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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 36, THE COMMUNICATIVE APPROACH/ COMMUNICATIVE LANGUAGE TEACHING (CLT) it In CLT, students do many speaking and writing tasks, trying to use any and all of the language that they can. CLT focuses more on CONTENT than on FORM; it concentrates on how successfully students can communicate rather than on whether they are speaking or writing correctly. CORRECTION often takes place after the students have tried to speak or write communicatively in 74., In CLT, students do many speaking and writing tasks, trying to use any and all of the language that they can. CLT focuses more on CONTENT than on FORM; it concentrates on how successfully students can communicate rather than on whether they are speaking or writing correctly. CORRECTION often takes place after the students have tried to speak or write communicatively in 74. examples of Communicative speaking activities in 52-53 and communicative writing activities in 58-59., Some methods are worth discussing because they are either a) widely used, b) talked about a lot or c) still have influence in modern teaching practice methods are based on LEARNING, AUDIO-LINGUAL METHODOLOGY (A-L) it Was, as other behavourist theories of language learning, heavily criticised. It was argued that if all language was the result of stimulus-response-reinforcement, how come we canall say new things that we have never said before? These new things can't be the result of Eehavourist conditioning, surely! One of the results of this was that teachers stopped using only A-L methodology, AQUISITION . THE COMMUNICATIVE APPROACH/ COMMUNICATIVE LANGUAGE TEACHING (CLT), AUDIO-LINGUAL METHODOLOGY (A-L) it In 73 we discuss a method called the SILENT WAY., GRAMMAR-TRANSLATION it Was the most common way of learning languages for hundreds of years. Students studied the grammar of sentences in the TARGET LANGUAGE (the language they wanted to learn). They translated them into their own language - or the other way round, How people learn; how people teach so Most teachers don't follow any one method, but use elements of many different approaches. This ECLECTICISM seems to be the best response to different claims about how different students learn. Everything will depend on the balance of exercises and activities -how we get students ENGAGED, how we get them to study and the opportunities we provide for them to ACTIVATE their knowledge, Some methods are worth discussing because they are either a) widely used, b) talked about a lot or c) still have influence in modern teaching practice methods are based on AQUISITION, Four methods although There have been many attempts to find the perfect language-learning method, no one has yet come up with the 'best' one. This is partly because different students learn differently (we discuss DIFFERENTIATION in 42), and partly because teaching metl1ods often change as society itself changes, TASK-BASED LEARNING (TBL) it Is an approach where teachers set their students larger tasks, such as writing a newspaper article, giving an oral presentation, creating an online film reviews page or arranging a meeting, rather than concentrating only on the language. The students may STUDY language, too, of course, but only if this will help them do the task; it is the planning and the completion of the task that is most important. A TBL approach would base its SYLLABUS on tasks rather than lists of grammar items. In some versions of TBL, language study comes after the task- to deal with any mistakes that occurred during the task, Pavlov's dogs . Perhaps the most famous example of early Behaviourist theory is the story of Pavlov's experiments with dogs. The dogs responded to a stimulus (a ringing bell) by salivating. This is because they had been conditioned to expect a reward (food) when they heard the sound of the bell. Every time they heard the bell, they salivated and this response was reinforced, in their minds, when food arrived., TASK-BASED LEARNING (TBL) it In a task-based sequence we might get INTERMEDIATE or UPPER-INTERMEDIATE students to plan a trip to a city in a foreign country by looking for information on the INTERNET and then writing an itinerary; we might ask the students to design a questionnaire which they can then use for video or audio interviews in the street, THE COMMUNICATIVE APPROACH/ COMMUNICATIVE LANGUAGE TEACHING (CLT) it Focuses on the idea that people get language if they have opportunities to use it, and that if students have a desire to communicate and a purpose for communicating (rather than just practising a grammar item), then language learning will 'take care of itself', LEARNING as GRAMMAR-TRANSLATION, 36. HOW PEOPLE LEARN LANGUAGES 2 there are two aspects Four methods, AUDIO-LINGUAL METHODOLOGY (A-L) it Gave students a lot of speaking practice by using habit-formation DRILLS. Students repeated sentences again and again until they were memorised. A-L methodology is connected to the theory of BEHAVIOURISM, AUDIO-LINGUAL METHODOLOGY (A-L) it However, one the main ingredients of audio-lingualism (language drilling) is still used in many lessons because we believe that frequent repetition is a key to successful learning. One of the most popular ways of teaching new language, PPP (PRESENTATION, PRACTICE AND PRODUCTION, in 44), mixes drilling with contextualised explanation and opportunities for language use., LEARNING as AUDIO-LINGUAL METHODOLOGY (A-L), 36. HOW PEOPLE LEARN LANGUAGES 2 there are two aspects How people learn; how people teach