Сборник международной конференции «модернизация сознания: характер передачи образа «Әлем»
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Methodology The planned research was chosen with the goal of determining: 1) Teachers' attitudes regarding communicative approaches. 2) Any gaps, if any, between communicative language instruction theories and classroom application. 3) Factors contributing to the gap A combination of pilot survey, sample survey, participant observation, and interview was used to accomplish the study's objectives. The study looked at the degree to which communicative approaches were implemented in secondary ESL courses. This is because communicative activities are expected to be used to teach the language primarily at this level. Whereas, at the primary level, the instruction of vocabulary and structure practise is primarily done to provide pupils with a foundational understanding of the language before allowing them to participate in communicative activities later (at the secondary level). Students become well versed or fluent in the language by the time they reach tertiary level, which is an advanced level. As a result, they no longer require such activities. Interviews There were two stages to the interviews with ESL teachers. The first phase was confined to building rapport with the instructors and having general conversations regarding the teaching methods utilised in the classrooms, their students' attitudes and conduct, and the issues they confront, among other things. The next step was to conduct more in-depth interviews with the teachers. In addition, they were given questionnaires to fill out, and their responses were recorded. Twelve students were interviewed individually and in groups, and their comments were recorded. Classroom observations The classroom observations focused on teaching methods, communicative activities, usage of a first language in the introduction of a foreign language, correction work, the role of the instructor, and student engagement, along with many other things. жүктеу/скачать 2,86 Mb. Достарыңызбен бөлісу:
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