05 March 2010
Teachers usually use CLT as a words coaching method, however, in Bax's view CLT should be replaced by Context Methodology.
Bax's article argues that CLT takes on a hugely prominent role in language teaching, in the meantime neglecting the framework in which coaching takes place. He agrees that CLT is a good method, that is why it is so popular, but it has its shortcomings. He boasts that the framework in which terminology teaching occurs is more important, so instructors should concentrate on the Context Procedure. Bax states that lots of teachers feel that the country which will not use CLT is a backward country. He suggests that the primary problem is that the key focus lies on the teacher's methodology, meaning the emphasis is on coaching not in learning. He explains that the Framework Approach is not a brand-new idea; it is just not within the CLT. His bottom line is the fact even though instructors focus on framework, it is a second feature for them, although it ought to be the main factor both in language teaching and learning.
As against Bax's article, Harmer areas that technique in terminology learning can't be rejected. He agrees with Bax that the educators' training should not be like the PPP method, but disagrees with him in other aspects, including the importance of the learners' local and national culture in vocabulary coaching. His main debate regarding the this is the notion of the conflict between the teacher's opinion and the local culture regarding the the corporal punishment. He believes that the problems are within the version of the technique not in its ideas. He mentions Dilys Thorp, who agrees with Bax, but offers another solution, meaning the tutor and the students should meet "somewhere in the middle". Harmer concludes that in his view there is not a contradiction between methodology and framework.
Tomlinson's article is approximately his idea of humanising the coursebook. He says that for the learners the main element point in words learning is affect. He considers the simplest way is to replace the coursebook with other methods, strategies, and text messages. He advises the incomplete replacement of the coursebook, too. He argues for localizing coursebooks because he believes that the global coursebooks are not humanistic enough. Therefore he complains about the fact that the learners study from them.
In my judgment this is a very helpful article since it presents other, more humanistic means of utilizing a coursebook. This article shows both positive and the negative factors of the catalogs. It introduces new methodological and contextual strategies, so I can make use of it to aid my argument.