Search

This study investigates the evolution of French language teaching methodologies in Galicia from 1867 to 1939, with a particular focus on the transition from the grammar-translation and text-translation methods to the direct method. Utilizing a historical-analytical approach, the research draws upon a wide range of primary sources, including educational curricula, pedagogical reports, and theoretical works by contemporary educators. The study reveals that the early period of French language instruction in Galicia was dominated by methods that prioritized the systematic mastery of grammar through deductive learning, where reading and translating texts played a central role. Writing has been seen as the ultimate goal of language acquisition, while speaking was often relegated to a secondary position. However, a significant shift occurred by the end of the 19th century, influenced by contemporary linguistic theories such as Neogrammarianism and psychological principles like Gestalt psychology. These new approaches emphasized the importance of oral communication, the contextual understanding of language, and the integration of cultural knowledge into language instruction. The direct method, which emerged during this period, aimed to teach French in a more practical and communicative manner, encouraging students to speak the language from the outset and use it in everyday situations. Despite the shift towards the direct method, the study notes that some traditional practices, such as the use of the native language for explaining grammatical concepts, continued to persist. This research concludes that the evolution of French language teaching in Galicia was characterized by a gradual but profound transformation towards more communicative and student-centered approaches, which laid the groundwork for modern language pedagogy in the region. The findings contribute to a deeper understanding of the historical development of language teaching methods and suggest areas for further research, particularly in the long-term impacts of these pedagogical shifts on contemporary language education practices.

Modern methods of teaching foreign languages in non-linguistic universities are determined by the need to effectively combine language and professional training that meets the requirements of the Federal State Educational Standard of Higher Education (FSES HE). The key goal of this system is to develop students’ skills in understanding professionally-oriented information and developing the competence to communicate in a foreign language in professional situations.The article discusses issues related to the formation of professionally oriented lexical competence among students of the Federal State Budgetary Educational Institution of Higher Education «Maikop State Technological University» in the training program «Technosphere Safety». The study emphasizes the relevance of the topic, since when studying a professional foreign language it is impossible to develop lexical competence without the ability to work with thesaurus in one’s professional field.The goal of the research is to clarify the methods of developing professionally-oriented lexical competence among students of non-linguistic universities in the training program 20.03.01 «Technosphere Safety» in the process of reading texts in the specialty in English. The extent to which it is necessary to select lexical material and compile an individual thesaurus with a professional focus is assessed, which allows students to better understand professional texts, expand their vocabulary and accurately use professional terminology.Professionally oriented texts were the research material; linguistic and lexical units were analyzed, the skill of developing lexical competence among students was practiced.The research is based on complex research methods, consisting of theoretical methods (deductive analysis, method of statistical work with lexical material, comparative analysis) and empirical methods (observation method and data analysis).As a result of the research, a strategy for working on vocabulary when reading professionally oriented texts has been proposed, and the most effective exercises for developing lexical competence among students in the training program «Technosphere Safety» have been identified.Key conclusions: the formation of professionally oriented lexical competence among students of non-linguistic universities when working with foreign language texts on the topic «Technosphere Security» helps to analyze the information received and to form lexical competence and the skill of using an individual terminological thesaurus in the professional field, expanding the vocabulary in the specialty.

Introduction: The focus of the study is to examine the methods of teaching a foreign language and a validation of the same on basis of the effects on student success. The position is that the teaching methods should have a direct role in enabling the learners to attain success and improvements in their performance in foreign language studies. Methods: The study adopts confirmatory research due to the need to test hypotheses. In this regard, a quantitative research has been sought hence the execution of statistical analysis. The confirmatory design relies on mathematical processes to understand the relationship of variables. Results/Discussions: The findings have indicated that teacher-centered methods of teaching foreign language do not have a positive perception as compared to student-centered approaches. The findings have demonstrated that reinforcement-led methods of teaching a foreign language do not have significant incremental effects on student achievement. In a different context, learner autonomous approach or student-centered methods in teaching a foreign language have significant incremental effects on student achievement. Conclusion: Overall, the policy should be to enhance student-centered methods to attain success of the students at the same time increase their motivation as foreign student learners. The student-driven methods have positive impact on the improvement of linguistic skills of the candidates. [ABSTRACT FROM AUTHOR]

Copyright of Lampas is the property of Amsterdam University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy: IJLA is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the conditions of constant renewal of the modern education, the development of methods for increasing the efficiency of developing professional competencies in teaching a foreign language in a non-linguistic university becomes relevant.It is necessary to resolve the contradiction caused by the exclusion of translation from mod- ern teaching methods and the reserves of methods using translation. The problem of the research is to introduce tasks using the native language into modern methods of teaching a foreign language in a non-linguistic university.The purpose of the research is to clarify the role of translation in teaching a foreign language in a non-linguistic university. The article reveals the essence of translation in foreign language teaching in a non-linguistic university, reveals the psychological mechanism of mastering a foreign language and the place of translation in this process, assesses the degree of necessity of using bilingual exercises in professional teaching of a foreign language.The provisions on the natural conformity of the learning process made up the methodological basis of the research. The methods of comparison, analysis, observation were used in the work, a pedagogical experiment was carried out. Maikop State Technological University acted as an experimental base.The essence of the concept of «translation» in the methodology of foreign language teaching has been determined; a model of teaching a foreign language in a non-linguistic university developed; a textbook has been compiled. It has been concluded that the development of professional competence of students of a non-linguistic university in terms of «foreign language business communication» will be more effective if introduced into the system of foreign language teaching in a non-linguistic university, a model of teaching a foreign language in a non-linguistic university using translation as a method and purpose of teaching.

AbstractThe purpose of the present study was to explore the perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method (GTM) in English classrooms. It aimed to investigate the use of different techniques of teaching English to students through the application of GTM in classrooms. Furthermore, the study sought to determine how GTM helped teachers to use translation technique to translate short passages and other language items and effects of GTM on Afghan teaching classrooms through students’ performance. The study also tried to find out differences in the perceptions teachers by gender, age, first language, and teaching experience. The data collected from 150 participants who were teaching English at Takhar University and other English language centers. The study employed Statistical Package for the Social Sciences (SPSS) version 24.0 to analyze the data. The results of the study revealed that teachers liked and welcomed GTM to be applied in English classrooms. Furthermore, the results also showed that participants considered GTM a very important method of teaching because it helped them teach grammar rules properly. Another finding of the study was that teachers would often translate short passages, instructions and any language items into L1 in order to help learners to learn the target language. Moreover, the study revealed that applying Grammar-Translation Method in language classroom affected the students’ performance. It also showed that there were not any statistically significant differences by their gender, age, and teaching experience except their language.

The aim of the present paper is to describe the teaching grammar process in Iraqi secondary schools based on the Communicative Approach (CA) with reference to teacher’s experience and the difficulties that the teachers face during teaching the class. Teaching grammar in Iraqi secondary schools is the dominant content in the syllabus and is preferred to other skills. Additionally, teaching grammar in Iraqi secondary schools using other methods, such as: Grammar-Translation method (GTM) which is considered as the principal method, ‘Direct method’ (DM) and ‘Indirect method’ (IM) enable teachers to meet what learners need during learning the grammatical structures.

English, being an optional subject, does not enjoy as much importance as other religious subjects in Qawmi madrasas [Islamic educational institutes] of Bangladesh. Since the government of Bangladesh recognized the highest degree of the said academy as equivalent to a Master’s in Arabic or Islamic Studies from a university, it is significant to explore the English language competence of BEFAQ [Befaqul Madarisil Arabia Bangladesh] graduates who subsequently might opt for similar careers because the English language proficiency is an indispensable prerequisite to the current competitive job market. My previous study focused on the English language education of macro-level skills in the institutions in the title, and this article concentrates on the development of micro-level skills, i.e., grammar and vocabulary teaching to the same research population. In fact, an abundant stock of words and a knowledge of grammar-use are required for anybody who wants to use a language. Integrating the data collected from questionnaires, interviews and classroom observations, it is found that Grammar-Translation Method is implemented in English language teaching, especially grammar and vocabulary. To be more specific, deductive demonstration of grammatical rules and examples and memorization of word meanings from a bilingual word list are the regular teaching-learning activities found in these institutions. Consequently, the students cannot be able to carry out their communication purposes in English which indeed should have been their principal goal, as implied in the English course objective of madrasa education. Hence, some recommendations are suggested to the policymakers as well as curriculum and textbook designers with expected support from the government and private donors. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to explore the perceptions of Afghan EFL teachers towards the use of Grammar-Translation Method (GTM) in English classrooms. It aimed to investigate the use of different techniques of teaching English to students through the application of GTM in classrooms. Furthermore, the study sought to determine how GTM helped teachers to use translation technique to translate short passages and other language items and effects of GTM on Afghan teaching classrooms through students’ performance. The study also tried to find out differences in the perceptions teachers by gender, age, first language, and teaching experience. The data collected from 150 participants who were teaching English at Takhar University and other English language centers. The study employed Statistical Package for the Social Sciences (SPSS) version 24.0 to analyze the data. The results of the study revealed that teachers liked and welcomed GTM to be applied in English classrooms. Furthermore, the results also showed that participants considered GTM a very important method of teaching because it helped them teach grammar rules properly. Another finding of the study was that teachers would often translate short passages, instructions and any language items into L1 in order to help learners to learn the target language. Moreover, the study revealed that applying Grammar-Translation Method in language classroom affected the students’ performance. It also showed that there were not any statistically significant differences by their gender, age, and teaching experience except their language.

Learning grammar is a significant part of foreign language teaching. Grammar is an area without which one cannot imagine learning and teaching foreign languages. Despite that, grammar had a different position in different didactic-methodological concepts. The 19th century was marked by the grammar-translation method, and the end of the 20th and the beginning of the 21st century by the communicative method. The very name of these methods clearly indicates the educational goal of teaching foreign languages ​​in these periods. In the grammar-translation method, the focus was on grammar and it played a leading role, while the goal of the communicative method is to enable students to communicate and cope in real communicative situations. In this method, grammar plays a subordinate role and represents a means to an end. Thanks to that, the arrangement of grammar material in textbooks is also adjusted to the educational goals of foreign language teaching. This paper analyses selected textbooks of German as a foreign language that were used in Bosnian-Herzegovinian schools at the end of the 19th and the beginning of the 21st century. The aim is to determine the grammatical progression in these textbooks, i.e. which grammatical structures are selected and presented, how they are arranged, and what types of progressions are present.

Content and Language Integrated Learning signifies studying a core subject (Mathematics, Physics, Chemistry, Engineering and so on) while simultaneously studying a language. It means integrating the two, with each serving the purpose of the other. Content and Language Integrated Learning (CLIL) is increasingly being used worldwide as it centers not only on content but on content and language both at the same time. There is no language without content and there is no content without language. This quantitative study discusses the use of CLIL in English language teaching (ELT). It dissects how teachers' training and experience affect content development. A ttest analysis was conducted to analyze the effect of teachers' training and teaching experiences on the use and impact of Content and Language Integrated Learning. The t-test analysis carried out for this study revealed that there was no significant relationship between teachers' training programme and the use of CLIL (P<0.05), and teacher's experience and the impact of CLIL (P<0.05). But the results achieved in this study invariably show that a majority of teachers have found that on-the-job, in-service CLIL teachers training program had hugely and positively affected their teaching performance and the language accomplishments of their English language students. And this was the central goal or purpose for which the present study was conducted. Therefore, this study recommends on-the-job, in-service CLIL training for teachers which will ensure that they remain in touch with the global trends of CLIL in ELT. [ABSTRACT FROM AUTHOR]

Copyright of Methodical Perspectives / Metodički Vidici is the property of Faculty of Philosophy, University of Novi Sad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the issue of using the first language and the importance of the grammartranslation method in teaching English as a foreign language to multilingual groups in higher educational institutions from the standpoint of the student's perception of the problems in question. The empirical data comprise the results of the recent survey conducted among the BA students of Ivane Javakhishvili Tbilisi State University. The study focuses on the following points: 1. The necessity of using the first language in EFL teaching; 2. The main problems concerning the use of the first language in multilingual EFL classrooms; 3. The importance of the grammar-translation method in EFL teaching. The study demonstrates that the use of the first language is of exceptional importance for the efficiency of the educational process in EFL classrooms. However, the findings also show that the first language should primarily be used for explanatory or interpretative purposes, rather than constitute a basic means of communication in the classroom. According to the survey, the grammartranslation method, which has recently been a matter of controversy among language teachers, is still perceived as a useful technique for learning a foreign language by the majority of the respondents. The study represents a supplement to the existing findings and enables us to once again see the problems in question from the student’s perspective. The findings of the given research were partially presented and discussed at the fourth international conference “Second Language Teaching/Acquisition in the Context of Multilingual Education”, 29 - 30 September 2021. [ABSTRACT FROM AUTHOR]

The 19th century Reform Movement is often regarded as a 'language teaching innovation' or as a contribution to 'a questioning and rejection of the Grammar-Translation Method' (Richards and Rodgers 2001: 7). This view usually fails to explain why 'direct' methods focusing on functional aspects of language teaching had already been in use for centuries, while Grammar-Translation Methods are still widely popular. One explanation could be the distinction between the Reformers' influence on the theoretical debate on the one hand and their impact on teaching practice on the other. In the late 1960s, Rülcker investigated the impact of Reform Methodology on French language teaching by analysing German school programmes (Schulprogramme). He stated that in spite of some traces of Reform Methods, French language teaching until the First World War was still mainly based on grammar and translation (Rülcker 1969: 35-37). In my paper, I take a similar view on English language education by looking at the Reform Movements' impact on Realschule (middle school) curricula in northern Germany and focus on the question whether stronger traces of Reform Methodology can be found in this context. This seems plausible as learning English was generally underlined by more practical reasons than learning other languages, and Bremen schools in particular had been the first ones in the German context to introduce English as a first foreign language with a traditionally stronger functional focus (cf. Giesler 2018a). I focus my analysis on Bremen school programmes which – compared to modern curricula – not only show desired methodological designs, but can be understood as more closely documenting actual teaching practices, and I use these insights to question the originality of some of the Reformers' ideas, the validity of some of their claims and, by extension, the strength of their impact on teaching practice. [ABSTRACT FROM AUTHOR]

This article seeks to draw attention to the particular situation regarding knowledge of the Grammar–Translation Method (GTM), or lack thereof, which still dominates a great part of the teaching and research scenes. Considering mainly what has been published in Spanish, it provides answers to the questions outlined in its title. To that end, it briefly addresses some aspects covered by research on the GTM which show how imprecise knowledge of this method can be. It focuses then on the teaching scene in Spain regarding the GTM in the context of a history of the methods. Its aim is to refute the belief presented in many academic forums by those who still assume that the History of Foreign Language Teaching and Learning begins with the GTM and summarise it as a history of the methods used to teach mainly grammatical contents. [ABSTRACT FROM AUTHOR]

Considering the most significant international historical research on the history of language learning and teaching since the 1850s as a starting point, this paper builds on the four contributions to this special issue of Language & History to situate the two historical language teaching methods known as the Reform Method and the Grammar-Translation Method in more detail. Before introducing the origins of the Reform Method, the aims and approaches of these two methods are first considered. Then, based on the secondary literature, a brief investigation is made into the possible origins of the German term 'Grammatik-Übersetzungsmethode' and the English equivalent 'Grammar-TranslationMethod', respectively. Finally, the question of whether the Reform Movement can be considered a success or a failure with respect to the dissemination of oral competencies is addressed. [ABSTRACT FROM AUTHOR]

Currently, many universities use the communicative approach to foreign language teaching. In contrast, Peoples' Friendship University of Russia (RUDN University) uses a mixed approach for these purposes, which combines both the abovementioned communicative method and the grammar-translation method, which is more traditional for Russian universities. Additionally, RUDN University provides an opportunity for students to continue learning the target language at foreign partner universities, where students can practice the language in its natural environment. In this regard, the serious research interest for us is which of our students’ language competencies will transform after graduation from these universities and how their motivation changes towards learning Spanish.The vast majority of previous research on the role of foreign language internships in increasing students' motivation to learn the target language focuses on issues related to motivation to learn the language within the framework of the communicative or grammar-translation method (Helmchen, Melo-Pfeifer, 2018; Germer, 2018; Marijuan and Sanz, 2018). This study approaches the question from a different angle and concentrates on the problem of motivating students who previously studied Spanish at a university that employs the mixed method for learning the foreign language and who later completed an internship at a partner university that in turn utilizes the communicative method.To answer this research question, we aimed to conduct a study of the formed cultural and linguistic competencies of 3rd- and 4th-year students who were and who were not on foreign internships at Spanish partner universities of RUDN University. Based on the obtained data, this research demonstrates the need to change the established approaches not only to the practice of teaching Spanish but also to the conscious use of internships as a tool to increase the motivation of students to learn the target language.

Motivated by the need to rethink Islamic education and Arabic teaching in Western Islamic schools (Ramadan 2004), this article seeks to present an analytical exploration of Islamic educational thought on the purpose of Arabic grammar and its place in Arabic language teaching. The article will review the rise of Arabic grammar and thought surrounding its instruction to understand whether one of the most prevalent approaches to teaching Muslim children Arabic as a foreign or second language today, the Grammar-Translation Method (GTM), is part of the Islamic educational tradition. The GTM, which is not suited to the promotion of childhood literacy or language acquisition and leaves many children disengaged and with stilted rudimentary literacy, is often conflated with the rich philological tradition of the Islamic civilization. However, was nahw [grammar] meant to be the core component of Muslim childhood learning experiences in the way that it is today, or has the GTM method supplanted Islamic civilizational thought on teaching language? This article seeks to answer this question and will do so by reviewing the purpose of the Arabic language in the Islamic civilization, the rise of Arabic grammar and thought surrounding education and Arabic instruction.

The purpose of this study was to examine the effect of connectives instructional method in comparison with grammar-translation instructional method on English academic self-efficacy and task valueamong students. The current study was a 2 (instructional methods) *2 (genders) factorial design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city. Participants included students in four classes that were selected by available sampling method and then completed the part of motivational beliefs of MSLQ (1991), too. The results showed the connectivisminstructional method was significantly more effective than grammar-translation instructional method. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for increasing the self-efficacy and task valueof students by increasing of social interactions and diversity for choosing of tasks. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic self-efficacy and task valueas a foreign language for the students.

Learning grammar is a significant part of foreign language teaching. Grammar is an area without which one cannot imagine learning and teaching foreign languages. Despite that, grammar had a different position in different didactic-methodological concepts. The 19th century was marked by the grammartranslation method, and the end of the 20th and the beginning of the 21st century by the communicative method. The very name of these methods clearly indicates the educational goal of teaching foreign languages in these periods. In the grammar-translation method, the focus was on grammar and it played a leading role, while the goal of the communicative method is to enable students to communicate and cope in real communicative situations. In this method, grammar plays a subordinate role and represents a means to an end. Thanks to that, the arrangement of grammar material in textbooks is also adjusted to the educational goals of foreign language teaching. This paper analyses selected textbooks of German as a foreign language that were used in Bosnian-Herzegovinian schools at the end of the 19th and the beginning of the 21st century. The aim is to determine the grammatical progression in these textbooks, i.e. which grammatical structures are selected and presented, how they are arranged, and what types of progressions are present. [ABSTRACT FROM AUTHOR]

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design. [ABSTRACT FROM AUTHOR]

The article describes the features of teaching English in Bukovyna (a region in western Ukraine, which was a part of former Austro-Hungarian Empire) in the late 19 century and the manifestation of the European leading pedagogical ideas in English textbooks of the period. The emergence of the English language teaching methodology in Bukovyna is reflected in the school curricula of the region. The functions of foreign language textbooks are presented, which include: communicative; informational; organisational and managerial; developing and educating. English textbooks have been analysed according to these functions and criteria developed in modern methodology. The two main groups of English textbooks were differentiated: grammar references and readers. It was found that the structure and content of English textbooks corresponded to the curriculum approved by the Austro-Hungarian Ministry of Culture and Education. A lot of attention was paid to grammar material which was presented in German (the official language of the Empire) in the form of rules and commentaries; the exercises were mainly translational, reproductive and non-communicative. The reader included literary excerpts of different genres without providing pre-reading or post-reading tasks. The textbooks analysis proved the use of the approaches and principles of the grammar-translation method of teaching foreign languages which implied predominance of learning grammar, writing and translation over speaking.

Copyright of Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog Fakulteta u Sarajevu is the property of Faculty of Philosophy in Sarajevo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the current paper is to present a comparison of the three different approaches of teaching English grammar in the Indian Language classrooms. Furthermore, an attempt is also made to provide examples of the grammar presentation and practice exercises of the latest and the most effective but unfortunately the least used method of grammar teaching in Indian educational landscape i.e. Communicative English Language Teaching approach. [ABSTRACT FROM AUTHOR]

The Ottoman Empire had intense relations with the British in military, political and economic terms. As a result of this, in order to meet the need of learning English of Turkish, people from different nationalities, mostly British, have written books on teaching Turkish to the British. One of these writers is Sir James William Redhouse. The aim of this study is to examine Redhouse's The Turkish Campaigner's Vade-Mecum of Ottoman Colloquial Language in terms of teaching Turkish as a foreign language. The study was planned as qualitative research. Document analysis method was used in the research. The content analysis technique was applied in the given acquisition. According to the results, the work is in the size of a pocket booklet of 7 * 11 cm and was written for the British officers. It was determined that grammar-translation method was dominant in the work. In addition, it was determined that there were samples according to the natural approach method. It has also been observed that there are examples of mutual conversation that can be encountered in daily life with the small dictionary. Research results are thought to help prepare language teaching books for special purposes. [ABSTRACT FROM AUTHOR]

This case study wanted to look at how the Assistant Language Teachers (ALTs) in Osaka City called City Native English Teachers (CNETS) perceive the English program that they were hired in, what they think are the difficulties and strengths of the program. The participants of this case study are the CNETs/ALTs working in Osaka, and a survey was done along with interviews for its methodology. Results validated the dilemma of teaching English in Japan such as lack of Communicative Language Teaching activities and more on traditional teacher-centered, grammar-translation method type of teaching. Other aspects such as student personalities, quality of textbooks, kind of teachers (JTE and ALT), access to teaching materials and other issues were tackled as difficulties/weaknesses of the English program in Osaka from the perspectives of the CNETS. Suggestions were also given after the various weaknesses were presented. [ABSTRACT FROM AUTHOR]

Motivated by the need to rethink Islamic education and Arabic teaching in Western Islamic schools (Ramadan 2004), this article seeks to present an analytical exploration of Islamic educational thought on the purpose of Arabic grammar and its place in Arabic language teaching. The article will review the rise of Arabic grammar and thought surrounding its instruction to understand whether one of the most prevalent approaches to teaching Muslim children Arabic as a foreign or second language today, the Grammar-Translation Method (GTM), is part of the Islamic educational tradition. The GTM, which is not suited to the promotion of childhood literacy or language acquisition and leaves many children disengaged and with stilted rudimentary literacy, is often conflated with the rich philological tradition of the Islamic civilization. However, was nahw [grammar] meant to be the core component of Muslim childhood learning experiences in the way that it is today, or has the GTM method supplanted Islamic civilizational thought on teaching language? This article seeks to answer this question and will do so by reviewing the purpose of the Arabic language in the Islamic civilization, the rise of Arabic grammar and thought surrounding education and Arabic instruction. [ABSTRACT FROM AUTHOR]

Communicative Language Teaching (CLT) comes recommended as an ideal teaching method in Zimbabwe because of its ability to assist learners to become communicatively competent. Most studies on CLT in Zimbabwe focus on secondary schools, neglecting the primary school where all learning begins. This article describes the activities used by teachers when implementing CLT and ascertains the difference between the ideal and actual in CLT. The study was framed within the interpretivist paradigm, using a qualitative single case study. A conceptual framework based on Socio-cultural Theory (SCT), Experiential Learning or Teaching Theory, Instructional Communication, Communicative Competence Theory and the Seven Areas of Policy Development for Language-in-Education Policy Implementation, was used. Vygotsky's SCT was used to guarantee interaction with the More Knowledgeable Others (teachers or peers) and mediation tools (teaching methods). Instructional Communication and Communicative Competence were utilised to explore language in the classroom. The Seven Areas of Policy Development for Language-in-Education Policy Implementation and the Experiential Learning or Teaching Theory were used to ensure the use of CLT methods, and whether teachers reflect to improve on them. Non-participant observations, semi-structured interviews and document analysis were used to collect data, which were analysed using inductive and thematic analysis. Findings show that teachers still use traditional methods of teaching and also affirm that activities indicated in participants' scheme-cum-plans were not implemented. Findings suggest the theorisation of CLT only. The study recommends teacher educators to equip student teachers with adequate skills to deal with CLT classes beginning in the formative stages of the education system. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy: IJLA is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)