On the frontline 14

With the height of the new and updated approaches in English Language Teaching (ELT), the communicative approach rises among them as the ultimate solution against the so-called oldfashioned methods. Therefore, in a globalized world, institutions in the non-native realms started to adopt the new trends to cope with the international change that occurred in the English teaching field. Grammar Translation was and is still used at an educational level because it is considered to be more effective in teaching a foreign level with restricted opportunities of use. Thus in English Foreign Language (EFL) circumstances, can a communicative approach fulfill its effectiveness in terms of proficiency without grammar instruction? Are EFL students fully adept to acquire a foreign language without a focus on its rules? Do teachers promote the communicative approach to be solely used in their classrooms? This paper examines this concern by taking into account those questions from students and teachers’ perceptions in an English language course in a private university in North Lebanon. This paper will discuss both students and teachers’ attitudes towards both the communicative and grammar approaches in terms of learning and teaching the English language in an EFL context

This article reports a study that sought to determine if the communicative language teaching approach was more effective than traditional grammar translation in enabling SS II science students to make use of the passive voice to report science experiments. 150 SS II science students consisting of 62 male and 88 female students in two schools in Katsina-Ala, Benue State, Nigeria participated in the experiment which lasted for six weeks. Two intact classes with a similar English proficiency levels were used and one each group received a total of twelve lessons each lasting for forty minutes. Two research questions were asked and hypotheses tested at P< .05 level of significance to confirm the answers. Data were collected through an Achievement Test on English Passives (ATEP) designed by the researcher and analyzed using descriptive statistics, ANCOVA and paired-sample t-test. The findings indicated statistically significant difference between the experimental and control groups with the experimental group showing better performance in all the two variables namely (a) sentence transformation from the active to the passive voice, and (b) use of passives to report science experiments. Based on the findings it was concluded that students learn the passive voice better through the communicative approach than with traditional grammar translation. The researcher therefore, recommended that communicative language teaching should be adopted in secondary schools since it was found to enhance the learning of the English passives.

Teaching strategy can describe effective teachers are always looking for something new to keep their students motivated and engaged. If you’re as a new or experienced teacher, you will feel too much by all of the new educational buzzwords, theories, and new strategies that are out there. Strategy of teaching can be considered as something new that may not be suitable to be applied to your teaching style. In this teaching strategy, an English teacher observed used communicative approach and joyful learning approach. Teaching strategy is the most important to be existed and supported areas of in education field especially in a research. The research reviews concentrates to the whole literature includes research done is not educational settings or focuses on only a partial set of studies that may or may not be valid. There has never become a perfect research review on the achievement of the methods of teaching strategy used at many schools. An extensive search found at the school SMAN 1 Cipatat investigating a teaching method used. At the school, an English teacher observed had taught by communicative approach and joyful learning approach. The result of the teaching strategy used the teacher had a good effect on student achievement. When the effect of teaching strategy used by a teacher with the communicative and joyful learning approach, the strategy promoted the greatest effect namely the class atmosphere was life and interesting. The teacher’s teaching performance was excellent.

The present policy brief draws from an empirical dissertation research, which took place during the outburst of the Covid-19 pandemic, in Athens, Greece. The main assumption of this interdisciplinary work is that Greek government’s Covid-19 emergency communication and crisis management approach (during the first wave of the pandemic) can be described by the Pragmatic Complexity Communication Model (PCOM), according to which communication involves an emergent complexity of reciprocal relationships and levels of interaction. This assumption is examined and validated through a qualitative research process, using an online open-ended questionnaire and focusing on a group of government officials and a group of correspondent journalists. The subsequent analysis also highlights the intimate links between government’s emergency communication (and crisis management) approach and the so-called “reformist culture”, that is, an extrovert, pluralist and anti-populist way of government, emphasising preparedness, collaboration, consistency, coordination, trust and community. This results in specific policy considerations and recommendations regarding governmental Covid-19 response in general.

The study examined the relationship between Speech Act Theory and the Communicative Approach in assessing foreign languages, emphasizing the theoretical foundations and everyday applications of each approach. The study aims to present the theoretical and practical connections between these two approaches and highlight the emphasis on real-world communication in the Communicative Approach. The opening section examines Speech Act Theory as a forceful linguistic framework for analyzing the semiotic functions of language, elucidating how speeches not only communicate information but also enact actions within communicative encounters. The speech act theory’s illocutionary, perlocutionary, and locutionary actions are explained in depth, emphasizing that language usage is dynamic and how its context affects interpretation. Examining existing research on Speech Act Theory, the Communicative Approach, and their applications in language assessment, the paper investigated the Communicative Approach to Foreign Language Testing, which deviates from conventional paradigms for language evaluation and builds on Speech Act Theory. It was found that the Communicative Approach, which has its roots in Speech Act Theory, emphasizes the practical use of language in real-world contexts. The results shed light on the theoretical foundations of the Communicative Approach, enhancing its application in practice.

There are various approaches to learning Arabic, namely the formal approach (al-madkhal al-rasmi), the functional approach (al-madkhal al-wadzifi), the integral approach (al-madkhal al-mutakamil), the sociolinguistic approach (al-madkhal al-ijtima'ial-lughawi), psychological approach (al-madkhal al-nafsiy), psycholinguistic approach (al-madkhal al-nafsiyal-lughawi), behavioristicapproach (al-madkhal al-sulukiy), and communicative approach (al-madkhal al-ittishali). in this journal we will describe the communicative approach (al-madkhal al-ittishali). Classroom activities are marked in a real and dominant way by communication activities, not manipulative exercises and meaningless imitations.

Dentro de las macro habilidades lingüísticas la escucha presenta una gran importancia a partir de considerar que implica sentir lo que trasmite otra persona, comprender el mensaje captado, evaluar y decidir su importancia y validez en determinado contexto y responder el mensaje del interlocutor, lo cual significa que sin su desarrollo no se pueden comprender los mensajes orales. En el artículo se presentan los resultados de una investigación terminada, encaminada al desarrollo de la habilidad escuchar en la formación del maestro logopeda, desde el proceso de enseñanza-aprendizaje de la asignatura Didáctica de la Lengua Española, en estudiantes de segundo año de la carrera de Logopedia de la Universidad ´´José Martí Pérez.´´ Esta se sustenta en los postulados socio-histórico-culturales de Vygotsky, dada su estrecha relación con la comunicación y el enfoque comunicativo. Para la realización de la búsqueda del conocimiento científico fueron empleados como métodos del nivel empírico: la observación pedagógica, la prueba pedagógica, la encuesta, el pre-experimento y el análisis de documentos, del nivel teórico se utilizaron el análisis y síntesis, el histórico y lógico, el sistémico y el inductivo y deductivo. La implementación logró los resultados esperados.

Along with doubling of almost everything having do with computer assisted foreign language instruction, including number of commercial programs available for CALI, attendance at CALICO Symposium, presentations on CALI at AATG and MLA, and articles in major journals, we are beginning see book-length works on this topic, such as two which are subject of this review. Both of these books are valuable for German teachers interested in CALI; because their focus and tone are so different, both are essential reading. Both include examples in German, French and Spanish. John Underwood's book, Linguistics, Computers and Language Teacher, is subtitled, A Communicative Approach. By invoking two keywords, Linguistics and Communicative, Underwood announces his theoretical agenda. The first chapter is about generative grammar, linguistic approach whose misinterpretation gave us pattern drills, and Underwood spends some time explaining why generative model is still a solid theoretical underpinning for Input Model of foreign language acquisition theory discussed in second chapter as well as for communicative teaching approaches discussed in third chapter. The fourth chapter deals with technology, and explains why Underwood believes a computer language lab does not have repeat errors of audio language lab. The last four chapters are those most directly pertinent subject of CALI and offer a bit of historical background, descriptions of types of programs, an introduction several programming languages and authoring languages, and suggestions for evaluating software. There is a useful index and a bibliography through 1984. Underwood states his purpose clearly: offer a principled basis for deciding what be done.' The operative terms are principled, which here means derived from an organized theory, and ought to prescriptive modal verb, chosen because Underwood has taken sides and will argue his case in chapters that follow. In his preface, Underwood states do not pretend be impartial. I believe strongly in arguments I present here.2 The three pragmatists are Geoffrey Hope, Heimy Taylor and James Pusack, and their book, Using Computers in Teaching Foreign Languages, is as directly utilitarian as their title. On opening page, they announce their intention keep their sights on practical. Their thesis is that the computer can be a useful, challenging, creative tool and resource in and around foreign language classroom. Like blackboard, computer can be a serious and imaginative part of classroom life extent that teacher makes it so.3 The tone of their

PurposeThis conceptual paper aims to explore the current state of sustainability communication research, focusing on the challenges of communicating inconvenient truths in an era of scientific mistrust. Therefore, this study aims to (1) examine the existing research landscape in sustainability communication, (2) identify unresolved problems and challenges, and (3) propose strategies for counteract misinformation through targeted communication.Design/methodology/approachFor this, the authors conducted a critical literature review and analyzed the resulting sample (n = 473 journal articles) by means of qualitative content analysis to (1) evaluate existing communication approaches dealing with the communication of sustainability's inconvenient truth, (2) identify stakeholder groups involved in sustainability communication, (3) discuss limitations of current communication approaches and (4) present recommendations on (more) effective communication strategies to address the unresolved issues in sustainability communication.FindingsThe analysis reveals that when it comes to sustainability communication and its unresolved problems, literature refers to four key stakeholder groups: (1) science deniers; (2) adaptation skeptics; (3) whitewashers and (4) world saviors. Furthermore, the analysis provides valuable insights into the complex dynamics involved in communicating sustainability, emphasizes the need for tailored approaches to engage and address the concerns of each stakeholder group, and exposes limitations in current communication methods and approaches. Accordingly, the analysis highlights the necessity of developing new theories, models and methods specific to sustainability communication to tackle its unique challenges effectively.Research limitations/implicationsLike our society, communication sciences need a fundamental transformation to meet sustainability communication's new challenges induced by the necessary shift toward sustainable development.Originality/valueThis paper provides a comprehensive overview of the current state of sustainability communication in research, specifically addressing the challenges of effectively communicating unpleasant news in the context of scientific mistrust. It fills a gap in existing literature by examining the progress made in addressing these issues and identifying the emerging challenges that need to be addressed.

This study aims to determine the effectiveness of the learning strategy "think, talk, write" and snow ball for improving learning achievement. This study uses an experimental method with a quantitative approach. The population of this study was the fifth grade students of Pondok Modern Arrisalah Ponorogo, while the sampling technique was startified by random sampling. The data analysis used the Kruskal Wallis and Mann Whitney test. The results of this study are: (1) The use of learning strategies "think talk write" and snowball throwing which is based on a communicative approach and conventional learning is effective in increasing student scores, this is based on the results of the Kruskal Wallis Test. (2) The results of the Mann-Whitney Test show that there is no difference between student learning outcomes using the "think talk write" and snowball throwing learning strategies which are based on a communicative approach. (3) There is a difference between learning outcomes using the learning strategy "think talk write" which is based on a communicative approach and conventional learning (4) There is a difference between student learning outcomes using the snowball throwing learning strategy which is based on a communicative approach and conventional learning. Suggest to teachers should have creativity and educational innovation, because the educational strategy will develop with the development of time.

This study aims to establish the significance of the influence of metacognitive awareness to the attitude towards communicative approach of Junior High School students. In order to do so, this study employed the quantitative research design using the descriptive and correlational method. Using proportionate stratified random sampling, primary data were gathered through the distribution of printed survey questionnaires inserted along with their English Modules as part of the Printed Modular-Based Learning Modality given to 369 respondents from 18 Secondary Public Schools of Division of Davao del Sur. In addressing the hypotheses of the study, correlation analysis using Pearson product moment correlation and regression analysis using Sobel z test were used. The level of metacognitive awareness as perceived by Junior High School students is high while the attitude towards communicative approach was defined as moderate. Results also revealed metacognitive awareness to have significant relationship to attitude towards communicative approach among Junior High School students. This implies that level of metacognitive awareness associates to the nature of attitude towards communicative approach. Moreover, regulation of cognition is the domain that best influences the attitude towards communicative approach among Junior High School students.

Background and Importance: Language acquisition, especially in speaking and listening, is essential for overseas students studying Chinese. These competencies promote academic achievement and social assimilation. The communicative approach and situated learning acknowledged for improving language proficiency, provide immersive and pragmatic learning contexts. Nonetheless, the difficulties in implementing these strategies, particularly for Chinese as a foreign language, remain little examined. Objective: The study seeks to assess the efficacy of a Chinese language course that integrates the communicative approach with situated learning to enhance students' speaking and listening abilities by comparing the communicative approach and situated learning scores of students before and after learning through the Chinese language training course based on the communicative approach and situated learning. Methods: Twenty second-year international students at Xi’an University engaged in this experimental investigation. The study employed a pretest-posttest methodology to evaluate speaking and listening skills before and during course implementation, utilizing scoring rubrics and listening assessments. The statistical analysis encompassed means, standard deviation, and t-tests for dependent samples to assess the significance of differences. Results: Post-course assessments indicated significant improvements in both speaking and listening skills. Speaking skills improved significantly (t=19.992, p=0.001, effect size=4.48), and listening skills also showed substantial growth (t=9.289, p=0.001, effect size=2.07). Conclusion: The research illustrates the efficacy of integrating communicative and situated learning methodologies to improve language proficiency. This comprehensive method provides a dynamic and immersive context that fosters significant enhancement in both speaking and listening abilities. This research enhances the understanding of second language instruction, specifically for Chinese learners, and offers data advocating for the adoption of new pedagogical approaches in language training programs.

This paper examines the potential role of literature and Communicative Approach in teaching second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials([1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

In the article, taking into account the challenges of the global information revolution, modern socio-educational realities, the authors substantiate the need for a communicative approach in teaching physics as one of the methodological approaches of a new scientific direction – psycho didactics of physics. The purpose of the article is defined as the coverage of some results of experimental teaching of physics to high school students of a secondary school based on a communicative approach with elements of bilingualism, its essence is characterized. Using a specific example, the author’s methodology for implementing this approach was first demonstrated, the need for its integration with other psycho-didactic approaches with the aim of comprehensive development of the student’s personality in the process of teaching physics is emphasized. Some experimental data are presented that make it possible, as a first approximation, to optimistically evaluate the results of testing the methodology of the communicative approach with elements of bilingualism in physics education, the prospect of further studies to obtain data on a more voluminous statistical sample is outlined , as well as to identify the possibility of using the proposed methodology in studying other disciplines in natural sciences in both secondary and high school.

The main aim of this study was to observe the effect of communicative teaching on story writing skills among 9th graders. Relevant literature revealed that story writing skills can be increased through a communicative approach. Quasi-Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. Two groups were selected to collect data to achieve the above-stated aim. The creative compositions related to story writing skills were evaluated in the light of scoring rubrics. The data were analyzed using t-statistics. The communicative approach is recommended for teaching dialogue writing.