| Title : | A comparison study between the Grammar Translation Method and the Communicative Language Teaching- a case study with secondary high school learners of English Language : master thesis - second cycle | | Material Type: | printed text | | Authors: | Merita Oxha, Dissertant ; Agim Poshka, Thesis advisor | | Publisher: | Tetovë : Fakulteti i gjuhëve kulturave dhe komunikimit - UEJL | | Publication Date: | 2019 | | Pagination: | 154 p. | | Layout: | ill. | | Size: | 30 cm | | General note: | Includes bibliographical references
Includes bibliographical footnotes
Includes index | | Languages : | English (eng) Original Language : English (eng) | | Abstract: | Introduction
Background of the study
During my work as an English teacher in a secondary school, I often found myself thinking about why sometimes, some of the students achieve greater progress than others and why sometimes they only progress in certain language skills. Why some students are not afraid to use the language in and outside classroom and why some students have great grammar knowledge but do not have the confidence to use the language in communication. What is the main motivation that drives students to learn a new language? All the students I teach have a previous English knowledge from primary school. With some many questions in mind, I started reading and researching the different types of how people learn a new language and the different learning methodologies. Each learner is different and distinct and so his/her learning curve and style is different. So then, I asked myself whether the method we teach students could influence their progress. If we cannot influence or change their learning method maybe we can improve the way we teach. After some reading on different teaching methodologies used in the world and in my country, I came to a conclusion that, maybe our curriculum uses a type of method that does not give the best of results. Maybe, if we change something in the way we teach we could improve students‘ language proficiency and further develop their language skills. The educational system in Macedonia still runs on some traditional teaching methods, not just in language but teaching as a whole where students are taught in a somewhat monotonous ways, buried under too much theory and no practice. We as teachers have to understand language as a complex system, comprised of many parts that should be equally developed in order for someone to be proficient in that language. If we treat language merely as a code, the teaching program will model a language theory where the relationship between the native and the target language would simply be just code exchanging, with the only difference being the difference in words. If language curriculum focuses on creating a meaning, language would be taught as a system of personal engagement with a new world and teachers would need to provide enough opportunities to expand students‘ knowledge and to teach them how to handle unplanned and unpredictable aspects of the language. Therefore, I decided to challenge the students and myself and see whether, if we put into practice some new method or we use a combination of several teaching methods, we might have better results in students. I also wanted to see whether students are ready to accept innovations in the classroom and how would they behave when exposed to a different methodology. The research took place in the secondary school ―Niko Nestor‖ in the Struga municipality in the second term of the 2017/18 school year and covered 114 students between 15 and 17 years old, both male and female. | | Link for e-copy: | https://repository.seeu.edu.mk/sites/thesis/ThesisSharedDocs/MA_109546.pdf | | Record link: | https://library.seeu.edu.mk/index.php?lvl=notice_display&id=18489 |
|
A comparison study between the Grammar Translation Method and the Communicative Language Teaching- a case study with secondary high school learners of English Language / Merita Oxha 
