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Communicative Language Instructional Approach for Teaching Foreign Language: a Comparative Study . By Barbara J. Watson. Statement of the Problem. Need to communicate in a second language Changing demographics and business practices - PowerPoint PPT Presentation
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Communicative Language Instructional Approach for
Teaching Foreign Language: a Comparative Study
By Barbara J. Watson
Statement of the Problem
Need to communicate in a second language
Changing demographics and business practices
teaching approach and best practices for today’s students of foreign language
Chapter One
Introduction“The objective of a communicative
classroom is to increase the competence of second language when assessing oral proficiency skills… Current methods of teaching a second language include a traditional grammar based system and Communicative Language Teaching”(Haas, Sept 2000)
Review of Literature
History of teaching foreign language
Methods of instruction Traditional grammar-based
instructionCommunicative Language
Approach
Importance of the Study
Perceived preparedness for the district assessment and/or the oral proficiency district assessment
Impact on classroom communicative
language approach vs. traditional
Identify impact of two approaches on student outcomes
Question
Communicative language approach uses repitition which enables the students to attain a higher level of oral proficiency
Question (continued)
High school students are positively impacted by the communicative language approach because the students are better prepared for oral communication
Operational Definitions of Terms
Communicative Competence: the four components of communicative language which are grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. (Sato & Kleinsasser, The Modern Langauge Journal, 1999).
Communicative language teaching: uses almost any activity that engages learners in authentic communication including functional communication activities and social interaction activities. (LinguaLinks Library, 1999.)
Operational Definitions of Terms (continued)
Convenience Sampling: is defined as a non-probability sampling strategy that uses the most easily accessible people (or objects) to participate in a study. Purposive/purposeful sampling: a non-probability sampling strategy in which the researcher selects participants who are considered to be typical of the wider population. (Project Gold: http:www.bath.ac.uk/dacs/gold.glossary.html)
Functional communication activities: Communicative language activities aimed at developing certain language skills and functions, but which involve communication (LinguaLinks Library, 1999.)
Highly structured activities: highly structured classroom activities such as teaching grammar rules, conducting drills, and teaching vocabulary lists (Gatbonton, Segalowitz 2005 The Canadian Modem Language Review)
Operational Definitions of Terms (continued)
Mechanical Drill: Any learning event that is strictly grammar focused (Snider, Teaching German, 2005).
Non-Communicative activity: Classroom activities that did not require the kind of unpredictable exchanges communicative activities produce, including activities that require the learner to comprehend the stimulus without focusing on meaning and drills (Snider, Teaching German, 2005).
Purposive Style Sampling: based on previous knowledge of a population and the specific purpose of the research, investigators use personal judgment to select a sample (Fraenkal, J. & Wallen, N. 2003).
Limitations of the Study
One high school Communicative language approach Traditional grammar-based approach select group of foreign language teachers Sample size Perception survey-results may vary
Not taken into account:each teacher’s years of experience
Chapter 2
I. Historical Timeline
II. 1970-1990 foreign language teaching
III. 1990-present
IV. Communicative Language Approach vs. Traditional grammar-based approach
Participants
90 level I high school Spanish students.
3 sections 2 teachers Student Demographics
– CL approach– Traditional grammar approach
Instrument
qualitative study
14 question student survey
Audio recording of CL and Traditional classrooms
Qualitative analysis of district test scores
Procedure
level I Spanish high school students of a communicative classroom and
traditional grammar-based classroom.
high school with communicative language approach and the traditional grammar approach.
Chapter 3 Results -The data interpretation begins with the
survey questions
Chapter 3
Results-survey Question #6 -#9: Perceived Preparedness At Listening
Activities, Reading Comprehension Activities, oral communication activities, written essays
CL students are not as confident as Traditional and spend more time listening daily
71
26
95
5
0
10
20
30
40
50
60
70
80
90
100
Perception of Preparedness
CL TRADType of Instruction
Question #6: Perceived Preparedness At Listening Activities
extremely/verypreparedsomewhat/notprepared
Overview of Responses
CL students score very low and read weekly
Overview of Responses
CL students are less confident and score better
Overview of Responses
CL and Traditional continue confidence trend
Overview of Responses
CL students are less confident and score better
Overview of Responses
CL students reverse their trend
Data - Teacher
Data - Teacher
Data - Students
Communicative language approach
Data - Students
Communicative language approach
Data - Students
Traditional grammar-based approach
Data - Students
Traditional grammar-based approach
Significant Data Issues
Students
Summary of Study
Communicative Language Approach to teaching foreign language is an acceptable approach for preparing students of level I Spanish for the school district final exam and the school district oral benchmark exam
Question Supported
CL students did as well or better than Traditional students on final exam
CL students outperformed Traditional students - oral proficiency benchmark second semester.
CL students were as prepared as the Traditional students -final exam & better prepared for the oral testing.
Significance of Research
The results of the study will affect the researcher’s teaching approach
allows students to achieve a higher level of oral proficiency
impact of using grammar-based instruction teaching approach with high school students
Conclusions
The conclusion of the data analysis is….
approach does not have a significant negative affect on the students of level I Spanish
approach prepares students for the final exam and for the oral benchmark exam
CL approach helps students increase their oral proficiency
Recommendations
The researcher recommends… Present data will be to CL and Traditional
teacher and to the district in 2008
Follow the students from this study into Level II Spanish
Classes of the researcher will replicate this study