LECTURE 7
1. A brief history of language teaching:
· the method of teaching has been changing because of:
Ø the kind of proficiency learners needed - goal of language study,
Ø changes in theories of the nature of language and language learning,
· Latin - dominated education, commerce, religion, etc. (500 years ago),
· 16th century: French, Italian and English gained importance as a result of political changes - the study of Latin took on a different function.
2. Techniques, methods and approaches:
o APPROACH - an idea or theory, a set of assumptions dealing with the nature of language, learning and teaching. Theoretical principles teachers bear in mind.,
o METHOD - a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.,
o TECHNIQUE - activities in the classroom consistent with the method and therefore in harmony with an approach. A procedure used in the classroom.
3. The grammar translation method: (1840-1940):
· to know everything about something rather than the thing itself (know how to describe it, not how to use it - you learnt the language but you couldn't use it),
· principles:
Ø a fundamental purpose of learning a language is to be able to read its literature (reading),
Ø an important goal is to be able to translate each language into the other (translation),
Ø the ability to communicate in the target language is not a goal of foreign language instruction (use of mother tongue),
Ø it is possible to find native language equivalents for all target language words (new words translated),
Ø it is important for students to learn about the form of the target language (grammar rules),
Ø deductive application of explicite grammar rules is a useful technique (apply rule to examples),
Ø language learning provides good mental exercise (students memorize vocabulary),
Ø student should be conscious of the grammatical rules of target language.
Ø to practise intellectual development and mental discipline,
Ø the first language is a reference system in the application of the second language,
Ø reading and writing - the major skills; little or no systematic attention is paid to speaking or listening,
Ø vocabulary selection is based on the reading texts; words are taught through bilingual word list,
Ø grammar rules are presented and illustrated; the sentence is the basic unit of teaching and language practice,
Ø accuracy is emphasized.
LECTURE 8
1. The audiolingual method - theory of language:
o language was viewed as a system of structurally related elements,
o the primary medium is oral - language is speech.
2. Theory of learning:
· BEHAVIORAL PSYCHOLOGY - empirically based approach to the study of human behaviour,
· stimulus -> response -> reinforcement - habit formation.
3. Objectives of the audiolingual method:
o long-range objectives: language as the native speaker uses it,
o short-term objectives: training in listening comprehension, accurate pronunciation,
o focus on oral skills - gradually leading to other skills.
4. The syllabus:
· structural (based on structures),
· the language skills are taught in the order of: listening, speaking, reading and writing.
5. Types of learning and teaching activities:
o dialogues - context for new structures in which they might be used,
o repetitions,
o memorization.
6. Learner roles:
· produce correct responses,
· respond to stimuli,
· interaction is discouraged because this can lead to mistakes.
7. Teacher roles:
o is central, active,
o models target language,
o monitors, corrects (a lot of corrections),
o designs drills.
8. Principles:
· language forms occur within a context,
· no native language,
· the teacher is model of the target language,
· language learning is a process of habit formation,
· it is important to prevent learners from making errors - bad habits,
· no memorizing of rules - they are induced from examples.
9. The decline of the audiolingualism:
o practical results fell short of expectations,
o boring, unsatisfying,
o Noam Chomsky - transformational grammar,
o learning - an abstract, mental process.
LECTURE 9
1. Background of communicative language teaching:
· in the 60s British linguist began to call into question the theoretical assumptions of the audiolingual approach,
· they stressed the functional and communicative potential of language,
· Noam Chomsky: creativity and uniqueness of individual sentences,
· it is an approach that aims to make communicative competence the goal of language teaching.
2. Communicative competence:
o Chomsky: abstract grammatical knowledge,
o Hymes: knowledge and the ability for language use.
3. Characteristics of communicative view of language:
· the language is a system for the expression of meaning,
· the primary function of language is for interaction and communication,
· the structure of language reflects its functional and communicative uses.
One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional and structural aspects of language.
Why don't you close the door?
structure-interrogative from a functional of view it can be:
a question, a command, a suggestion,
a complaint.
4. Theory of learning:
o COMMUNICATION PRINCIPLE - activities that involve real communication promote learning (real communication is based on what we call information gap),
o TASK PRINCIPLE - activities in which language is used for carrying out meaningful tasks promote learning,
o MEANINGFULNESS PRINCIPLE - language that is meaningful to the learner supports the learning process.
5. Purposes of communicative activities:
· they provide 'whole-task' practice,
· they improve motivation,
· they allow natural learning,
· they can create a context which supports learning.
6. The teacher's role:
o less dominant but not less important,
o offers advice,
o provides necessary language items,
o monitors their strengths and weaknesses,
o discourages learners from using the mother tongue,
o corrects some errors at once.
7. Types of communicative activities:
· functional communication activities (the final outcome is a purpose),
· social interaction activities (adjust your language to different formal situations) - language is not only a functional instrument but also a form of social behaviour.
8. Communicative activities:
o stimulations,
o role play (learners are asked to imagine themselves in a situation which could occur outside the classroom; they are asked to adopt a specific role in the situation; they are asked to behave as if the situation really existed):
Ø role-play controlled through cued dialogues (cues specifying function),
Ø role-play controlled through cues and information,
o improvisation:
performing memorized dialogues
control contextualized drills
cued dialogues
creativity role-play
improvisation,
ü cued dialogue (learners interact on the basis of a series of cues),
ü open dialogue (dialogue with one part missing; students have to find out what function it has and what language).
9. Main principles:
· whenever possible 'authentic' language should be introduced,
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