2018年3月8日 星期四

Teaching by Principles Chapter 3: The present: An informed “approach”

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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