Teaching by Principles Chapter 3: The
present: An informed “approach”
An Enlightened Eclectic Approach
-An
eclectic blend of tasks, each tailored for a particular group of learners in a
particular place, studying for particularly purposes in a given amount of time.
-Approaches
should be a dynamic composite of energies within teachers that change with
their experiences in their own learning and teaching.
-The
interaction between the teacher’s approach and his/her classroom practice is
the key to dynamic teaching.
-Inspiration
of innovation is derived by the feedback from actual implementation of the
approach.
-An
approach is by definition dynamic and therefore subject to some “tinkering” as
a result of one’s observation and experience.
-Research
in second language acquisition and pedagogy almost always yields findings that
are not conclusive, but are subject to interpretation.
Communicative Language Teaching
-Social
culture and pragmatic features of language
-“Real-life”
communication in the classroom
-Linguistic
fluency
-Unrehearsed
language performance out of the classroom
-Description
of CLT
-Grammatical
structure might better be subsumed under various functional categories.
-Authentic
language
-Aid
from technology for nonnative language teachers
1. Learner-Centered Instruction
-Learners’
needs, styles, and goals
-Control
to student
-Input
of students
-Student
creativity and innovation
-A
student’s sense of competence and self-worth
2. Cooperative Language Learning
-Opposed
to competitive learning
-As
students work together in pairs and groups, they share information and come to
each other’s aid.
-Advantages:
Promoting intrinsic motivation, self-esteem, caring and altruistic
relationships, lowering anxiety and prejudice.
-Challenges:
Varied cultural expectations, individual learning styles, personality
differences, over-reliance on the first language.
-Cooperative
learning:
˙More structured, more prescriptive
to teachers about classroom techniques, more directive to students about how to
work together in groups than collaborative learning.
˙A group learning activity is
dependent on the socially structured exchange of information between learners.
-Collaborative
learning: The learners engages “with more capable others” (teachers, advanced
peers, etc.) who provide assistance and guidance.
3. Interactive Learning
-When
you speak, the extent to which your intended message is received is a factor of
both your production and the listener’s reception.
-Most
meaning, in a semantic, is a product of negotiation, of give and take, as
interlocutors attempt to communicate.
-Interaction
hypothesis(Long, 1996; PLLT, p.287) :
˙Comprehensible input is the
result of modified interaction
˙Interaction and input are the two
major players in the process of acquisition
˙Learners interact with each other
through oral and written discourse, their communicative abilities are enhanced.
4.
Whole Language Education:
-The
“wholeness” of language; the interaction and interconnections between oral
language and written language; the importance of the written code
-Language
is not the sum of its many dissectible and discrete parts.
˙Children begin perceiving “wholes”
(sentences, emotions, intonation, patterns) well before “parts”
˙Since part of wholeness of
language includes the interrelationship of the four skills (listening,
speaking, reading, and writing), we are compelled to attend conscientiously to
the integration of two or more of these skills in our classrooms
-Teachers
need to empower the learners to liberate themselves from whatever social,
political, or economics forces constrain them.
5. Content-Based Instruction
-The
integration of content learning with language teaching aims.
-Concurrent
study of language and subject matter, with the form and sequence of language
presentation dictated by content material
-Content-based
classrooms may yield an increase in intrinsic motivation and empowerment, since
students are focused on subject matter that is important in their lives.
-Challenges:
˙Demand for a whole new genre of
textbooks and other materials to the training of language teachers to teach the
concepts and skills of various disciplines, professions and occupations and/or
to teach in terms across disciplines.
-Immersion
models; sheltered courses; adjunct model; theme-based courses
6. Task-based Instruction:
-Skehan’s
(1998) concept of task
˙Meaning is primary
˙There is some
communication problem to solve
˙There is some sort of
relationship to comparable real-world activities
˙Task completion has
some priority
˙The assessment of the
task is in terms of outcome
-Learning
process is a set of communicative tasks that are directly linked to the
curricular goals they serve, the purposes of which extend beyond the practice
of language for its own sake.
-Task/technique
synonymous
˙Problem-solving
task/technique
˙Role-play
task/technique
-Task
comprised of several techniques
˙Problem-solving task
that includes grammatical explanation, teacher-initiated questions, and a
specific turn-taking procedure
-Types
of tasks that enhance learning
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