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摘要：This paper discusses challenges and opportunities arising during the development of open educational resources (OERs) to support communicative language teaching (CLT) with interactive whiteboards (IWBs). iTILT1 (interactive Technologies in Language Teaching), a European Lifelong Learning Project, has two main aims: (a) to promote 'best practice' or effective CLT teaching with IWBs, and (b) to support continuing professional development among language teachers both in formal training contexts and through informal independent study. Some 40 teachers in seven European countries, working with learners of six foreign languages at various educational and proficiency levels, were trained and followed over one school year in order to collect over 200 video examples of classroom practice. These short (3-minute) class videos were selected collaboratively by teachers and researchers, and supported by learner and teacher commentaries. The main outcome of the project is an open-access website ([URL:http://itilt.eu]), a searchable repository of training materials (manual, sample materials) and classroom illustrations (video clips, participant comments). This study explores the action research dimension of successive phases of the project from the development of appropriate training materials, data collection in language classrooms, selection of illustrative teaching episodes, and preparation for online presentation for future teacher education. It investigates the influence of research-based training on teacher development and the inclusion of participant perspectives, and explores how this kind of OER can support open practices. The paper also raises issues with respect to 'best practice' and user requirements. The paper concludes with 'lessons learned' throughout the project, showing both the advantages and drawbacks to this kind of collaboration between teachers and researchers, as well as furnishing suggestions for future OER development. Adapted from the source document

摘要：This paper introduces readers to Wordle, a data visualization tool, and describes how word clouds, or wordles generated by Wordle, were used in an action research project designed to facilitate the teaching of foreign language (FL) writing within a dual coding theoretical framework. Over the course of one semester, students in a third-semester university FL Spanish course submitted drafts of their compositions electronically to create wordles (word clouds). The wordles were then used as visual tools to discuss students' writing development, writing strategies, and lexical acquisition. Word frequency counts along with wordles also contributed to student-centered discussions about writing. The paper concludes with a discussion of ways in which instructors can incorporate wordles into their FL classrooms to facilitate the teaching of L2 writing, as well as use them as tools to promote vocabulary development and communicative task-based teaching and learning. Adapted from the source document

摘要：Beaumont responds to Carol Griffiths' comments (same journal issue) in "The traditional/communicative dichotomy," an article that itself was a response to Beaumont and Kyung-Suk Chang's "Challenging the traditional/communicative dichotomy." Beaumont contends that Griffiths "has spectacularly misunderstood many of the arguments we are trying to make." Adapted from the source document

摘要：The primary aim of this paper is to explore a common dichotomy that characterizes debate about what has come to be termed 'appropriate methodology'. It is that between 'traditional' and 'communicative' approaches to language teaching, a distinction that persists despite arguments by some that the term 'communicative' should be superseded or even abandoned altogether. We are particularly interested in how the dichotomy relates to language classrooms in the so-called 'Confucian heritage cultures' (CH Cs). Using evidence from the literature and from a small exploratory study we carried out with teachers of English in South Korea, we will attempt to demonstrate, firstly, that the dichotomy is dubious, and, secondly, that the distinction needs recasting f it is not to inhibit methodological development in CH Cs and, possibly, wider ELT contexts. Adapted from the source document

摘要：When considering the question of 'traditional' versus 'communicative', the first essential is definition. This article first of all attempts to clarify these ill-defined concepts before considering the degree to which they may or may not be dichotomous. The results of a small-scale study are reported involving a survey of teaching approaches employed by a group of Turkish teachers who were then asked to comment on the factors which they felt constrained their teaching practice. The article concludes by considering underlying assumptions relating to teaching approaches before suggesting areas for further research. Adapted from the source document

摘要：In recent years, language researchers and teachers have attempted to put meaningful communication at the centre of learners' classroom interactions. Yet the majority of existing computer-assisted language learning (CALL) applications have relied on largely non-communicative learner-computer interactions. The challenge facing CALL developers, therefore, is to explore new ways of providing learners with communicative practice. This article reviews existing uses of automatic speech recognition in second and foreign language teaching and describes the development of an innovative interactive automatic speech recognition system for developing second language speaking skills. This system uses video clips and the EduSpeak speech recognition system to simulate a nurse-patient interview. The system allows learners (for example, health care professionals whose first language is not English) to ask questions to an English-speaking patient and to receive both meaningful responses from the patient and feedback about their own pronunciation accuracy from the speech recognizer. Adapted from the source document

摘要：Communicative language teaching (CLT) and task-based language teaching (TBLT) have been widely adopted in the Asia-Pacific region, with a number of Asian countries strongly promoting CLT and TBLT in their curricula and English language education policies. Despite their popularity, a number of challenges have arisen in connection with implementing CLT and TBLT in Asian classrooms. The challenges that have emerged include (a) conceptual constraints (e.g., conflicts with local values and misconceptions regarding CLT/TBLT); (b) classroom-level constraints (e.g., various student and teacher-related factors, classroom management practices, and resource availability); and (c) societal-institutional level constraints (e.g., curricula and examination systems). These constraints have led some to argue that successfully implementing CLT and TBLT in Asia requires adaptation to local environments, such that CLT and TBLT become embedded in local practices. Although there have been a growing number of reports of various CLT/TBLT implementation efforts in different Asia-Pacific regions, we still have only a limited understanding of how best to achieve contextually embedded adaptations and how they affect students' English learning. After reviewing relevant studies, this article suggests potential options for moving forward, including (a) employing more contextually feasible and flexible interpretations of CLT and TBLT, (b) implementing decentralized or innovative language-in-education policies, and (c) creating communities of learning outside of the classroom as well as in the classroom. Adapted from the source document

摘要：This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best-fitting model indicated that Student-Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-Efficacy, and Exam-Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants' learning experiences, in-service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices. Adapted from the source document

摘要：At different times, the orientation of English language curricula for schools in Asia has been adjusted to meet changing sociopolitical and educational trends. In much of the region, the emphasis has shifted from linguistic knowledge and skills to communicative language competence. The authors contend that if language teaching is to be more communicative in the Asian contexts, there is a need to investigate the extent of factors that constrain the implementation of communicative language teaching (e.g., large class sizes, limited teacher proficiency, insufficient resources and instructional time, examination pressure, and cultural resistance). The situation in China is examined in particular. Adapted from the source document

摘要：A number of studies on CLIL, particularly from Spain, which is familiar to this author, will be analysed to show that there are numerous anomalies not only in the research, but in the analysis, and doubts about the conclusions drawn. CLIL instruction is not always necessarily that beneficial, and there is every reason to believe some students may be prejudiced by CLIL, and that not only academic, but also institutional, interests may be taking precedence over some students' interests in the state educational sector. Some research issues are covered in the detailed analysis of one study before a plea is made for ensuring that disinterested research is carried out into the overall effects of CLIL initiatives in state educational institutions and systems, so that the welfare of all state-school students is recognised and respected. [Copyright Elsevier Ltd.]

摘要：The interconnected conceptual areas of teacher knowledge and teacher beliefs (included by some authors under the rubric of teacher cognition) have been debated in the field of language education intensively for the last two decades, during which time the terminology used in the discussions has been interpreted in a variety of different ways. However, there have been limited attempts to study the way in which teacher knowledge and beliefs develop in specific cases of language teaching methodology: one area of that has not been studied is that of knowledge/beliefs of communicativeness in language teaching. This paper argues that the conceptual area referred to by the above term is multi-dimensional and dynamic. It first develops a framework which focuses specifically on two of these dimensions, a personal-impersonal dimension, and a theoretical-practical dimension. It then examines the interaction between these two dimensions in the specific case of the knowledge of communicative language teaching of six Turkish teachers of English, using the term "understandings" to refer to this dynamic phenomenon. [Copyright Elsevier Ltd.]

摘要：For some language educators, communicative-style language teaching, by definition, entails viewing the use of the learners' first language (L1) as counterproductive to the learning process or as an unfortunate but sometimes necessary recourse. However, recent research has shown that L1 use can serve important cognitive, communicative, and social functions in communicative foreign and second language (L2) classrooms (Turnbull and Dailey-O'Cain, 2009; see also Butzkamm and Caldwell, 2009). The current article documents an attitudinal survey of 29 'native-English speaker' teachers at a Japanese university where the exclusive use of the target language is promoted as a key feature of the optimal foreign language learning environment. Results indicated that, contrary to the official policy, many teachers believed that selective use of the students' L1, by the teacher or by students, could enhance L2 learning in various ways within a communicative framework. The authors argue that teachers and students themselves are best placed to determine, based on the immediate context of the classroom, what constitutes optimal use of the target language and the L1. [Copyright Elsevier Ltd.]