Académique Documents
Professionnel Documents
Culture Documents
Linguistic competence
Rules for creating grammatically correct sentences
Communicative competence
How sentences are used in communication Implications for English as an international language Not necessarily based on native-speaker norms
Methodologies:
Audiolingualism Structural-Situational Approach
Students induce or discover grammar rules Emphasis on pair work and group work Push for authenticity
7. Learners develop their own routes to language learning, progress at different rates, and have different needs and motivations for language learning
Product-based approaches
Text-based Instruction Competency-based Instruction
Product-based approaches
Focus on learning outcomes
Content-based instruction
Use language as a means of acquiring information, rather than as an end in itself Better reflects learners needs Provides a coherent framework to link and develop language skills Content can be from school curriculum or related to learners interests and needs
Content-based instruction
Bilingual Education/ English Across the Curriculum
English used to teach other subjects (math, science)
Content and Language Integrated Learning CLIL (Europe) CLIL from the British Council Website www.teachingenglish.org.uk Knowledge of the language becomes the means of learning content
Content-based instruction
Language is integrated into the broad curriculum. Learning is improved through motivation and the study of natural language in context. CLIL is based on language acquisition rather than enforced learning. Language is seen in real-life situations. CLIL is long-term learning. Fluency is more important than accuracy. Reading is essential.
Task-based instruction
a) Key characteristics of a task:
Something learners do using existing language resources Outcome not simply linked to learning language
language acquisition may occur
Task-based instruction
b) Two kinds of tasks:
pedagogical tasks real-world tasks
Task-based instruction
c) Learning claims
Grammatical syllabus not needed Grammatical knowledge built around task performance Reverses the standard P-P-P lesson format and replaces it with one consisting of:
Task - Language awareness - Follow up activity
Text-based instruction
a) TBI is based on an approach to teaching language that involves:
Teaching the structures and grammatical features of spoken and written texts Linking spoken and written texts to the cultural context of their use Designing units of work that focus on developing skills in relation to whole texts Providing students with guided practice
Text-based instruction
b) Contents of a text-based syllabus
Text types on the Singapore 2002 syllabus
Procedures Explanations Expositions Factual recounts Personal recounts Information reports Narratives Conversations and Short functional texts e.g. procedures used in carrying out a task e.g. explaining how and why things happen e.g. reviews, arguments, debates e.g. magazine articles e.g. anecdotes, diary/journal entries, biographies, autobiographies e.g. fact sheets e.g. stories, fables e.g. dialogues, formal/informal letters, postcards, e-mail, notices
Text-based instruction
c) Implementing a text-based approach Phase1: Building the context Phase 2: Modeling and deconstructing the text Phase 3: Joint construction of the text Phase 4: Independent construction of the text Phase 5: Linking to related texts
Competency-based instruction
Characteristics of CBI:
A focus on successful functioning in society A focus on life skills Task- or performance-oriented instruction Modularized instruction Outcomes are made explicit Continuous and ongoing assessment Mastery of performance objectives Individualized, student-centered instruction
Conclusions
All four approaches are complementary. Interchange, Third Edition draws on all four approaches.
Thank you
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