Abstract
This paper explains that communicative competence is made up of four competence areas: Linguistic, which is knowing how to use the language's grammar, syntax and vocabulary; sociolinguistic, knowing how to use and respond to language appropriately; discourse, knowing how to interpret the larger context and to construct a coherent whole and strategic, knowing how to recognize and repair communication breakdowns by working around gaps in one's knowledge of the language. The author points out that communicative language teaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. The paper stresses that communicative language teaching places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.

Table of Contents
Communicative Competence
Communicative Language Teaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative Language Teaching
Implementation of CLT in ESL and EFL Countries

From the Paper
"Other research studies focus on the difficulty attributed to the English as a first language environment. In 1996, studies by Stapleton pointed out how Confucianism as a belief system appears to be in tension with underlying notions of communicative language teaching. In these studies, Stapeton examined the theory that Confucianism establishes the superior status and knowledge of the teacher over that of the students, thus elevating the role of the teacher above the students. In 1998, Li studied teaching and learning in China, concluding that local conditions seem to be detrimental to communicative language teaching methodology."

Tags:real-life, enhancement, classroom, competence, foreign-language

Abstract
In this study, the writer's three beliefs about language teaching are discussed. The writer also identifies possible constraints that affect putting these beliefs into practice and evaluates whether these constraints can be overcome. The writer maintains that the teacher's beliefs about language teaching reflect the attitudes toward different types of teaching approaches and the constraints affect the teaching practice. According to the writer, establishing a link between beliefs and practice offers a number of implications for language teaching practitioners that might help to improve their attitudes, methods, and approach.

Outline:
Introduction
Teaching Environment
Teacher as a Motivator
Lessons Should Be Interactive
Language Teaching is Culture Teaching
Constraints
Conclusions

From the Paper
"In most cases, the setting contributes to the way in which language is taught depending on availability of resources, types of tests, value of the language and so forth. Therefore, it is necessary to outline my teaching environment before going any further. As a tutor of Japanese, I have been teaching intermediate level oral and written Japanese to college students ranging in age from 18 to 25 in New Zealand since the beginning of 2007. Teaching involves approximately five hours a week in classroom and the classrooms are adequate for the average class size, which is between ten and fifteen, with equipment for presenting visual materials. The university has a language laboratory and a very small collection of books written in Japanese. Course materials consist of the set textbook, which can be classified as predominately a situational based syllabus with a functional syllabus, and the accompany workbook. Not many other supplementary teaching materials are available so teachers are encouraged to prepare their own materials."

Tags:culture, grammar, learning, students

Abstract
This paper discusses ten traditional methods of language teaching in detail, describing the principles of each and how they help both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches.

From the Paper
"Grammar Translation Method
This method involves the learner to spend a lot of time in understanding the language structure. Though both listening as well as speaking suffer because of it. However, grammar and vocabulary are being stressed throughout the teaching method.
The grammar translation method has been derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century (Selected Lesson Plans). It was originally used to teach 'dead' languages as well as literatures for instance Latin and Greek, and was accounted for its heavy bias towards written work to the virtual leaving out of oral production. However, its main features are as follow (Kitao):
-A careful analysis of the target written language, particularly its grammar.
-The Grammar rules are presented and learned clearly
-From bilingual word lists, vocabulary is learned
-A paramount use of translation exercises
-The medium of instruction is mother tongue
-Less or no attention is paid to speaking and listening skills."

Tags:audio-lingual, grammar, vocabulary, translation, communication, comprehension, linguistics

Abstract
This paper presents a case study that outlines key features of the author's situation teaching Japanese to different levels and varying abilities. The paper then implements selected solutions to the situation and critically evaluates the solutions and stages of inquiry.

Outline:
Introduction
The Issue
The Situation and Problem
Dealing with the Problem
Possible Solutions
Choosing the Solutions
Implementing the Solutions
Evaluating the Solutions
Reflecting on the Procedures
Conclusion

From the Paper
"Although second language instruction that matches the learner's proficiency level and ability seems to be effective as it provides an opportunity to scaffold the learner's linguistic development, the majority of foreign language classes involve students of different levels and varying abilities. They differ in not only their immediate performance ability but also their potential learning ability as well. Some students are able to cope with new grammar and vocabulary they have just learned in the previous class but others are still struggling with those they learned at the beginning of the course. The issue of teaching mixed ability groups has become apparent when organising activities that are effective for different levels and abilities of learners in a single classroom. "

Tags:japanese, multilevel, performance

Abstract
This paper contends that, as a result of the ever expanding
globalization process, and with an understanding of the place that English currently holds as the lingua-franca used in international and intercultural communication settings, there is an immediate need to modify, or in some cases scrap previously relied upon second and foreign language teaching methodologies employed in language instruction around the world. According to the paper, a new, more holistic approach to language learning and teaching is needed to better foster understanding across cultures and allow for more mutually beneficial intercultural communication. The paper supports this contention through an examination of the shortcomings of contemporary and past language instruction and through an examination of intercultural language teaching and its techniques. The paper concludes with a personal reflection by the other on her teaching experiences in Japan and Korea.

Table of Contents:
Introduction
The Shortcomings of Contemporary and Past Language Instruction
Intercultural Language Teaching
ILT Instruction Techniques
How Can Research Inform Language Teaching
Reflections on Teaching Methodology and Personal Experiences

From the Paper
"Viewing culture in this way allows students to realize the connections between culture and individual behavior. Previously invisible and inaccessible culture becomes tangible, and students can come to understand how culture acts as a blueprint for individual behavior. They see a social construct in which the individual has choices that may be differentially appropriate in different social contexts. This approach allows students to relativise their own beliefs, behaviors and values, and see that there are many possible cultural constructs"

Tags:constructs, communicative, roles, individual, competence

Abstract
The paper discusses how integrating different language teaching methods will have the benefit of catering to a wide variety of student needs; something that a single approach will probably not accomplish. The paper explores the methods of teaching the Slavic language to students where the proficiency level is basically non-existent. The paper selects nine different language teaching methods and determines which are most appropriate for such a language teaching course and also how they can be integrated to achieve optimal results. The paper's information for all the teaching approaches is derived from Dr. Jill Kerper Mora.

Outline:
Total Physical Response
The Grammar Translation Method
The Audio Lingual Method
The Communicative Approach
The Functional Notional Method
The Direct Approach
The Reading Approach
The Silent Way
The Community Language Learning Method
Conclusion

From the Paper
"Globalization and the concept of the "global village", has brought about interesting developments in language teaching. It is currently recognized, for example, that contact with one or more natives from foreign countries during an average lifetime is more likely than not. Furthermore, the information age entails that knowledge from across the globe is integrated in the academic world. This implies that not all academic texts will be in English, and that some foreign language skills are necessary to access texts in certain fields. Finally, businesses generally offer expanded opportunities to those who are willing to relocate to foreign countries. The success of such ventures often depends upon an ability to communicate with the target country's native population. The question is therefore not so much whether foreign languages in a curriculum are important, but rather how they should be taught."

Tags:proficiency, vocabulary, grammar, text, comprehension, fluency, listening, speaking

Abstract
This paper discusses methods for teaching English as a second language. The paper describes the typical student that might be taught English as a second language and provides relevant teaching methods for this type of student. The paper focuses on a program known as two-way immersion, in which students are able to use their own language, as well as English.

Outline:
Background
Description of the Student
Learning Styles Appropriate For This Subject

From the Paper
''In this case, the student can be described as monolingual/literate. Although she was educated in her home country, she knows some English. She is an intelligent young woman who is succeeding academically, but needs advancement in her language skills. Because of this, the instruction that is chosen must reflect these abilities and weaknesses. In order to insure that her progress in other subjects does not diminish, the teachers who work with this student need to continue to present her with material in other subjects that is concurrent with her age group and academic ability. Because she knows some language, she is most likely able to communicate with her teachers and peers to some degree, but her deficiency may make her feel unintelligent and isolated. Thus, in this case it is important to proceed in an affective English as a second language study program as quickly as possible, so that this student's confidence continues to grow along with her language development.''

Tags:sounds, system, language

Abstract
In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a Foreign Language (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.

From the Paper
"Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."

Tags:vocabulary, reading, teachers, understand

Abstract
This paper discusses that it is possible as well as beneficial to combine focus on form with focus on meaning in English language teaching. The writer examines two studies from an output enhancement point of view. The first, by Kowal and Swain (1997) experimented, in a French immersion classroom, with two tasks that were intended to assist learners in moving from semantic processing to syntactic processing. The second, Doughty and Varela (1998) experimented with corrective recast (i.e., repetition and recast) in an ESL content-based classroom.

From the Paper
"The history of second language teaching has witnessed changing perceptions of corrective feedback (Celce-Murcia, 1991). Views on the role of corrective feedback can be highly diverse, even polarized. The Audiolingual Approach, for example, advocates minimal or no tolerance of learner errors and suggests that every effort be made to prevent them. On the other hand, the Natural Approach considers error correction unnecessary and counterproductive. The latter view is also shared notably by the Communicative Language Teaching (CLT) approach that has come to dominate second language classrooms since the early 1970s."

Tags:approach, error, esl, tesol

Abstract
In this article, the writer notes that while many consider the classroom to be a common ground that provides the same opportunity for all students, some students face a more challenging learning environment from the moment they step into the classroom because of the language barrier. Focusing on students in third year classrooms, the writer discusses that students' use of formulaic language quickly makes native speakers assume ethnic characteristics and, therefore, subjects the formulaic language speaker to potential stereotyping, teaching, and persecution. As the opportunities for students to take classes in a variety of locations and countries around the world increases, so too increases the number of students who suffer academic and social woes because they use formulaic speech instead of the standard language of instruction. The writer concludes that while the adverse effects of using this language may have strong implications for a child's education, teachers can also use the situation as a teaching opportunity for both ethnic stereotyping and linguistic skills.

From the Paper
"Although it has been recently publicized in the United States, this problem is not unique to Americans. Instead, as the world becomes more of an international marketplace, education has become a good traded on that market. For instance, the European Union has made it easier for students to traverse country boarders in pursuit of a better education; international schools have arisen in Asia, Eastern Europe, and in other locations; and international exchange programs allow students to travel freely across the world to learn. Even in their own country, many students' use of non-standard language variations--such as dialects--makes it difficult for them to have an understanding of the standard language. Students in these situations, who speak the language of instruction only as a second or third language, often use formulaic language to get by."

Tags:teacher, learning, instruction, comprehension