Use Of Communicative Approach Research Articles

Application ofcommunication approach in studying English for military purposes

The article discusses the use of communicative approach in teaching English to cadets at military universities. Today, the communicative approach is an effective way to learn a foreign language. It is focused on the communication situation. Its important advantage is the ability to overcome the language barrier.

CONTENT ANALYSIS ON TWO ENGLISH TEXTBOOKS FOR THE EIGHTH GRADER OF JUNIOR HIGH SCHOOL

This paper reports a study that analyzed the content of two English textbooks used in junior high school in Indonesia. The two textbooks are officially published by Indonesia's Ministry of Culture and Education. The first is "When English Rings a Bell," written by Siti Wachidah, Asep Gunawan, Diyantari, and Yuli Rulani Khatimah and published in 2017, and the second is "Modul Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 untuk jenjang SMP Mata Pelajaran Bahasa Inggris untuk semester genap kelas VIII” which is published in 2020. The findings revealed similarities and differences between the two textbooks. Two English textbooks differ greatly because they have different goals. The second book is not a revision of the first, but it appears to be the solution to the pandemic. The first textbook is designed to improve language skills through the use of communicative approach, both spoken and written, with English as the medium of communication. However, the second textbook is expected to be beneficial and meaningful for students to achieve the intended competence independently. Despite differences in goal or focus in developing the textbooks, they share similarities in terms of basic competence that students must achieve.

Analysis of communication approaches used in agricultural extension: Case of Wolaita Zone, Southern Ethiopia

ABSTRACT The purpose of this paper is to analyze the communication approaches used by development actors to communicate with farmers in Wolaita Zone, Ethiopia. Communication is essential for local and agricultural development, and the appropriate use of communication approaches promotes development. Two types of data were used: the providers of extension services (state extension, research institutions, and non-government organizations) and the clients of extension services (a sample of 364 farm households and three focus group discussions with progressive farmers). The results found the state extension communicated with farmers using top-down approaches. The communication approaches used by state agricultural extension services were not in line with government policy. Agricultural technologies generated by research institutions were diffused to farmers in a one-way approach. However, non-government organizations used more integrated situation-based two-way communication approaches. The use of communication approach that promotes farmers’ participation was recommended as a way to improve extension service delivery.

TEACHING METHOD INVESTIGATION OF LI YANG’S CRAZY ENGLISH

Calls for more holistic research, especially ones that deal with English teaching and learning have increased in recent years. Through critical literature review, this study examines Li Yang’s crazy English, as a trend of English teaching in China. More specifically, it aims to discuss whether Li Yang’s crazy English is one of the “designer” methods and will produce proficient English speakers by proposing two research questions: (1) what is the nature of the “designer” methods? and (2) what specific strategies and what approach to foreign language teaching have the potential to improve learners’ communicative competence in Li Yang’s teaching method? The data have been analyzed and it is found that Li Yang’s crazy English can be categorized as one of the “designers” methods, which is, Total Physical Response (TPR) and failed to build learners’ communicative competence as the ultimate goal of foreign language teaching. The study recommends, therefore, the use of communicative approach in English teaching and learning processes to produce proficient English speakers

The Effectiveness of Communicative Approach in Enhancing Students’ Speech at SMA Negeri 1 Sukahaji Majalengka

The purpose of this research in general is to improve the quality of learning practices by using a communicative approach to teaching speech. The specific objectives to be achieved from the results of this study are 1). To obtain data on the ability of class X students of SMA Negeri 1 Sukahaji, Majalengka Regency in making speeches before learning by communicative approach. 2) To obtain data on the ability of Class X students of SMA Negeri 1 Sukahaji, Majalengka Regency in making speeches after learning by using a communicative approach. 3). To obtain data on the effectiveness of the use of a communicative approach in teaching speech to Class X students of SMA Negeri 1 Sukahaji, Majalengka Regency. The population in this study was class X SMA Negeri 1 Sukahaji Majalengka Regency with a total sample of 192. Data collection techniques were carried out through library research, pretest, and posttest. Students speaking ability before learning using a communicative approach is low. 61.0 % or more half of them do not yet have the ability to make speeches. The students speaking ability after learning by using a communicative approach there was increased the percentage reaching 72.6% or almost all of them had speeches. The use of an effective communicative approach can improve students’ abilities in teaching speech. The results of the calculation of the product-moment correlation test are known to have r = 0.884 or 88,4 % and based on the interpretation table, the correlation is very strong.

Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

Language proficiency is an important skill for the XXIst century. It means that formation of Ukrainian language competency is one of the major problems of educational institutions in Ukraine. The aim of the article is to analyze the main approaches, models and methods of Ukrainian language teaching and to highlight the most effective ones that can be used to train future professionals and make them ready to operate positively in dynamic society and information culture in future. To achieve the research objectives, we applied a number of theoretical methods including scientific literature review, synthesis of research results on the problems of Ukrainian language teaching and generalization of pedagogical theories and approaches. Also, we employed the empirical research methods: pedagogical observation and open survey to collect quantitative data on the problem. To process the results, we used the methods of mathematical analysis and statutory interpretation of students’ learning outcomes. The results show that there are four main models used for Ukrainian language teaching at the educational institutions. They vary depending on the approach. They include the model with the use of cognitive approach, the model with the use of competency-based approach, the model with the use of person-centered approach, and the model with the use of communicative approach. Also, the model with the use of combination of different approaches is proved to be common and effective among teachers and methodologists. In the article we found that two groups of teaching methods are applied: traditional and innovative. The survey of teachers, methodologists, and students showed that traditional and innovative methods are both effective and they can increase the level of Ukrainian language competency among students. But the efficiency of innovative methods is slightly higher. Therefore, we can state that the educational process requires a combination of different approaches to make the learning effective, interesting, and motivating. Also, teachers and methodologists are required to apply innovative methods more extensively as they help to enhance Ukrainian language competency among students and prepare them to language activities in every day and professional situations.

Exploring coherence and authorship in pedagogical link-making in science

ABSTRACT Despite rapid changes in education, science classrooms will remain central forums where fragmented pieces of information are brought together to construct coherent knowledge as concepts and explanatory scientific storylines. There is limited work stressing the importance of the interplay between how content is communicated through pedagogical link-making and the use of communicative approaches. Even less research addresses the role of coherence in this process. In this study, through exploring three cases of teachers teaching the same topic, we will bring forth differences on how links between past and to be learned scientific knowledge are made. We look at how authorship – whether teacher or students make the links – is related to students cognitively and emotionally engaged with the discussion. Besides revealing differences in these aspects, communicational coherence was found manifesting in different levels in the examples. Based on the findings, we discuss the role of communicational coherence and pedagogical link-making in meaningful learning of science.

Using Communicative Approach in Teaching Speaking Competence of Young Learners through Home-based Learning

This study aims to probe into the use of communicative approach in teaching speaking competence of young learners through a Home-based Learning approach. To master a language, the learner should sharpen their speaking skills/competences. In Indonesia, English is taught as a foreign/second language to young learners. Developing speaking competence will teach young learners English beyond grammar and word function, so that they could freely express their opinions. Being able to express themselves, young learners will have good self-esteem which would, in turn, help them in learning new things and other languages. However, the COVID-19 pandemic urged teachers to alter their method of teaching speaking to young learners as they learn from home and meet their teachers online through a virtual meeting platform. This study found that the materials designed by the teacher do impact in stimulating young language learners to improve their communication skills in English.
 Keywords: communicative approach, speaking skill, teaching young learners

Communicative Approach in Teaching Afro-Asian Literature and Performance of Grade 8 Students

The world constant change calls for a more rapid growth in the intellectual and emotional aspect of every individual. English, as a global language requires most of the learners to be more acquainted with the utilization of English language. This paper focused on the use of Communicative Approach in Teaching Afro-Asian Literature and the performance of Grade 8 students. The study tested the acceptability of the instructional module in terms of its content, relevance and instructional quality that turns out to be highly acceptable. The researchers used experimental method of research to the 68 participants who were randomly selected from the Grade 8 students of Telafas National High School and were grouped into experimental and control groups. Findings revealed that students from the control group performed poor in their pre-test and fair in their post-test, while the experimental group performed poor in the pre-test and their performance turned into outstanding after the integration of Communicative Approach. These results were further analyzed with the use of t-test; it statistically showed that there is a significant difference between the mean gain score of the control and experimental group which revealed that the experimental group improved better and learned much on the use of communicative approach than the control group.

Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania

Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania

Curriculum materials as a barrier to the use of communicative approach to English language teaching in EFL context: examples from Tanzania

This paper examines how curriculum materials act as a barrier to implementation of communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context. It has been noted that several studies report some challenges of CLT in English language teaching. Consequently, some authors conclude that CLT is useless while others observe that the reported challenges are external weaknesses caused by users of the approach. In light of this debate, this study was conducted. Two questions were the focus of the study: how do curriculum materials respond to CLT? How does the actual use of the developed curriculum materials respond to principles of CLT? Drawing on the data obtained, authors of this study argue that curriculum materials are missing essential tasks which would facilitate a smooth implementation of CLT. Consequently, features of the traditional methods are dominating the practices. Authors advocate that it is unfair to argue that CLT is useless in EFL context but we have failed to design for it. Following the noted weaknesses, researchers recommend the adoption of task-based curriculum material design to ensure rich communicative activities in textbooks and classrooms as well.

Communicative Approach in Teaching Afro-Asian Literature and Performance of Grade 8 Students

The world constant change calls for a more rapid growth in the intellectual and emotional aspect of every individual. English, as a global language requires most of the learners to be more acquainted with the utilization of English language. This paper focused on the use of Communicative Approach in Teaching Afro-Asian Literature and the performance of Grade 8 students. The study tested the acceptability of the instructional module in terms of its content, relevance and instructional quality that turns out to be highly acceptable. The researchers used experimental method of research to the 68 participants who were randomly selected from the Grade 8 students of Telafas National High School and were grouped into experimental and control groups. Findings revealed that students from the control group performed poor in their pre-test and fair in their post-test, while the experimental group performed poor in the pre-test and their performance turned into outstanding after the integration of Communicative Approach. These results were further analyzed with the use of t-test; it statistically showed that there is a significant difference between the mean gain score of the control and experimental group which revealed that the experimental group improved better and learned much on the use of communicative approach than the control group.

The use of communicative approach in teaching english

The use of communicative approach in teaching english

Використання комунікативного підходу до навчання іноземних мов студентів ВНЗ

The author considers the problem of use of communicative approach in teaching foreign languages to students of universities. The history of appearing of the communicative approach is revealed. The own experience and the experience of other teachers-practitioners are used. The role of interactive learning is specified. A few role- plays in the study of selected economic topics are offered.

TO WHAT EXTENT THE USE OF COMMUNICATIVE APPROACH IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE BY TEACHERS OF SENIOR HIGH SCHOOLS IN BENGKALIS

This study aimed tofind out to what extent the use of communicative approach in the teaching of english as a foreign language by teachers of senior high schools in Bengkalis. This study was done to see the phenomenon of lack of communication skill in English at the number of senior high school graduation. It might be caused of inappropriate approach applied at senior high school. This study found that most teachers strongly agreed that their role is as a facilitator. Furthermore, most teachers indicated that their class is more student centered than teacher- centered, the teacher is just as a facilitator in the classroom. This study could be used as empirical data for further research and as a review for the stockholders in making decision. Finally, this study could contribute to improve the senior high school graduation ability in English.

Use of Communicative Approach and the Use of Image Media in Improving Writing Skills

The communicative approach and use an iamege media without pictorial picture books can be used to improve students' skills in writing essays. The research was conducted using a classroom action research design. Subjects in this study were third grade students of Cinangsi Elementary School, Cikalongkulon District. The study was conducted in two cycles. Data collection uses test and non-test techniques. The test used is a test of action in the form of assignment writing essays, while the non-test technique used is observation, journals, interviews, and photo documentation. The results showed that the average learning outcomes in the first cycle was 73.79, and in the second cycle increased to 88.12. Thus, there was an increase from cycle I to cycle II of 14.33%. This increase in student writing skills is also followed by changes in behavior, from negative behavior to positive behavior. In cycle II, students who were previously less enthusiastic about writing essays became enthusiastic, happy, and interested after participating in learning to write essays with a communicative approach and media without textbooks.Keywords: communicative approach, writing essays

Development of the basic theoretical basis of accounting information quality

Actuality research towards improving the quality of theoretical principles of accounting information has been grounded. The absence of accounting information quality paradigm in today's conditions has been considered. The structure of the basic theoretical principles of accounting information quality has been suggested. Paradigm and conceptual levels of accounting information quality have been allocated. Basic theoretical constructs of paradigm of accounting information quality have been allocated and grounded. The relationship between basic theoretical constructs paradigm and accounting information quality paradigm has been determined. The levels of application of qualitative approach in the accounting and regulations of quality have been allocated. Basic elements of accounting information quality paradigm based on T. S. Kuhn’ approach (symbolic generalization, metaphysical assumptions, values, exemplary research results) have been allocated and grounded. The substance of the conceptual level of theoretical basis of accounting information quality has been determined. Imperatives of construction of qualitative accounting system through the use of communication approach have been allocated.

The Use of Communicative Approach in 9th Grade EFL Classes

The Use of Communicative Approach in 9th Grade EFL Classes

Implementation of Communicative Approach

In the contemporary age of high professional requirements such as excellent communicative skills, the need for successful learning of communicative skills of English language suggests communicative ability to be the goal of language teaching. In other words, to teach English language using communicative approach becomes essential. Studies to measure teachers’ classroom behavior indicate that the implementation of communicative approach in the classroom is rare. Although teachers claim to be following a communicative approach, in practice they seem to be following traditional approaches. The proposed study was undertaken to assess the existing situation with regard to the use of communicative approach in the teaching of English language at the secondary level in different schools of Delhi following the curriculum of Central Board of School Examination (CBSE), New Delhi. A Likert-type attitude scale was developed to understand the teachers attitudes towards the communicative approach.

USING A DISCIPLINARY DISCOURSE LENS TO EXPLORE HOW REPRESENTATIONS AFFORD MEANING MAKING IN A TYPICAL WAVE PHYSICS COURSE

We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview–discussions. The grounding of these interview–discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students’ preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview–discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students’ preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.