The effects of communicative grammar teaching on students' grammar competence and oral performance
With reference to the current trend of language teaching, CLT is supposed to primarily aim at developing learner’s communicative competence. Therefore, the design of most textbooks developed by the MOET (Ministry of Education and Training) in Vietnam is somehow based on CLT. However, after many year...
Guardado en:
| Autor principal: | |
|---|---|
| Otros Autores: | |
| Lenguaje: | eng |
| Publicado: |
Trường Đại học Trà Vinh
2020
|
| Acceso en línea: | https://opac.tvu.edu.vn/pages/opac/wpid-detailbib-id-34992.html |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Thư viện lưu trữ: | Trung tâm Học liệu – Phát triển Dạy và Học, Trường Đại học Trà Vinh |
|---|
| Sumario: | With reference to the current trend of language teaching, CLT is supposed to primarily aim at developing learner’s communicative competence. Therefore, the design of most textbooks developed by the MOET (Ministry of Education and Training) in Vietnam is somehow based on CLT. However, after many years of studying English at school with these textbooks, Vietnamese students cannot apply their linguistic ability to real-life situations. Second, the school facilities cannot meet the demand of CLT application. Particularly, large-size classes are not ideal environment for a communicative lesson; and schools lack equipment (e.g. audiovisual teaching aids) (ibid.). Moreover, according to Khuong-Cam (2010), this problem of English grammar teaching derives from such constraints as grammar-based examinations and textbook-based syllabi rather than those mentioned by Nguyen and Nguyen (2014). Relating this common reality to VO VAN KIET High School, in KIEN GIANG province, Vietnam, the grammar teaching application has been in the same way. This fact is experienced by the researcher’s seventeen-year experience in teaching English at this school, through hundreds of classroom observations and daily personal communication with practitioners and students (personal communication, 2012). |
|---|