Adapting Textbook Activities for Communicate Teaching and Cooperative Learning  

Oleh:

Yang, Anson ; Chan-Piu Cheung

Jenis: Article from Bulletin/Magazine
Dalam koleksi: English Teaching Forum (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 41 no. 3 (Jul. 2003), page 16-25.
Topik: TEXTBOOK; textbook activities; communicative; teaching; cooperative learning
Fulltext: Adapting Textbook Activities.pdf (352.48KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

In english language teaching, communicative language teaching (CLT) and cooperative learning (CL) share a common characteristic : in a meaningful task students are asked to exchange information among themselves in small groups and / or with the teacher. This kind of student collaboration has two benefits. First, the whole class actively participates in a task at the same time and students can then compare their findngs when the task is over and second, the meaningful task is rehearsed in class for later use in real communication outside the classroom. In some ELT settings, hong kong for example, many obstacles have deterrred secondary school english teachers from using either CLT or CL in their classes. These include large class size, lack of training in communicative and cooperative techniques and mistaking any group work for communicative teaching and cooperative learning. One obstacle that most schools cannot overcome is the extensive language syllabus prescribed by the textbook.

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