Research Paper: ‘Reading Loud and Clear: Reading Aloud in ELT’ by Costas Gabrielatos

ELTWeekly Vol. 6 Issue#1 | January 6, 2013 | ISSN 0975-3036

This paper discusses whether there is a place for reading aloud (RA) in the modern foreign language classroom, and if so, when and how it should be used. It concentrates on English-as-a-Second-Language (ESL) learners of elementary level and upward who have mastered the skill of assigning sounds to letter-combinations in English. The article asserts that RA can be used to raise awareness of and provide practice in certain phonological aspects of English and certain strategies used to facilitate the production of spontaneous speech and communication. The first section looks at the perceived utility of RA, focusing on RA as reading, speaking, and pronunciation practice and RA as a skill. (more…)

Continue ReadingResearch Paper: ‘Reading Loud and Clear: Reading Aloud in ELT’ by Costas Gabrielatos

Research Paper: ‘For a Song: Music across the ESL Curriculum’ by Kristin Lems

ELTWeekly Vol. 6 Issue#1 | January 6, 2013 | ISSN 0975-3036

This paper in the form of an outline addresses the use of songs and instrumental music throughout the English-as-a-Second-Language (ESL) curriculum. The rationale for using music in general, and specifically using popular songs and instrumental music, are noted. Criteria for selection of music for classroom use are listed, and a taxonomy is offered of classroom techniques for using music. Activities are classified by the skill or skills they address: listening comprehension; reading comprehension; pronunciation/speaking practice; writing practice; culture-based activities; (more…)

Continue ReadingResearch Paper: ‘For a Song: Music across the ESL Curriculum’ by Kristin Lems

Research Article: ‘Rapid Acquisition of Competence in English (RACE)’ by Dr. Bose N. Vasudevan

ELTWeekly Vol. 6 Issue#1 | January 6, 2013 | ISSN 0975-3036

Is Communicative Approach a sophisticated extension of the behavioural model of teaching? CLT has its critics. For example, an early critic of the approach, Michael Swan (1985), pooh-poohed the approach brilliantly in a pair of academic essays. His critique seems to be aimed at early dogmatic, almost evangelical writings on CLT. One of Swan’s criticisms is that “language learners already know, in general, how to negotiate meaning. They have been doing it all their lives. What they do not know is what words are used to do it in a foreign language. They need lexical items, not skills”. CLT has problems both at conceptual level and the operational level. The problem at the conceptual level is that it does not seem to account for the concept of language. It tends to explain the form of language by attributing a functional role to it namely, communication and fails to account for the phenomenon of language (Anandan, 2006).  Chomsky (1979) believes that language can be used to transmit information, but it also serves many other purposes: clarify, for play, for creative mental activity, to gain understanding, and so on…language serves essentially for the expression of thought”. (more…)

Continue ReadingResearch Article: ‘Rapid Acquisition of Competence in English (RACE)’ by Dr. Bose N. Vasudevan
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