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Essay / Research Paper Abstract
A 5 page paper that reflects the writer's experience as a foreign language teacher (hypothetical). The paper describes the Communicative Language Teaching Approach, it concepts and principles and its value as a technique. The writer also integrated the Presentation, Practice, and Production technique and cooperative groups. Examples of activities are included. Bibliography lists 8 sources.
Page Count:
5 pages (~225 words per page)
File: ME12_PGefl9.rtf
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Unformatted sample text from the term paper:
classroom. The communicative approach is used often and this approach is generally supplemented with other techniques. This is the teaching style I use. Different approaches are integrated including the communicative
approach, the PPP approach, and the use of many group activities. Further, after the first few weeks, students are required to use only the foreign language in the classroom. This
is a form of immersion. There are some exceptions. The Communicative Language Teaching Approach (CLT) focuses on communicative competence (Hart; Language Link). The objective of this approach is for students
to develop language fluency that will allow them to use the language outside the classroom (Renshaw (a)). As one set of authors explained, the CLT approach wants: "to get our
learners to develop linguistic fluency, not just the accuracy that has so consumed our historical journey" (Language Link 2008). This model is considered to be a generic model that
can be used with other techniques. This fact makes the CLT approach very beneficial as the core approach to teaching foreign languages. The basic concepts of the CLT approach are:
focusing on the student learning to communicate in the foreign language through interactions; introducing authentic dialog in the classroom; providing opportunities for students to focus on both the language and
the learning process; enhancing the students personal contributions in the classroom; and attempting to link what is learned in the classroom to experiences outside the classroom (Renshaw (a)). There are
a set of principles teachers use when adopting the CLT approach. Some of the principles are different than in many other classrooms. For instance, the teacher in the CLT classroom
acts as a facilitator guiding students to learning and monitoring that learning process (Hart). This changes the role of the teacher from expert director to guide. Other principles include:
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