Storytelling and communicative language teaching
Storytelling and communicative language teaching

Author: Hasret Deliorman

Publisher: GRIN Verlag

Published: 2009

Total Pages: 29

ISBN-13: 364043952X

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Studienarbeit aus dem Jahr 2007 im Fachbereich Englisch - Pädagogik, Didaktik, Sprachwissenschaft, Note: 13, Johann Wolfgang Goethe-Universität Frankfurt am Main (Institut für England- und Amerikastudien), Veranstaltung: The Secret Formula, Sprache: Deutsch, Abstract: Nowadays it is necessary to be able to speak english, because this language is getting more and more important and it is the basis of international communication. So pupils have to learn as early as possible to have a strong command of this language and to use it effectively. Communicative language teaching (CLT) emphasizes communicative skills and wants communicative practise at the centre of classroom learning. According to Savignon, communicative competence is the central theoretical concept of CLT (2004). She defines this competence with the terms of expressions, interpretation and negociation of meaning. Hedge says that it is important for CLT to encourage pupils to communicate their needs, ideas and opinions and also that they are able to operate effectively in the real world (2000:44-45). She writes that in the communicative language classroom pupils have to learn to use that language in certain settings and authentic situations. According to both authors, CLT helps to develop certain communicative skills and to come to terms with the language without any grave problems of expressing thoughts, wishes, opinions, etc. The language learner has to indentify him with that language so that he can apply his knowledge without any fear and uncertainity. And it is important that the teacher applies grammar based exercises as an integral part of real live tasks. Otherwise the learners could get bored, detered or even overtaxed with grammatical units. Hedge claims too, that a teacher`s intervention to correct should be as minimal as possible (2000:58). We can integrate grammatical units in activities where learners are supposed to talk about their next holiday plans and therefore they need to use several f

Stories
Stories

Author: Ruth Wajnryb

Publisher: Cambridge University Press

Published: 2003-04-03

Total Pages: 249

ISBN-13: 0521001609

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An exploration of story-telling as discourse through a wide range of teaching activities.

Effectively Teaching Foreign Languages
Effectively Teaching Foreign Languages

Author: Christina M. Koslowski

Publisher:

Published: 2012

Total Pages: 206

ISBN-13:

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"The purpose of this application thesis is to determine if there is a significant difference in second language acquisition and retention when the teacher uses the Total Proficiency through Reading and Storytelling (TPRS) method as opposed to the Communicative Language Teaching (CLT) approach when teaching a foreign language. In the CLT approach, a variety of task-based communication activities, games, role plays and simulations, usually carried out in small groups, give students an opportunity to use and practice the language. Often, this approach uses real-life situations that require communication. The teacher sets up a situation that students can encounter in real life and students communicate about the situation. TPRS uses storytelling as a means to help students hear, process, and use more authentic language. High-frequency vocabulary and structures are used, along with some involvement and input from the students to create funny and interesting stories. Language is taught holistically without teaching grammar rules, and language is learned by understanding messages in the target language through comprehensible input. The empirical research indicates that a variety of language teaching methods in the classroom is the most effective method of teaching a foreign language. Overuse of any method may contribute to student frustration, affecting achievement. Therefore, this thesis includes an application of both TPRS and CLT instruction."--leaf 4.

Once Upon a Time
Once Upon a Time

Author: John Morgan

Publisher: Cambridge University Press

Published: 1983-11-24

Total Pages: 136

ISBN-13: 9780521272629

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A wide range of motivating and engaging stories from many cultures and sources.

Teaching and Learning Communication, Language and Literacy
Teaching and Learning Communication, Language and Literacy

Author: Ann Browne

Publisher: Paul Chapman Educational Publishing

Published: 2007-03-22

Total Pages: 236

ISBN-13: 9781412902090

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Teaching and Learning Communication, Language and Literacy is a comprehensive guide to the teaching and learning of communication, language and literacy in the foundation stage (3-5 years). It draws on research findings and good practice to provide practical guidance about working with young children in nursery and reception classes. The book examines how young children develop as learners and users of language and literacy and the contribution that home and school make to their learning. It locates learning in a play based curriculum and provides a rationale for making play both a context and a resource for learning. It also takes account of recent policy initiatives such as the Curriculum Guidance for the Foundation Stage, the organization for literacy in reception classes and the foundation stage assessment profile. Throughout the book a distinction is made between the organization and activities that are appropriate to nursery and reception children. The book contains practical suggestions about activities and resources including ways of working with environmental print and found texts, ICT, TV and video as well as books. The role of adults in supporting and extending learning is considered in detail.

Teaching Proficiency Through Reading and Storytelling (TPRS)
Teaching Proficiency Through Reading and Storytelling (TPRS)

Author: Karen Lichtman

Publisher: Routledge

Published: 2018-06-12

Total Pages: 67

ISBN-13: 1351802402

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This module introduces Teaching Proficiency through Reading and Storytelling (TPRS), an input-based language teaching method. TPRS provides a framework for teaching classes completely in the target language—even those at the beginner level. Through the steps of establishing meaning, creating a story that is acted out live in class, and reading, students understand and use the target language to communicate right away. Research shows that over time TPRS creates fluent speakers who excel both on traditional tests and—more importantly—in real-life situations. This is a valuable resource on TPRS for world language teachers, language teacher educators, and second language researchers.