I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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ud so on. Situtions oflaog@g€ tBe lJe indicated and sornetimes<br />
described ir d€iailed $enes; for exarple, visiting a c;tylcoun<strong>tr</strong>y<br />
miving at m airpo<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>, .eading d academic repo<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>, elc. Next speech<br />
acts, wbich reSulaily oclrr iD lhe given situatioq are aralyz.d;<br />
such acts e: intercsting onqeli inquiring, alkiie le<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>nission and<br />
so fonh. Evotlally, lhe linguistic DdifestatioB of sp€ech acls e<br />
!.esented in text, dialogue, flow chl<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong> and the [ke. T]e lemer! sE<br />
invited to oter inlo tle sitEtion ro that tbey bel]E panicjpants.<br />
The lemins tasks used S€qw ly involve prcblem solvine<br />
sinula$on or role-play. These very activilies with othqs are those<br />
tlEt de used add reanunended in th€ research in hand fd lerrner-<br />
There are, of couse, some conventional ddll-t)"e *rcises,<br />
bui the difiercnce to<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong> sEwtud pmctic€ lies in rlle fad thal rhe<br />
linguistic fom to be pmcticed have e id€nfifiable place in rhe<br />
socio-linguislic context, which is preselled to rle lwers in<br />
p@del siruatioN in which they ce f@l at hon€ and in which<br />
rh.y ned lhe languge itens to be leann idsly. ft€ pEctice is<br />
never entirely repetitive or imihtive but ofres mtur.l options of<br />
lesuase u5e, utuln prod(es rhe krds of cho;cer rlEL mcul i'<br />
sPontlMu! cofi muierjon.<br />
In conclusio4 one ce say that larguaae leaming is not an<br />
esy task so also languge reacbing. For efeljv€ tanguage<br />
leamin& lher€ should bc weli-quali6e4 faithfit, bzrdworkins and<br />
humare leachqs, teach€rs rb.t me up to th€ raslc It js only the good<br />
teacher who mal@s good lede.s by discovering them and dirEcting<br />
them to the best oftheir abilities. A 8ood ieach€r, should have 6<br />
exp€rience in di<strong>tr</strong>eEnt apprcaches ro language Eaching arhong<br />
whjcb is the Comnuicative IaguSe Approach as rhis is rle tate<br />
comer to the language teaching s@ne and ar the sa<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>c lime is morc<br />
redistic. Tn€y lav6 lo recognize tbat language teachiDg is a<br />
theorelical as well as a pmcrical act'viry, and rhat e<strong>tr</strong>@rive leaching<br />
Mrerjab ald classmm pNejus deped on primiples draM<br />
<strong>tr</strong>om an undmt r'ding of what language B and ho* ir is used.<br />
(widdowson.l987:75).
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