فهرست مطالب

رشد آموزش زبان های خارجی - پیاپی 120 (زمستان 1395)

نشریه رشد آموزش زبان های خارجی
پیاپی 120 (زمستان 1395)

  • تاریخ انتشار: 1395/10/29
  • تعداد عناوین: 11
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  • Zarei Neyestanak. Sh Page 25
  • Azimi, H.: Kobadi Kerman _ Page 30
  • Sahragardr., Mansourzadeh, N Page 39

    If the am of language teaching is to use language effectively, Communicative Language Teaching (CLT hereafter) can be the ideal channel to move forward. According to Adi,( 2012), to communicate effectively and appropriately, CLT can be a right choice. Recently, CLT has become the most fashionable approach in the context of Iran. When asked about the approach they use in their classrooms, most Iranian EFL teachers’ answers will be CLT approach. However, when asked to give a detailed and comprehensive picture of CLT, their interpretation will be somehow different and personal. Regarding CLT, the main questions are: What are the basic tenets of CLT? Does CLT mean teaching grammar or conversation? What is the role of open-ended activities in CLT? Do Iranian EFL teachers have a deep and logical understanding of CLT slogans to be implemented? Although many applied linguists and teachers have accepted CLT as an effective approach, different conceptions of CLT, some of which seem to be false, have diminished its efficacy. This paper, then, tries to introduce CLT briefly, set out the main misconceptions and discuss them in detail.

    Keywords: CLT, Iranian EFL teachers, misconceptions
  • Talking about Travel Prospect 3 – Unit 2
    Maryam Mehrad Sadr Page 44
  • Dorri, J Page 45
  • Mehdi B. Mehrani Page 52

    Nonverbal communication makes up most of what we use to communicate in our face to face interactions. Research findings show that in our social and interpersonal communications up to 65% of what is transmitted is conveyed non-verbally. Nonverbal communication is also important in the process of language teaching, because teachers’ nonverbal communication can create a fluctuating range of students’ engagement or disengagement in the process of teaching. In addition, a variety of teaching techniques requires extensive use of nonverbal forms of communication in language classes. Psycholinguistic studies also suggest that students can recall vocabulary and language patterns for a longer period of time if the instruction is accompanied with nonverbal signs. In this article, an overview of different types of nonverbal communication and body language is presented. The paper then discusses the meaning of commonly used hand gestures and attempts to clarify how they are normally interpreted in the Western countries. It is hoped that Iranian language teachers find this discussion useful and they can incorporate it in their classroom instruction.

    Keywords: body language, hand gestures, nonverbal communication
  • Leila Shobeiry, Danial BASANJ Page 64

    A la fin de l’époque des méthodologies pédagogiques structurales, l’approche communicative, fondée sur les notions comme la centration sur l’apprenant, la situation de communication, etc., a fait son apparition causant une grande évolution dans la didactique des langues. Le présent article cherche à repenser certains aspects de l’approche communicative en présentant les raisons principales de son apparition et met en avant les concepts clés et les objectifs pédagogiques de cette approche cette fois dans un but plus pratique: en tenant en compte l’utilisabilité des concepts abordés et analysés ici auprès des enseignants-usagers qui feront une lecture de ces lignes. La problématique de cet article est d’explorer les différents aspects de l’approche communicative qui la différencie des méthodes précédentes. Notre question est de savoir si ces différents aspects de l’approche communicative influencent le choix des méthodes et l’enseignement pratique du FLE chez les enseignants du FLE en Iran. Après une étude des caractéristiques de l’approche communicative, on poursuit comme objectif de présenter une analyse du degré d’efficacité de cette approche en didactique du français langue étrangère.

    Keywords: approche communicative, FLE, Apprenant