese students study English in order to grasp many opportunities for higher education‚ overseas study and future career enhancement as it has become a dominant foreign language in Vietnam. Unlike traditional methods used for a long time in Vietnam‚ Communicative Language Teaching (CLT) has been likely to meet the Vietnamese students’ needs of communication in English. Since CLT was introduced
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Teaching Abroad: A Culturally Appropriate Education Method Alethia once again left her classroom troubled and perplexed over the day’s events. She reflected over the last three months of teaching abroad in India. At first‚ she anticipated the challenge of teaching in another culture and bringing new and advanced education to a traditional society; however‚ the excitement waned as each day became a fight of wills between her and the students. When she tried to engage the students by asking questions
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The History of Method Acting According to the Oxford Dictionary‚ “Method acting is a technique in which an actor aspires to complete emotional identification with a part” (Oxford Dictionary‚ 2014). Method acting began based off a system by the director Constantin Stanislavski. This system was created approximately a hundred years ago when Stanislavski wanted actors to start representing realistic human emotions on stage (Bilgrave‚ 2004). During this time many people believed that great actors just
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Define human error‚ and explain the HFACS method used to classify human error and how HFACS can be both reactive and proactive. Human error can simply be described as an error made by a human. But it gets a little more complicated than that. People make mistakes. However‚ understanding why they make mistakes is vital. With that in mind‚ let’s go ahead and explore this very question. As stated earlier‚ human error is a mistake that occurs due to a person’s failing to properly execute something
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A SURVEY ON THE COMMUNICATIVE APPROACH FOR FOREIGN LANGUAGE TEACHING Nowadays‚ with the internationalization of this world‚ the foreign language learning and teaching has become especially important. In fact‚ since foreign language study was brought to school‚ various language-teaching methods have been used one after another‚ such as the Grammar –Translation Approach‚ the Direct Approach‚ the Audio-lingual Approach‚ etc. In 1970s‚ a new approach for language teaching‚ especially for foreign language
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Introduction In order to identify new materials‚ scientists use a variety of chemical and physical methods to determine molecular masses. One of these methods includes the Dumas method for determining the molecular weight of a volatile liquid. This method‚ which was proposed by John Dumas in 1826‚ makes use of a volatile liquid (vaporizes at a relatively low temperature) and allows this liquid to be heated in a water bath to a known temperature and escape from a flask through a tiny opening (Giunta
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Scientific Method Scientific Method is considered a series of systematic steps and tools that leads to scientific knowledge. These steps allow us to carry out an investigation. Arises as a result of the experience that man has accumulated throughout its history such as the transformation that has been going on in the field of some experimental sciences. It is based on a series of steps and procedures organized for the entire cycle of an investigation. (Makafoosh‚ 1979) Exploratory research: is
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Appendix A3: Study Methods for Student Surveys A3.1 Introduction We used two survey instruments to measure student outcomes from inquiry-based learning in undergraduate mathematics and to compare these outcomes between various student groups‚ in particular‚ between IBL and non-IBL students. The attitudinal survey was designed to detect the quality of and changes in students’ mathematical beliefs‚ affect‚ learning goals‚ and mathematical problem-solving strategies. The learning gains survey (SALG-M)
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The methods used to gather the data has consisted of primary research‚ Questionnaires were created which held 20 questions‚ around 149 questionnaires were handed out to the public of ages 16-25. A range of open and closed questions where used within the questionnaire to gain qualitative and quantitative information from the users. The open questions provide a deeper understanding of what the user wants and how they want it; this is more relevant to the interviews which have been done on different
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