The challenges of using the Communicative Approach (CA) in the teaching of English as a Second language (ESL) in Zimbabwe: Implications for ESL teacher education

Abstract

This article examines studies done on the use of the CA locally, in addition to insights from studies done abroad, as well as critically examining the nature of the CA and the language situation in Zimbabwe, to identify and discuss the main challenges associated with the use of this approach to the teaching of ESL in Zimbabwe and its implications for ESL teacher education. It explores the status of the CA as ‘imported technology ’, that has been grafted to address the teaching of English as a second language in the local context, necessitating its adaptation and the development of local versions of the approach. It argues that, to address these challenges, various stake holders such as teacher educators, material developers, examination bodies, and other relevant authorities such as the ministry of education should each play their part to ensure the success of the implementation of the CA.     

论数学解题的自然性

以自然结构为理论依据,分析、研究及推广了历史名题Ｃａｕｃｈｙ－Ｓｃｈｗａｒｚ不等式,并简述了数学解题的自然审美观和研究问题及发现问题的思维方法．     

400 m跑优秀运动员数学模型的建立及应用

以世界优秀田径运动员为例,分析了决定400 m短跑的各种因素以及它们所占的比重,并据此建立了数学模型,从而将以往的定性分析转化成定量分析。帮助教练和运动员准确而快捷地根据400 m优秀运动员的模式并结合自身的特点来合理分配体力和时间,以取得更好成绩。     

科技成果转化中隐性知识转化的障碍及路径研究

科技成果转化的本质是知识的转化,而其中隐性知识转化更是科技成果成功转化的关键所在.本文从隐性知识特性、成果转化方、成果受让方、转化双方差异、科技成果转化方式的角度出发,对科技成果转化中隐性知识转化的障碍因素进行识别.在此基础上,提出促进科技成果转化中隐性知识转化的路径,以期对提高我国科技成果转化的效率和效果有所借鉴.     

《统计学原理》教学思路与模式改革的探讨

《统计学原理》是本院经济管理系为各学科专业学生开设的一门必修的专业基础课。作者通过十多年教学实践的探索研究,勇于打破传统单一的教学模式,针对专科学生需求特征提出了类型分组方法,并配合资料组合与辅导方式选择策略,构建了课程教学的模式和思路。     

试论高等学校信息化教学模式的构建

该文分析了社会信息化和教育信息化背景下传统教学模式存在的局限性，提出了信息化教学模式构建的理论依据，介绍了信息化教学模式的特点及其优越性，并初步探讨了信息化教学模式的几种基本形式。     

初中英语过程写作法教学模式探究

在单元教学中,指导学生围绕词块、句群以及篇章结构,运用所学知识,就同一主题不同角度进行写作练习,掌握写作策略和技能,充分发挥评价的激励作用,提高学生写作水平。     

过程英语写作中自我监控技巧运用的个案研究

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The history of the “Virgin with Child” sculpture (Ottaviano,Naples, southern Italy): Hypotheses from archaeometric multi-technique investigations

A life-size whitish marble statue of a “Virgin with Child” has been recently rediscovered in the St. Rosario church located in Ottaviano, a small town near Naples (southern Italy). This artwork shows stylistic features of the Tuscan-Roman school of the 16th century, and is framed in an intriguing historical context. Historical documents testify that the sculpture was a property of the cadet branch of noble Tuscan family of the Medici, the Medici of Ottaviano. A multianalytical approach has been used to try to indicate the supply area of the white marble of the studied sculpture. Considering the whole mineralogical, petrographic and geochemical data, the source rock can be possibly limited to the main classical white marbles of the Mediterranean district, as the classical marble of Aphrodisias. A reuse practice of a former artwork can be also hypothesized.     

Use and evaluation of a technology-rich experimental collaborative classroom

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.