News‎ > ‎

بەڕێوەچوونی سیمینار لە لایەن مامۆستا حسین محمود جەنگیر

ئەمڕۆ سێ شەممە ڕێکەوتی٢٠١٨/١١/٦، بە ئامادەبوونی بەڕێز ڕاگری فاکەڵتیی و مامۆستایانی فاکەڵتییەکەمان سیمینارێک لە لایەن مامۆستای بەشی ئەندازیاری نەوت بەڕێز( حسین محمود جەنگیر) پێشکەش کرا بە ناونیشانی:  (Second Language Acquisition)

‌ ‌The presentation addresses a major issue in language teaching and learning, namely the proportion of a First Language (L1) used by teachers in the EFL classroom. a look through the history of foreign language teaching reveals radical but regular changes in how the use of L1 in L2 classrooms is viewed. Traditionally, the bilingual teaching methods was the norm in foreign language teaching, with its basic assumption that the way into the new language was always through the student’s own first language. In this ‘traditional’ language teaching, grammar points were illustrated using students’ L1, vocabulary was detailed and sample sentences were laboriously translated. In the late 19th century, this attention towards English Foreign Language (EFL) teaching has changed by promoting alternative approach to EFL teaching. One of the essential principles of this new approach was the adoption of monolingual teaching methodology – making the foreign language the norm of communication in the language classroom.