Transcript
Summary of elements of a Method
Parrolistic approach
Grammar-translation Grammar-translation approachapproach
Instruction in the native language of the learners
There is little use of the target language for communication
There is early reading of difficult texts
A typical exercise to translate sentences from the Tlge into the mother tongue (viceversa)
Inability to use the Lge for communication
Teacher does not have to be able to use the target Lge.
Direct approa
ch
No use of the mother tongue is permitted(i.e, teacher does not need to know the student’s native language)
Lesson begin with dialogues and anecdotes in modern conversational style.
Actions and pictures are used to make meanings clear.
Grammar is learned inductively
Literary texts are read for pleasure and are analyzed grammatically.
The target must be a native speaker or have native-like proficiency in the target language.
Reading Reading approachapproach
Only the grammar useful for reading comprehension is taught.
Vocabulary is controlled at first(based on frequency and usefulness) and hen expanded.
Translation is once more a respectable classroom procedure.
Reading comprehension is the only language skill emphasized.
Teacher does not need to have a good oral proficiency in the target language.
Total Physical Response
coordination of speech and action.
language through physical (motor) activity.
Several traditions:Developmental psychology Learning theory Humanictic pedagogyLanguage teaching procedures
According to Asher adult second language learning is parallel to child first language acquisiton.
CommandsPhysical Response Verbal Response
The less stress the more learning
• Grammar based
• Skillful use of imperativeGrammatical structure and vocabulary
• The more intensively and the more often the trace, the stronger memory association will be.
APPROACH:THE THEORY OF LANGUAGE AND LEARNING
AudiolingualiAudiolingualismsm
Lessons begins with dialogues
Mimicry and memorization are used, based on the assumption that language is habit formation
Grammatical structures are sequenced and rules are taught inductively
Skills are sequenced: listening, speaking-reading, writing postponed. Pronunciation is stressed from the begining
Language is often manipulated without regard to meaning or context.
Teacher must be proficient only in the structures, vocabulary, etc. That s/he is teaching since learning activities and materials carefully controlled
Communicative approach
““There is no single text or There is no single text or authority on it, nor any single authority on it, nor any single
model that is universally model that is universally accepted as authoritative.” accepted as authoritative.”
(Richards, J & Rodgers T. (Richards, J & Rodgers T. 1999)1999)
CA is deemed a success if the teacher understands the student.
errors resulting from an influence from their first language.
AccentSimulations
Critiques of CLT
The communicative approach or Communicative Language Teaching (CLT) is the name which was given to a set of beliefs which included not only a re-examination of what aspects of language to teach but also a shift in emphasis on how to teach!
CommunCommunicative Approach
• Meaning is paramount• Dialogs, if used center around
communicative functions and are not normally memorized.
• Contextualization is a basic premise.• Language learning is learning to
communicate.• Comprehensible pronunciation is
sought.• Any tecnique which helps the learners is
accepted – varying accordins to their age, interest, etc.
• Communicative competence is the desired goal.
Richards, J. & Rodgers, T. 1999
CLT
Non-communicative activities
No communicative desire
No communicative purpose
Form not content
One language item only
Teacher intervention
Materials control
Communicative activities
A desire to communicate
A communicative purpose
Content not form
Variety of language
No teacher intervention
No materials control
The communication continuum
Krashen´theory (language acquisition)“Acquisition refers to the unconscious developmnet of the target language system as result of uisng the language for real COMMUNICATION”
CLT: At the level of procedure
• Mechanical, meaningful, and communicative practice.
Mechanical practice:He _____________ (is/are) a soldier.
Meaningful practice:On the weekend, I’m going to_________________ in the morning.I’m going to _____________ in the afternoon, but I’m not going to __________.
Communicative practice:Ask your classmate about three things he considers when selecting a movie.
• Task 2: Identify these types of practice in your coursebook
CLT: At the level of procedure
• Some types of activitiesInformation gaps (Activity 2)Information gathering (Activity 1)Role-playsOpinion sharing
Task-based Instruction
tasks for hundreds of years.Old tasks: piece of translation often from a literary source.
New tasks: projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances.
Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed.
In A Framework for Task-Based Learning, Jane Willis presents a three stage process:
Pre-task - Introduction to the topic and task.
Task cycle - Task planning and report
Language focus - Analysis and practice.
Intermediate levels and beyond, but many teachers question its usefulness at lower levels. Change in the traditional teacher's role.
The teacher is an observer during the task phase and becomes a language informant only during the 'language focus' stage.
Meaningful tasks using the target language:
visiting the doctor conducting an
interviewcalling customer
services for help.
Assessment is primarily based on task outcome (ie: the appropriate completion of tasks) rather than simply accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.
Content-based Instruction (CBI-CLIL)
Content-based Instruction (CBI)
(Davies, 2003)
(Shang, 2006)
Met’s Analysis (2004) Content-Driven Content is taught in L2. Content learning is priority. Language learning is secondary. Content objectives determined by course goals or curriculum. Teachers must select language objectives. Students evaluated on content mastery.
Language-Driven Content is used to learn L2. Language learning is priority. Content learning is incidental. Language objectives determined by L2 course goals or curriculum. Students evaluated on content to be integrated. Students evaluated on language skills/proficiency.
Shelteredmethod
Theme-basedmethod
Language content
Clil
Content and
Language Integrated Learning
CLIL
Reflective format
Session• Communication
• Content
• Culture
• Cognition
Content and Language Integrated Learning
+Language
StudySubject Study
Educational approach with dual
focus
Integration
A successful CLIL lesson should combine elements of the
following:Content Progression in knowledge, skills and
understanding related to specific elements of a defined curriculum.
Communication Using language to learn whilst learning to use language.
Cognition Developing thinking skills which link concept formation, understanding and language.
Culture Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.
Lesson planDialoguing• 4cs aims
–Content: sources – material–Communication: language development–Culture: otherness?–Cognitive: Bloom-s taxonomy – remember –
understand – apply – analyse – evaluate - create
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