Thinking skills and communicative language teaching: a curriculum perspective
Second Language teaching in South Africa and concludes that many L2 teachers have resisted using this approach. This may be attributed to a misunderstanding of the basic principles of communicative language teaching (CLT), as well as to uncertainty regarding its practical application. He proposes...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | Afrikaans |
| Published: |
Stellenbosch University
1991-12-01
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| Series: | Per Linguam : A Journal of Language Learning |
| Subjects: | |
| Online Access: | http://perlinguam.journals.ac.za/pub/article/view/344 |
| _version_ | 1831637822088413184 |
|---|---|
| author | Swatz, Johann J. |
| author_facet | Swatz, Johann J. |
| author_sort | Swatz, Johann J. |
| collection | DOAJ |
| description | Second Language teaching in South Africa and concludes that many L2 teachers have
resisted using this approach. This may be attributed to a misunderstanding of the basic
principles of communicative language teaching (CLT), as well as to uncertainty regarding its
practical application. He proposes an innovative way of implementing CLT, involving the
integration of thinking skills with selected language content within a communicative
framework To demonstrate this, he gives a detailed description of a language teaching
module for senior secondary pupils. He then discusses the communicative nature of the
activities contained in the module and points out what additional benefits this approach may
offer L2 pupils.
Die skrywer evalueer die impak wat die kommunikatiewe benadering op Engels tweede taalonderrig
in Suid-Afrika gehad het en kom tot die gevolgtrekking dat menige tweede taalonderwysers
teenstand bied teen die gebruik van die benadering. Dit kan toegeskryf word aan
die feit dat daar 'n wanbegrip bestaan van die basiese beginsels van kommunikatiewe taalonderrig,
asook 'n onsekerheid rakende die praktiese toepassing daarvan. Hy stel 'n
innoverende uyse van aanbieding voor wat die integrasie van denkvaardighede met
geselekteerde taalinhoude binne 'n kommunikatiewe raamwerk behels. Om dit te
demonstreer gee hy 'n gedetailleerde beskrywing van 'n taalonderrigmodule vir senior
sekondere leerlinge. Daama bespreek hy die kommunikatiewe aard van die aktiwiteite wat
die module bevat en dui oak aan watter addisionele voordele hierdie benadering vir tweede
taal-leerlinge inhou. |
| first_indexed | 2024-12-19T06:59:26Z |
| format | Article |
| id | doaj.art-cb1b7e08508746d08c5b3c3f1beaa5ba |
| institution | Directory Open Access Journal |
| issn | 0259-2312 2224-0012 |
| language | Afrikaans |
| last_indexed | 2024-12-19T06:59:26Z |
| publishDate | 1991-12-01 |
| publisher | Stellenbosch University |
| record_format | Article |
| series | Per Linguam : A Journal of Language Learning |
| spelling | doaj.art-cb1b7e08508746d08c5b3c3f1beaa5ba2022-12-21T20:31:28ZafrStellenbosch UniversityPer Linguam : A Journal of Language Learning0259-23122224-00121991-12-0171394710.5785/7-1-344Thinking skills and communicative language teaching: a curriculum perspectiveSwatz, Johann J.Second Language teaching in South Africa and concludes that many L2 teachers have resisted using this approach. This may be attributed to a misunderstanding of the basic principles of communicative language teaching (CLT), as well as to uncertainty regarding its practical application. He proposes an innovative way of implementing CLT, involving the integration of thinking skills with selected language content within a communicative framework To demonstrate this, he gives a detailed description of a language teaching module for senior secondary pupils. He then discusses the communicative nature of the activities contained in the module and points out what additional benefits this approach may offer L2 pupils. Die skrywer evalueer die impak wat die kommunikatiewe benadering op Engels tweede taalonderrig in Suid-Afrika gehad het en kom tot die gevolgtrekking dat menige tweede taalonderwysers teenstand bied teen die gebruik van die benadering. Dit kan toegeskryf word aan die feit dat daar 'n wanbegrip bestaan van die basiese beginsels van kommunikatiewe taalonderrig, asook 'n onsekerheid rakende die praktiese toepassing daarvan. Hy stel 'n innoverende uyse van aanbieding voor wat die integrasie van denkvaardighede met geselekteerde taalinhoude binne 'n kommunikatiewe raamwerk behels. Om dit te demonstreer gee hy 'n gedetailleerde beskrywing van 'n taalonderrigmodule vir senior sekondere leerlinge. Daama bespreek hy die kommunikatiewe aard van die aktiwiteite wat die module bevat en dui oak aan watter addisionele voordele hierdie benadering vir tweede taal-leerlinge inhou.http://perlinguam.journals.ac.za/pub/article/view/344communicative language teachinglanguage teachingAfrican education systemsSecond Language teaching |
| spellingShingle | Swatz, Johann J. Thinking skills and communicative language teaching: a curriculum perspective Per Linguam : A Journal of Language Learning communicative language teaching language teaching African education systems Second Language teaching |
| title | Thinking skills and communicative language teaching: a curriculum perspective |
| title_full | Thinking skills and communicative language teaching: a curriculum perspective |
| title_fullStr | Thinking skills and communicative language teaching: a curriculum perspective |
| title_full_unstemmed | Thinking skills and communicative language teaching: a curriculum perspective |
| title_short | Thinking skills and communicative language teaching: a curriculum perspective |
| title_sort | thinking skills and communicative language teaching a curriculum perspective |
| topic | communicative language teaching language teaching African education systems Second Language teaching |
| url | http://perlinguam.journals.ac.za/pub/article/view/344 |
| work_keys_str_mv | AT swatzjohannj thinkingskillsandcommunicativelanguageteachingacurriculumperspective |