Audiolingualism and Communicative Language Teaching are two pedagogies both of foreign origin, however, they have made drastically different impact on English Language Teaching in China. The paper explains from a cultural perspective why audiolingualism is painlessly integrated into traditional Chinese approach of English learning while Communicative Language Teaching seems to have encountered ...

This paper describes a course-support hypermedia languagelearning environment, called “AcademicEnglish” based on communicative language teaching approach, for EFL/ESL academicians to improve their communicative competence in academic contexts, and shows the design and implementation of the courseware in this environment. To support our hypotheses in building such an environment, we conducted a ...

This article is a comparison of the Natural Approach and Communicative Language Teaching. Using the Richards and Rodgers’ model for conceptualizing approaches and methods described in Approaches and Methods in Language Teaching, 1986, Cambridge University Press, I compare and contrast these two approaches carefully at the level of approach, design and procedure. At the level of approach, I look...

Intake  is  a  concept  that  has  long  fascinated  second  language  researchers  as  it  provides  a window  onto  the  crucial  intermediary  stage  between  input  and  acquisition.  A  better understanding of this intermediary  stage can  help us to distinguish between input that  is used for immediate (e.g. communicative) purposes only and input that is drawn on for learning. This articl...

This paper focuses on the problem of language transfer in foreign language learning. The transfer often leads to a communicative gap, which is caused by the difference between a learner's mother language (ML) and the target language (TL). This paper first analyzes the semantic relations between the ML and the TL. Then it proposes a CGM (Communicative Gap Model) because of the meaning difference...

arabic language instruction in iran has always relied on cognitive factors, and has been based on grammar-translation method. consequently, issues such as arabic learner's and teacher's mental processes during learning and teaching, metacognitive factors, interlocutors' characteristics and the conversation setting, learner's information processing procedure, etc. have never ...

The Use of Educational Humor in the Process of Learning and Teaching: A Special Facilitator for Second Language Learners A. Zeyaa'ee Mehr, Ph.D. Research on educational humor during the past two decades demonstrates both the role and the impact of humor on the processes of learning and teaching, especially in the area of second/foreign language learning. There are a number of theories...

This paper considers the currently fashionable notion of language awareness: what it is, where it comes from, and how far it is pedagogically valid. Awareness (of language as grammatical code) was central to language learning in grammar-translation methodology, but was played down in both structural and communicative language teaching. A communicative approach implied, however, a need to become...

76 This (the second of two articles) looks at some of the pedagogical aspects of the Communicative Approach, including the idea of a 'semantic syllabus' and the question of 'authenticity' in materials and methodology. It is argued that the Communicative Approach generally presents an over-simplified and misleading account of these issues, and that a sensible approach to language teaching involv...