29.2246, Diss: Applied Linguistics; Chanchal Narang: ''Usage to Use: Evaluating Interactive Language Teaching as a Classroom Pedagogy at Undergraduate Level''

[The LINGUIST List]

LINGUIST List: Vol-29-2246. Thu May 24 2018. ISSN: 1069 - 4875.

Subject: 29.2246, Diss: Applied Linguistics; Chanchal Narang: ''Usage to Use: Evaluating Interactive Language Teaching as a Classroom Pedagogy at Undergraduate Level''

Moderators: linguist at linguistlist.org (Damir Cavar, Malgorzata E. Cavar)
Reviews: reviews at linguistlist.org (Helen Aristar-Dry, Robert Coté,
                                   Michael Czerniakowski)
Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           http://funddrive.linguistlist.org/donate/

Editor for this issue: Sarah Robinson <srobinson at linguistlist.org>
================================================================


Date: Thu, 24 May 2018 12:08:53
From: CHANCHAL NARANG [chanchal21279 at yahoo.co.in]
Subject: Usage to Use: Evaluating Interactive Language Teaching as a Classroom Pedagogy at Undergraduate Level

 
Institution: Panjab University 
Program: PhD 
Dissertation Status: Completed 
Degree Date: 2006 

Author: Chanchal Narang

Dissertation Title: Usage to Use: Evaluating Interactive Language Teaching as a 
Classroom Pedagogy at Undergraduate Level 

Linguistic Field(s): Applied Linguistics


Dissertation Director(s):
Gyan Verma

Dissertation Abstract:

It is assumed that the use of ILT at the undergraduate level will bring
Elements of interest and liveliness in the ESL classroom. This will promote
the interactive skills of the learners and enhance their communicative
competence. It is also assumed that the preparation of the teaching materials
in accordance with the features of Interactive Language Teaching will create
readiness to learn among the learners, boost their motivation, and increase
their comfort level with the teacher and with each other. This will lead to
the promotion of language practice and language use within the classroom.
Moreover, such an environment will encourage the involvement of the whole
class in the classroom tasks and activities. It is further assumed that the
timely feedback to the learners will correct their errors in language usage
and enforce the earlier input. This will in turn promote natural
conversational abilities among the students and help them function efficiently
in day-to-day rhetorical situations. Some of these situations are giving
introductions, leave taking, making and  granting/refusing requests, making
inquiries, complaints and suggestions, giving/refusing information, offering
excuses, expressing consent and dissent and apologizing formally and
informally. The present study aims at meeting the requirement mentioned in the
review of the available literature and is an experimental verification of the
assumptions detailed above.




------------------------------------------------------------------------------

*****************    LINGUIST List Support    *****************
Please support the LL editors and operation with a donation at:

              The IU Foundation Crowd Funding site:
       https://iufoundation.fundly.com/the-linguist-list

               The LINGUIST List FundDrive Page:
            http://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-29-2246	
----------------------------------------------------------