Sunday, March 31, 2019

CLT as a language teaching

CLT as a language informThesis asseveration and Annotated Bibliography05 March 2010Thesis StatementTeachers usually use CLT as a language teaching method, however, in Baxs opinion CLT should be replaced by linguistic context Approach.Annotated BibliographyBax, S. (2003). The end of CLT a context approach to language teaching. In ELT journal Volume 57/3 (pp. 278-287). Oxford University Press.Baxs article argues that CLT plays a hugely dominating role in language teaching, meanwhile neglecting the context in which teaching takes place. He agrees that CLT is a good method, that is why it is so popular, notwithstanding it has its consume shortcomings. He claims that the context in which language teaching takes place is much important, so instructors should focus on the Context Approach. Bax states that many teachers think that the rural area which does not use CLT is a backward country. He suggests that the main line of work is that the main focus lies on the teachers methodol ogy, which means that the focus is on teaching not in learning. He explains that the Context Approach is not a brand-new idea it is just not within the CLT. His conclusion is that nevertheless though teachers pay attention to context, it is a secondary feature for them, although it should be the key factor both in language teaching and learning.(141 words)Harmer, J. (2003). favourite culture, methods, and context. In ELT Journal Volume 57/3 (pp. 288-294). Oxford University Press. As argue to Baxs article, Harmer states that methodology in language learning can not be rejected. He agrees with Bax that the teachers training should not be like the PPP method, but disagrees with him in other aspects, such as the importance of the learners local and theme culture in language teaching. His main argument in connecter with that is the idea of the conflict between the teachers belief and the local culture in connection with the corporal punishment. He thinks that the problems are within the adaptation of the methodology not in its ideas. He mentions Dilys Thorp, who agrees with Bax, but offers another solution, meaning the teacher and the students should meet somewhere in the middle. Harmer concludes that in his opinion there is not a contradiction between methodology and context.(134 words)Tomlinson, B. (2001). Humanising the Coursebook. In Humanising Language direction Year 3 Issue 5. http//www.hltmag.co.uk/sep01/mart1.htmTomlinsons article is about his idea of humanising the coursebook. He states that for the learners the key point in language learning is affect. He thinks the crush way is to replace the coursebook with other methods, strategies, and texts. He advises the partial replacement of the coursebook, too. He argues for localizing coursebooks because he thinks that the global coursebooks are not humanistic enough. Therefore he complains about the fact that the learners learn from them.In my opinion this is a real helpful article because it introduces other, more humanistic ways of using a coursebook. The article shows both the positive and the negative sides of the books. It introduces new methodological and contextual approaches, so I can use it to support my argument.

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