Pengajaran Bahasa (CLT) adalah mapa

Pengajaran Bahasa (CLT) adalah mapan di banyak program MFL ITE dalam konteks yang berbeda sebagai cerminan dari CLT pendekatan di sekolah. The "merek" dari CLT untuk di sekolah menengah yang disebut model "lemah", meskiipun pembelajaran suatu MFL diakui tetapi diajarkan dalam in an explicit, teacher-led, systematic way via the ‘classic lesson structure’ of Presentation/Practice/Production (PPP).
TBLT berbeda dengan PPP. Fenomena pada TBLT kini telah diakui dalam konteks sekuruh dunia sebagai ‘a potentially very powerful language pedagogy’. Secara efektif TBLT menempatkan kedalam kategori inovasi dan keberangkatan ternyata radical dari pendekatan CLT lebih konvensional telah menyebabkan pernyataan kelayakan untuk program MFL di sekolah.
TBLT sebagai inovasi adalah untuk berhasil, fenomena di tangan harus diselidiki dengan cara yang menunjukkan apa yang terjadi untuk guru dan siswa bekerja nyata di kelas nyata.

Hasil (Inggris) 1:

Language teaching (CLT) is well established in many programs the MFL ITE in different contexts as a reflection of the CLT approach in schools. The "brand" of the CLT for in high school called "weak" model, meskiipun learning a MFL recognized but are taught in in an explicit, teacher-led, systematic way via the ' classic lesson structure ' of Presentation/Practice/Production (PPP). TBLT in contrast to PPP. On the phenomenon of TBLT has now been recognized in the context of the sekuruh world as ' a potentially very powerful language pedagogy '. TBLT effectively put into the category of innovation and radical departure turned out to be from a more conventional approach to CLT has led to a statement of eligibility for the program MFL in school. TBLT as innovation is to succeed, the phenomenon at hand should be investigated in a way that shows what happens to the real work of teachers and students in class real.

Hasil (Inggris) 2:

Language Teaching (CLT) is well established in many ITE MFL program in a different context as a reflection of the CLT approach in schools. The "brand" of CLT for secondary school called the model a "weak", meskiipun learning a MFL recognized but taught in in an explicit, teacher-led, systematic way via the 'classic lesson structure' of Presentation / Practice / Production (PPP ).
TBLT different from the PPP. The phenomenon of the TBLT now been recognized in the context of sekuruh world as 'a Potentially very powerful language pedagogy'. Effectively TBLT put into the category of innovation and departure turns radical approach CLT more conventional has caused statement of eligibility for the program MFL in schools.
TBLT as innovation is to succeed, the phenomenon at hand should be investigated in a way that shows what happens to the teacher and student work real in a real classroom.