Creating a dynamic learning atmosphere, thus a dynamic learning experience, requires a lot of creativity and willingness to do it. To promote student's oral participation we need to create a trustful relationship with our students, one where they would not feel apprehensive, shy nor afraid to express themselves freely.
There are various strategies we can use to engage students into oral communication within themselves. One activity could be conducting debates, using topics they had previously selected. Two students would be the moderators (group 1 and group 2), three students would be the debaters,the rest of the group will ask questions about the topic, and the teacher facilitates the activity as it respect to time allotment, expressions used, etc. Another activity to engage them into communicating could be the "teacher's substitute" while reading a selection. A student is selected to act as the teacher for the day (20-30 minutes), the student would ask the group reading comprehension questions.
domingo, 29 de noviembre de 2009
Journal #1 Difference between:
A. use = how the language is used in communication, or the function of language. To put into service or apply for a purpose; employ
usage = is the grammatical explanation of some language; the customary way in which a language or a form of language is spoken or written.
We communicate using the language, regardless if it is correct or not, while the usage of a language means the application of the grammatical rules in our communication. In meaningful communications, students are more concerned with the function of language (use).
B. accuracy= accuracy refers to the ability to produce grammatically correct sentences that are comprehensible
fluency= fluency refers to the ability to produce rapid, flowing, natural speech, but not necessarily grammatically correct speech.
C. functional syllabus= language programs with functions being the primary organizing feature. The course content is based on functions not grammatical structures.
structural syllabus= a syllabus in which grammatical structures form the central organizing feature. A structural syllabus proceeds from simple grammatical structure to more complex grammatical structure.
Structural syllabuses are organized according to grammatical complexity while functional syllabuses are organized according to the functions of the language.
usage = is the grammatical explanation of some language; the customary way in which a language or a form of language is spoken or written.
We communicate using the language, regardless if it is correct or not, while the usage of a language means the application of the grammatical rules in our communication. In meaningful communications, students are more concerned with the function of language (use).
B. accuracy= accuracy refers to the ability to produce grammatically correct sentences that are comprehensible
fluency= fluency refers to the ability to produce rapid, flowing, natural speech, but not necessarily grammatically correct speech.
C. functional syllabus= language programs with functions being the primary organizing feature. The course content is based on functions not grammatical structures.
structural syllabus= a syllabus in which grammatical structures form the central organizing feature. A structural syllabus proceeds from simple grammatical structure to more complex grammatical structure.
Structural syllabuses are organized according to grammatical complexity while functional syllabuses are organized according to the functions of the language.
sábado, 28 de noviembre de 2009
The whats, whys, hows and whos of content based instruction in second language education
Communicative language teaching has as it goals for the students to obtain communicative competence in a second language. Various other approaches are included in this method, among them: the Natural Approach, Cooperative Language Learning, Content Based Teaching and Task Based Teaching.
The author of this article, Maria Dueñas, focuses on the Content Based Instruction (CBI) as one of the second language teaching model. The effectiveness of this method is that it integrates both, the target language and some meaningful content in the learning process.
According to various proponents of the CBI method, there are four characteristics of this model: (1) subject-matter core which establishes that the curriculum shouldedbe derived from the subject matters , rather than from forms. (Dueñas, 2004); (2) use of authentic texts, that is, use only texts that are intended to be used by native speakers of the language; (3) learning of new information meaning that the learner should use the second language to learn new information using as the basis their previous knowledge of their own culture and what they have learned of the new culture; and (4) appropriate to the specific needs of the students, that is the learning materials, topics and texts should be geared to fulfill the cognitive and affective needs of the students.
The CBI core strategy is to give the students the opportunity to use the new language productively, both orally and in writing. Another strategy is the use of extensive reading, as many studies have revealed that reading coherent material promotes language development and content learning. (Dueñas, 2004)
One key element for the success of the student who are exposed to this method of learning a second language is the motivation. They feel motivated when they recognize they are actually learning, and what they've learned is pertinent.
The author also presented some CBI models ranging from radical to more flexible frameworks. The first model is the immersion education in which the second language is the medium of instruction. The second model is the shelterd courses, a method that proposes the segregation or shelter of the student from the native speakers for instruction purposes. The third method presented was the adjunct courses, an approach used mainly at the university levels. It intends to connect a language course with a regular academic course. The content instructor focuses on the academic concepts while the language instructor emphasizes language skills using the academic contents as the basis for the learning process. The last model presented is the them-based model. This is the most commonly used CBI model . In this model themes are the central ideas for the development of the curricular units.
Content based instruction is an excellent strategy for teaching a second language. It provides for the use of relevant and pertinent content that will promote language competence. It effectively integrates language and content so that the student learns in a balanced way.
The author of this article, Maria Dueñas, focuses on the Content Based Instruction (CBI) as one of the second language teaching model. The effectiveness of this method is that it integrates both, the target language and some meaningful content in the learning process.
According to various proponents of the CBI method, there are four characteristics of this model: (1) subject-matter core which establishes that the curriculum shouldedbe derived from the subject matters , rather than from forms. (Dueñas, 2004); (2) use of authentic texts, that is, use only texts that are intended to be used by native speakers of the language; (3) learning of new information meaning that the learner should use the second language to learn new information using as the basis their previous knowledge of their own culture and what they have learned of the new culture; and (4) appropriate to the specific needs of the students, that is the learning materials, topics and texts should be geared to fulfill the cognitive and affective needs of the students.
The CBI core strategy is to give the students the opportunity to use the new language productively, both orally and in writing. Another strategy is the use of extensive reading, as many studies have revealed that reading coherent material promotes language development and content learning. (Dueñas, 2004)
One key element for the success of the student who are exposed to this method of learning a second language is the motivation. They feel motivated when they recognize they are actually learning, and what they've learned is pertinent.
The author also presented some CBI models ranging from radical to more flexible frameworks. The first model is the immersion education in which the second language is the medium of instruction. The second model is the shelterd courses, a method that proposes the segregation or shelter of the student from the native speakers for instruction purposes. The third method presented was the adjunct courses, an approach used mainly at the university levels. It intends to connect a language course with a regular academic course. The content instructor focuses on the academic concepts while the language instructor emphasizes language skills using the academic contents as the basis for the learning process. The last model presented is the them-based model. This is the most commonly used CBI model . In this model themes are the central ideas for the development of the curricular units.
Content based instruction is an excellent strategy for teaching a second language. It provides for the use of relevant and pertinent content that will promote language competence. It effectively integrates language and content so that the student learns in a balanced way.
domingo, 15 de noviembre de 2009
Communicative competence and communicative language teaching
Looking back to my childhood experiences with the English language I can now understand the implications of being communicative competent in a second language.
When teaching any second language it is important to understand the difference between competence and performance. Communicative competence, according to Hymes, is being able to use the language correctly to communicate. Knowledge of the grammar and syntax will help the speaker to form phrases and sentences correctly. On the other hand, performance deals with the ability to use the actual language, which according to the author, can never directly reflect competence, unless the ideal speaker-listener know and uses the language perfectly.
This article also presents the effect of the sociocultural factors in the process of a second language acquisition. According to Hymes there are two kinds of competence: linguistic competence , which deals with the correct use of the language grammar, and communicative competence, that deals with the appropritate use of the language in a particular situation.
Teaching communicative language encompasses learning not only the rules of grammar, but also learning how to use the language to communicate. (Widdowson, 1972) It is also important to teach, based on Widdowson ideas, both communicative competence along with linguistic competence. By doing this students will acquire needed skills naturally and use the language in any social situation.
Other teaching perspective to achieve communicative competence was presented by Canale and Swain. They proposed an incluisive approach; socila context, learning grammar and word meaning as the basis to develop communicative competence. The objective is to be able to develop in the student communicative competence, thus enabling them to effectively communicate in any social situation.
The importance of these theories is that we, as teachers of English as a second language, should recognize the factors affecting the acquisition of a second language. When teaching the basic skills of the language we must ensure to provide for the application of the skills taaught.
Practice makes perfection, my hope is that eventually my students will utter precise and correct sentences that will make them to be communicative competent.
When teaching any second language it is important to understand the difference between competence and performance. Communicative competence, according to Hymes, is being able to use the language correctly to communicate. Knowledge of the grammar and syntax will help the speaker to form phrases and sentences correctly. On the other hand, performance deals with the ability to use the actual language, which according to the author, can never directly reflect competence, unless the ideal speaker-listener know and uses the language perfectly.
This article also presents the effect of the sociocultural factors in the process of a second language acquisition. According to Hymes there are two kinds of competence: linguistic competence , which deals with the correct use of the language grammar, and communicative competence, that deals with the appropritate use of the language in a particular situation.
Teaching communicative language encompasses learning not only the rules of grammar, but also learning how to use the language to communicate. (Widdowson, 1972) It is also important to teach, based on Widdowson ideas, both communicative competence along with linguistic competence. By doing this students will acquire needed skills naturally and use the language in any social situation.
Other teaching perspective to achieve communicative competence was presented by Canale and Swain. They proposed an incluisive approach; socila context, learning grammar and word meaning as the basis to develop communicative competence. The objective is to be able to develop in the student communicative competence, thus enabling them to effectively communicate in any social situation.
The importance of these theories is that we, as teachers of English as a second language, should recognize the factors affecting the acquisition of a second language. When teaching the basic skills of the language we must ensure to provide for the application of the skills taaught.
Practice makes perfection, my hope is that eventually my students will utter precise and correct sentences that will make them to be communicative competent.
Suscribirse a:
Comentarios (Atom)