English Didactics II

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    Part IThe lexical Approach Language is basically its

    lexicon: Words or wordcombinations. The key principle of a lexical

    approach is that languageconsists of grammaticalizedlexis, not lexicalizedgrammar

    Lexis is central in creatingmeaning, grammar plays asecondary role in managingmeaning.

    We should spend more timehelping learners developtheir stock of phrases, andless time on grammaticalstructures.

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    There are some hints about how theteaching looks like within thisapproach.

    Successful language is a widerconcept than accurate language.Emphasis is on successfulcommunication not grammaticalmastery.

    Language is not learnt by learningindividual sounds and structures andthen combining them, but by anincreasing ability to break downwholes into parts. We can also usewhole phrases without understandingtheir constituent parts.

    Noticing and recording language

    patterns and collocations. Grammar is acquired by a process of

    observation, hypothesis andexperiment. That is, the Observe-Hypothesise-Experiment cyclereplaces the Present-Practice-Produce

    Paradigm.

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    Grammar exploration instead ofgrammar explanation.

    Intensive and extensive listeningand reading in the targetlanguage. Teachers create theenvironment.

    First and second languagecomparisons and translationcarried out chunk-for-chunk,rather than word-for-wordaimed at raising languageawareness: Guessing the meaningof vocabulary items from context.

    Repetition and recycling ofactivities. The language activitiesconsistent with a lexical approachmust be directed toward naturallyoccurring language and towardraising learners awareness of thelexical nature of language.Students as discourseanalystordiscoverers

    Working with dictionaries andother reference tools.

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    Part IIThe CALLA approach CALLA is based on cognitive learning

    theory in which students are viewed

    as mentally active participants in theteacher-students interaction.

    The mental activity of learners isdescribed by the application of priorknowledge to new problems, the

    search for meaning in incominginformation, higher level thinkingand the developing ability to adjustonesown learning (special methodsor TRICKS)

    The CALLA model recommendsways in which the teacher can makethe most of this mental activity byasking students to reflect on theirown learning and expand a strategyapproach to learning and problemsolving (learning strategies)

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    StrategyInstruction

    AcademicLanguage

    Skills

    Content

    Topics

    Allow students tosee how language

    works in different

    encvironments.

    Language skills areused for learningacademic subject

    matters.

    Strategies providestudents with tools

    to work different

    tasks.

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    Enables students torepresent information ontheir prior knowledge oftheir native language tounderstand informationin English

    Help students to controltheir emotions in order towork with theirclassmates or otherpeople to apply cognitive

    skills

    Enable learners determine

    which learning strategiesare best suited to a giventask. Useful forprocedural knowledge.

    Enable learners tomanipulate informationby categorizing,summarizing or linkingnew concepts to priorknowledge. Useful fordeclarative knowledge

    CognitiveMeta -

    cognitive

    Cross -

    Linguistic

    Social -

    Affective

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    Types of knowledge

    Declarative

    Knowledge

    Consist on what we know or declare.Includes facts, dates, etc and it is best

    learnt through linking old with newinformation to form associations.

    Procedural

    Knowledge

    Consist on the things that we knowhow to. Includes processes and

    procedures. It is best learnt throughpractice applied on meaningful tasks.

    Metacognitive

    Knowledge

    All these types of knowledge are stored in the

    long term memory to be used for life.

    Consist on applying previous

    experiences to solve new problems.

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    Language across the curriculum: Learn the

    language through the language. Subjects matterstaught using the target language. Language Experience Approach: My life is my

    learning. Based on reading and writing ofexperiences.

    Whole language: Four skills ONE language. Basedon interaction with literature and opportunities touse language in communicative purposes.

    Process writing: Thinking about the writing process.

    Cooperative learning: There is no I on a TEAM.Provides active practice of language and context.

    Cognitive instruction: Critical thinking throughchallenging questions modeling the learning process.

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    Part IIITeaching Listening Listening is the language

    modality that is used mostfrequently. It has been estimated that

    adults spend almost half theircommunication timelistening.

    Students may receive as muchas 90% of their in-schoolinformation through listeningto instructors and to oneanother.

    Listening is a very active skillbecause as people listen , theyprocess what they hear andconnect it to already knowninformation.

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    Principles

    Expose Ss. todifferent

    ways ofprocessing

    information

    Expose Ss. todifferent

    types oflistening

    Teachvariety of

    tasks

    Considerdifficulty

    andauthenticity

    Teach

    listeningstrategies

    Top down

    Bottom up

    Listening forspecific

    information

    Listening for

    gist

    Listeningbetween the

    lines

    Practice withnatural

    authenticlanguage

    Adjust the level

    of difficulty

    Predicting

    Inferring

    Monitoring

    Clarifying

    From simple tomore complex

    tasks

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    Part IVTeaching Speaking

    Speaking is also a very active skill because it

    happens in real time. Different from writtenlanguage. Language learners need to recognize that

    speaking involves three areas of knowledge: Mechanics (pronunciation, grammar, and

    vocabulary): Using the right words in theright order with the correct pronunciation.

    Functions (transaction and interaction):Knowing when clarity of message isessential (transaction/informationexchange) and when precise understandingis not required (interaction/relationshipbuilding).

    Social and cultural rules and norms (turn-taking, rate of speech, length of pausesbetween speakers, relative roles ofparticipants): Understanding how to takeinto account who is speaking to whom, in

    what circumstances, about what, and forwhat reason.

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    Audiolingual Method:Repetition drills to learnstructural patterns(grammar). Based on

    behaviorim. Form overfunction was the goal.

    CommunicativeLanguage Teaching:

    Students learnthrough the act of

    communication.Comprehensibleinput is necessaryfor real intake tohappen. The goal isintelligibility.

    Weakversion

    Strongversion

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    Part VTeaching Reading The goal of reading is

    COMPREHENSION. In language instruction, reading

    materials have traditionally beenchosen from literary texts thatrepresent "higher" forms of culture.

    This approach assumes that studentslearn to read a language by studying

    its vocabulary, grammar, and sentencestructure, not by actually reading it. The communicative approach to

    language teaching has giveninstructors a different understandingof the role of reading in the languageclassroom and the types of texts thatcan be used in instruction.

    When the goal of instruction iscommunicative competence, everydaymaterials become appropriateclassroom materials, because readingthem is one way communicativecompetence is developed.

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    Reading Processes

    Bottom - up

    Students startwith thefoundations oflanguage:Phonics, letter

    recognition,words, etc

    Graded readerapproach.

    Intensive reading:

    Short passageswith textbookactivities.

    Top - down

    Thecomprehensionresides on thereader.

    Meaning

    generatingactivities.

    Literature basedapproach

    Integrated with

    writing. Extensive reading:

    Read longer textswith no focus onassessment.

    Interactive Model

    It combineselements of top -down and bottomup.

    Integrates

    extensive withintensive reading.

    Selection of textsis quiteimportant.

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    Principles

    Exploitreaders

    previousknowledge.

    Build a strongvocabularybase through

    context.

    Teach how tocomprehend:

    Reading

    strategies andskills

    Work onincreasing

    reading rate

    Grow as areading

    teacher.

    Buildassessment

    andevaluation:RUBRICS

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    Part VITeaching Writing Writing is a complex process that

    allows writers to explore thoughts

    and ideas, and make them visibleand concrete.

    "Good writing does not just happen.The best writers spend a great dealof time thinking, planning,rewriting, and editing.

    The teaching of writing was thoughtto be the teaching of correctspelling, punctuation and grammar

    Then trends like expressivism,cognitivism , socialconstructivism appeared as a

    response to different needs ofscience and society.

    Lately a principled eclecticismapproach came to light consideringthe best of each trend.

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    Principles

    Understandstudents

    reasons forwriting.

    Provide manyopportunitiesfor students

    to write.

    Makefeedback

    helpful andmeaningful.

    Make clearhow writing

    will beevaluated:RUBRICS.

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    Part VIITeaching Grammar Grammar is central to the teaching

    and learning of languages. It is

    also one of the more difficultaspects of language to teach well.

    In past mastering Englishgrammar was considered tomasterthe language.

    In the 70 s a new trend led byKrashen argued that grammarinstruction was unnecessary andthat exposure to comprehensibleinput was enough to acquire therules.

    Late approaches like focus onform and consciousness raising center on communicationadding grammar within meaningfocused activities.

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    Principles

    Integrate

    deductive andinductivemethods.

    Focus on

    proceduralrather thandeclarativeknowledge.

    Use tasks that

    integrategrammar andcommunication.

    CONTEXT

    P t X S l ti M t i l f

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    Part X - Selecting Materials for

    Teaching English

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    What are materials?

    The termmaterials is used tomean anything usedwithin a classroom

    environment whichfacilitates theacquisition

    learning oflanguage.(Ur, 1996)

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    Types of materials Coursebooks.

    Supplementarymaterials: CDs, PPTs,

    flashcards, dictionaries,websites, graded readers,storybooks, flip charts,posters, etc.

    Teacher madematerials: Worksheets,flashcards.

    C b k

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    CoursebooksThe term coursebook is used to mean atextbook of which the teacher and, usually, eachstudent has a copy, and which is in principle tobe followed systematically as the basis for a

    language course. (Ur; 1996)

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    Why do we need to use a coursebook?Against using a coursebook

    Inadequacy.

    Irrelevance.

    Lack of interest. Limitation.

    Homogeneity.

    Over easiness for teachers.

    Cambridge University Press,

    1996

    In favor of using a coursebook

    Framework.

    Ready made texts

    and tasks. Economy.

    Convenience.

    Guidance.

    Autonomy

    Cambridge University Press,

    1996

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    How do we choose a coursebook?Choosing a coursebook is a

    very difficult task due to thehuge amount of alternativesin te market.

    Before even trying to select acoursebook, teachers shouldhave very clear ideas about

    what the objectives towardsthe teaching of English inthe school are and what they

    want to get from the book.

    Wh t h ld b k ?

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    What should any coursebook cover? Pronunciation practice.

    Introduction of new vocabulary and

    practice. Grammar explanations and

    practice.

    Recordings for listening practice.

    Listening and speakingcommunicative tasks.

    Reading and writingcommunicative tasks.

    Short and long reading texts. Dictionary work.

    Review of previously learntmaterial.

    Some entertaining or fun activities. Cambridge University Press, 1996

    l i l

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    Supplementary materialsBooks are considered as the

    conventional and primarylearning materials. While booksare the central technology ofeducation (Barth and Mithchell

    1992), there are also other toolsand sources which have nowbecome necessary in education.

    Some of these includes CDs,websites, e books, etc. Othersources of learning contents aresupplementary reading materialssuch as big books, graded

    readers.

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    Teachermade worksheets and flashcardsGood teacher made materials are thebest there are because they are relevant and

    personalized, answering the needs of thelearners in a way no other materials can(Jeremy Harmer 1998)

    Guidelines for teacher made materials:

    They should:

    Be neat, clean , clear margins, well spaced.

    Begin with short and clear instructionsincluding an example.

    Be clear and attractive to look at.

    Have a balanced and varied layout.

    Be clearly do able by the learners ontheir own.

    P XI A i h

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    Part XIAction research It is a reflective process

    that allows for inquiryand discussion ascomponents of theresearch.

    Participant examine their

    educational practiceusing scientifictechniques.

    The main intention is toinform and make any

    suitable changes inteaching practice toimprove teaching andlearning in classroomenvironments.

    S f A i R h

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    Identifythe

    problem

    Gatherdata

    Interpretdata

    Act onevidence

    Evaluate

    results

    Implementchanges

    Steps of Action Research