Commmunicative Language Case Study

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Question 1: In class, we have discovered at least one method where the role of the teacher is to step aside and allow students to do the learning. Interestingly, this method (Silent Way) is deeply rooted in structuralist view of language. On the other hand, in many classes throughout our program, we discussed the role that the teacher may have under Sociocultural understanding of language acquisition. Please, compare the two takes on the teacher’s role in the classroom. How would you explain any similarities and differences in teacher roles from the point of view of structuralism and sociocultural perspective?

Socioculturalist and structuralist believe that the teacher conducts the leadership role in the classroom. However, they are different
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That is determined in the Competency-Based Language Teaching which authenticates competencies that are particular and related to students' needs. Teachers are responsible for creating a proper learning environment and encouraging learners to communicate with each other. Scaffolding is practiced in many ways by teachers from sociocultural view. For example, in Communicative Language Approach, teacher's scaffolding role provides opportunities for the students and encourage them to work collaboratively. Thus, the communicative approach can be the efficient way of elaborating language competence among learners. In general, the teacher role in sociocultural theory is to give the students the chance to communicate and learn through student-to-student, and they can share the knowledge with their teacher too.
In conclusion, both socioculturalist and structuralist agree that the teacher is a facilitator and a leader in the classroom. However, they differ in how the responsibilities and the power are shared. In sociocultural, the focus is on the learner more than the teacher. Whereas, in structuralism, the focus is on the
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The Competency-Based Language Teaching proves aptitudes that are precise and efficient, which associate to the students' needs and interests serve this principle. Consequently, a teacher may choose different content and objectives of the lesson according to the individual student.
3. Provide maximum opportunities for student participation.
Community Language Learning introduces students to become members of their community. CLL suggests that learning is carried out collectively and requires student participation. The role of the teacher is to present different activities that require student participation in small group work, observation, and free conversation with peers or their teacher to foster the communication skills.
4. Develop learner responsibility.
The Natural Approach provides four kinds of responsibilities to students to improve their learning. Students are responsible for providing information about their particular goals so that activities can base on the topics which are suitable to their needs. Students play an active role to monitor and develop input by using conversational management techniques. Moreover, students determine when to speak and when to enhance it. Finally, students decide with the teacher the amount of time to be devoted to their

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