which of the following best summarizes one central idea of the passage from mother tongue? the expression of experience through language is more powerful when different forms of english are accepted. only someone with a strong background in standard english can express ideas in interesting ways. only someone with a strong background in different forms of english can truly be an expert on the english language. the expression of experience through language is more powerful when only the standard form of english is accepted.
James
Guys, does anyone know the answer?
get which of the following best summarizes one central idea of the passage from mother tongue? the expression of experience through language is more powerful when different forms of english are accepted. only someone with a strong background in standard english can express ideas in interesting ways. only someone with a strong background in different forms of english can truly be an expert on the english language. the expression of experience through language is more powerful when only the standard form of english is accepted. from EN Bilgi.
Ch.7 Sec.7 Flashcards
Memorize flashcards and build a practice test to quiz yourself before your exam. Start studying the Ch.7 Sec.7 flashcards containing study terms like Read the excerpt from "Mother Tongue." And sure enough, the following week there we were in front of this astonished stockbroker, and I was sitting there red-faced and quiet, and my mother, the real Mrs. Tan, was shouting at his boss in her impeccable broken English. The inference suggested by this excerpt is that nonstandard forms of English, Which of the following best summarizes one central idea of the passage from "Mother Tongue"? All forms of the English language are meaningful and purposeful. Some forms of the English language do not translate well into writing. The English language would be more efficient with a Chinese structure. English language proficiency can only be determined through testing., Read the excerpt from "Mother Tongue." Those tests were constructed around items like fill-in-the-blank sentence completion, such as "Even though Tom was ______, Mary thought he was _____." And the correct answer always seemed to be the most bland combinations of thoughts, for example, "Even though Tom was foolish, Mary thought he was ridiculous." Well, according to my mother, there were very few limitations as to what Tom could have been and what Mary might have thought of him. So I never did well on tests like that. How does Tan build a central idea of her story in the excerpt? Tan discusses the types of questions on achievement tests to support the idea that the tests limit students' ability to write well. Tan explains a question on a language achievement test to support the idea that the tests should include more interesting content. Tan gives an example of her experience with achievement tests to support the idea that they are not always accurate measures of language ability. Tan considers how her mother might answer a question on a test to support the idea that nonstandard English limits a person's ability to communicate. and more.
Ch.7 Sec.7
4.0 6 Reviews
47 studiers in the last day
Read the excerpt from "Mother Tongue."
And sure enough, the following week there we were in front of this astonished stockbroker, and I was sitting there red-faced and quiet, and my mother, the real Mrs. Tan, was shouting at his boss in her impeccable broken English.
The inference suggested by this excerpt is that nonstandard forms of English
Click card to see definition 👆
Can be as effective as the standard form of English.
Click again to see term 👆
Which of the following best summarizes one central idea of the passage from "Mother Tongue"?
All forms of the English language are meaningful and purposeful.
Some forms of the English language do not translate well into writing.
The English language would be more efficient with a Chinese structure.
English language proficiency can only be determined through testing.
Click card to see definition 👆
All forms of the English language are meaningful and purposeful.
Click again to see term 👆
1/10 Created by zomb1eslayer51
Terms in this set (10)
Read the excerpt from "Mother Tongue."
And sure enough, the following week there we were in front of this astonished stockbroker, and I was sitting there red-faced and quiet, and my mother, the real Mrs. Tan, was shouting at his boss in her impeccable broken English.
The inference suggested by this excerpt is that nonstandard forms of English
Can be as effective as the standard form of English.
Which of the following best summarizes one central idea of the passage from "Mother Tongue"?
All forms of the English language are meaningful and purposeful.
Some forms of the English language do not translate well into writing.
The English language would be more efficient with a Chinese structure.
English language proficiency can only be determined through testing.
All forms of the English language are meaningful and purposeful.
Read the excerpt from "Mother Tongue."
Those tests were constructed around items like fill-in-the-blank sentence completion, such as "Even though Tom was ______, Mary thought he was _____." And the correct answer always seemed to be the most bland combinations of thoughts, for example, "Even though Tom was foolish, Mary thought he was ridiculous." Well, according to my mother, there were very few limitations as to what Tom could have been and what Mary might have thought of him. So I never did well on tests like that.
How does Tan build a central idea of her story in the excerpt?
Tan discusses the types of questions on achievement tests to support the idea that the tests limit students' ability to write well.
Tan explains a question on a language achievement test to support the idea that the tests should include more interesting content.
Tan gives an example of her experience with achievement tests to support the idea that they are not always accurate measures of language ability.
Tan considers how her mother might answer a question on a test to support the idea that nonstandard English limits a person's ability to communicate.
Tan discusses the types of questions on achievement tests to support the idea that the tests limit students' ability to write well.
Which of the following best summarizes one central idea of the passage from "Mother Tongue"?
The expression of experience through language is more powerful when different forms of English are accepted.
Only someone with a strong background in standard English can express ideas in interesting ways.
Only someone with a strong background in different forms of English can truly be an expert on the English language.
The expression of experience through language is more powerful when only the standard form of English is accepted.
The expression of experience through language is more powerful when different forms of English are accepted.
Read the excerpt from "Mother Tongue."
I am a writer. And by that definition, I am someone who has always loved language. I am fascinated by language in daily life. I spend a great deal of my time thinking about the power of language—the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all—all the Englishes I grew up with.
Which best summarizes the central idea in the excerpt?
Tan believes that language should be thought of as a communication tool.
Tan believes that some forms of English are more powerful than others.
Tan enjoys using language to manipulate the feelings and thoughts of readers.
Tan enjoys thinking about language and using different forms of English.
Tan enjoys thinking about language and using different forms of English.
Read the excerpt from "Mother Tongue."
Lately, I've been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as "broken" or "fractured" English. But I wince when I say that. It has always bothered me that I can think of no other way to describe it other than "broken," as if it were damaged and needed to be fixed, as if it lacked a certain wholeness and soundness.
Which best summarizes the central idea in the excerpt?
Tan is troubled by the way her mother uses the English language.
SOMETHING IS NOT QUITE RIGHT.
Check with the administrator for this site or application.
Support ID: bf427da07d681029ef2daa726cbe793604736005002920516788
Communicative language teaching
Communicative language teaching
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.
Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language.[1]
According to CLT, the goal of language education is the ability to communicate in the target language.[2] This is in contrast to previous views in which grammatical competence was commonly given top priority.[3]
CLT also positions the teacher as a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach the target language but works on developing sound oral and verbal skills prior to reading and writing.
Contents
1 Background
1.1 Societal influences
1.2 Academic influences
2 Classroom activities
2.1 Role-play 2.2 Interviews 2.3 Group work 2.4 Information gap 2.5 Opinion sharing 2.6 Scavenger hunt 3 Criticism 4 See also 5 References 6 Further reading
Background[edit]
Societal influences[edit]
Language teaching was originally considered a cognitive matter that mainly involved memorization. It was later thought instead to be socio-cognitive: language can be learned through the process of social interaction. Today, however, the dominant technique in teaching any language is communicative language teaching (CLT).[4]
It was Noam Chomsky's theories in the 1960s, focusing on competence and performance in language learning, that gave rise to communicative language teaching, but the conceptual basis for CLT was laid in the 1970s by the linguists Michael Halliday, who studied how language functions are expressed through grammar, and Dell Hymes, who introduced the idea of a wider communicative competence instead of Chomsky's narrower linguistic competence.[4] The rise of CLT in the 1970s and the early 1980s was partly in response to the lack of success with traditional language teaching methods and partly by the increase in demand for language learning. In Europe, the advent of the European Common Market, an economic predecessor to the European Union, led to migration in Europe and an increased number of people who needed to learn a foreign language for work or personal reasons. Meanwhile, more children were given the opportunity to learn foreign languages in school, as the number of secondary schools offering languages rose worldwide as part of a general trend of curriculum-broadening and modernization, with foreign-language study no longer confined to the elite academies. In Britain, the introduction of comprehensive schools, which offered foreign-language study to all children, rather than to the select few of the elite grammar schools, greatly increased the demand for language learning.[5]
The increased demand included many learners who struggled with traditional methods such as grammar translation, which involves the direct translation of sentence after sentence as a way to learn the language. Those methods assumed that students aimed to master the target language and were willing to study for years before expecting to use the language in real life. However, those assumptions were challenged by adult learners, who were busy with work, and by schoolchildren who were less academically gifted and so could not devote years to learning before they could use the language. Educators realized that to motivate those students an approach with a more immediate reward was necessary,[5] and they began to use CLT, an approach that emphasizes communicative ability and yielded better results.[6]
Additionally, the trend of progressivism in education provided further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning.[5] As that idea gained traction, in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to that trend, and teachers sought to find new methods, such as CLT, that could better embody the shift in thinking.[5]
Academic influences[edit]
The development of communicative language teaching was bolstered by new academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to doubt the efficacy of situational language teaching, partly in response to Chomsky's insights into the nature of language. Chomsky had shown that the structural theories of language then prevalent could not explain the variety that is found in real communication.[7] In addition, applied linguists like Christopher Candlin and Henry Widdowson observed that the current model of language learning was ineffective in classrooms. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures.[7]
Guys, does anyone know the answer?