Approaches and Methods in Language Teaching

By Deniz Ortaçtepe. 2016

3,848 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c903f91eca5cf592c42c93fe068fc1f354ad8116

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

The Use of the Communicative Language Teaching Approach to Improve Students’ Oral Skills (2018, background): “Similarly, the use of games, role plays, simulations, and task-based communication activities are necessary to support classes in which the Communicative language teaching approach is used (Richards and Rodgers, 2014).”
Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Richards and Rodgers (2001) asserted that teachers have beliefs about language learning and these helped them get a special approach to language teaching.”
The Principles and the Teaching of English Vocabulary: A Review (2019, result): “Roche and Harrington argued that the vocabulary knowledge was a precondition for most of other language abilities. No exactly the same research results has been reported. Different studies on vocabulary tend to have the different findings and conclusions. For example, Staehr (2008) posited that the ”
Integrating the 4Cs into EFL Integrated Skills Learning (2020, methodology): “The advent of CLT in the 1970s and since then becomes a prevalent method in language teaching and learning was a response to the need for accomplishing this objective (Richards & Rodgers, 2001).”
An Analysis of Factors Influencing Learners’ English Speaking Skill (2017, background): “Richards and Rodgers (2001) stated that in the traditional methods, the speaking skill was ignored in the classrooms where the emphasis was on reading and writing skills.”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “…many of the teachers in the programme were familiar with and had been trained to teach according to the PPP lesson format, which does start with the presentation of grammar (Richards & Rodgers, 2014), and, it would seem, that this different way of thinking about grammar was difficult for them.”
Improving Students' English Speaking Proficiency in Saudi Public Schools. (2015, background): “Scholars have thus widely criticised using the L1 in language classrooms because it encourages students to think in the L1 and then translate their thoughts into the L2, which produces deficiencies in students' speaking skills (Richard & Rodgers, 2001; Shaikh, 1993).”