The Fluency Way: A Functional Method for Oral Communication

Autor/in	Samifanni, Faramarz
Titel	The Fluency Way: A Functional Method for Oral Communication
Quelle	In: English Language Teaching, 13 (2020) 3, S.100-114 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Language Fluency; Oral Language; Second Language Learning; Second Language Instruction; Teaching Methods; Language Proficiency; Linguistic Theory; Grammar; Cultural Awareness; Cognitive Ability; Teacher Student Relationship; Communicative Competence (Languages); Teacher Role; Student Role; Suggestopedia; Direct Instruction + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; Grammatik; Cultural identity; Kulturelle Identität; Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrerrolle; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	This study delves into the analysis of theories of language acquisition and teaching methods. A qualitative approach was used to analyze three language acquisition theories and five teaching methods to help and provide teachers with methods that are relevant and applicable in developing and enhancing the speaking skills of the students. Findings revealed that grammatical skill is not the focus of Second Language Acquisition. It is concluded that language learning and acquisition are dynamic activities requiring social, cultural, and cognitive competencies on the part of the teacher. The teaching of language is most effective and productive when the learners are actively engaged in authentic tasks that are conducted in a natural and spontaneous manner to enable learners to gain a total psycho-socio-cultural-linguistic experience. Learner-centeredness is a universal theme and the teacher-learner relationship is a cooperative and collaborative partnership for relevant and functional language competence. Suggestions and recommendations for future studies were proposed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01