Թեմա - Songs and music in teaching English to young learners
Տեսակ - Կուրսային, անհատական և ստուգողական աշխատանքներ
Գին - 4750 դրամ
Առարկա - Անգլերեն լեզվով
Էջեր - 19
Chapter 1. History and Teaching Methods
Chapter 2. Songs and Music in Teaching English to Young Learners
Conclusion
2. Emmitt and Pollock. (1997: 47). Language and Learning. An introduction for Teaching. 2nd edition. Oxford: Oxford University Press.
3. Brown, Joy L. M. Rhymes, Stories and Songs in the ESL Classroom//The Internet TESL Journal, Vol. XII, No. 4, April 2006, http: //iteslj.org/Articles/Brown-Rhymes.html
4. Brown, H. D. (1994). Teaching by Principles. An Interactive Approach to Language Pedagogy . New Jersey: Prentice Hall Regents.
5. Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University Press
6. Cullen, B. 1998. Music and song in discussion. The Internet TESL Journal 4 (10).
7. Demirel, Ճ. 2004. Teaching modern foreign languages: Language passport, language biography, language dossier]. 2nd ed. Ankara, Turkey: Pegem A Publishing
8. Johnstone, R. 2002. Addressing ‘the age factor’: Some implications for languages policy. Strasburg, France: Council of Europe Using Music in the Adult ESL Classroom
Brown (1994: 212) enumerates 6 main words of CLT for better understanding what its aim is: learner-centered, cooperative (collaborative), interactive, content-centered, integrated and task-based. They supposedly show methods in which language teaching is carried out communicatively, and so reflect the CLT mentioned characteristics. The Communicative Language Teaching (CLT) is a great deviation from the earlier pedagogical approaches, in particular, grammar translation methods paying particular attention to overt presentation of translation and grammatical rules. And yet there seems to be a little consensus as to what factually should be presented to the students or which lesson “techniques” (Brown, 1994: 322) to use to enhance their communicative competence and not just their grammatical commands through CLT.
Brown, viewing CLT as an approach rather than a special teaching method, describes 4 underlying below features in defining CLT in a second language lesson:
• Classroom should be focused on all of the components of communicative competence of which grammatical or linguistic competence is just part.
• Classroom activities must be directed at engaging students in the pragmatic, authentic, and functional application of language for meaningful goals.
• Both fluency and accuracy must be thought equally significant in a second language learning classroom.
• Learners should use their target language, effectively and receptively (Brown, 1994: 245)
The most evident advantage of CLT is the fluency growth in the target language. This give the learners an opportunity to be more assured while contacting with other.