Presentation on theme: "Theme Six The Other Side of the Coin: Process Shen Chen School of Education The University of Newcastle."— Presentation transcript:
Theme Six The Other Side of the Coin: Process Shen Chen School of Education The University of Newcastle
Questions: What do we mean the ‘content’ of L2 syllabus? What do we mean the ‘process’ of L2 syllabus? Why do see ‘content’ and ‘process’ as ‘two sides of one coin’? How can we consider ‘content’ and ‘process’ at the same time?
Definition of Language Methods Approach: theories of language and language learning Design: objectives, syllabus, learner roles, teacher roles. Procedure: learning activities and techniques.
Questions: 1.What is Grammar Translation Method? 2.What is Oral Approach and Situational Language Teaching? 3.What is Direct Method? 4.What is Audio-lingual Method? 5.What is Communicative Approach?
Do you know the following language teaching methods? Grammar-Translation Method Oral Approach and Situational Language Teaching Direct Method Audio-lingual method Communicative approach
Problem Solving Group A focuses on Question 1. Group B focuses on Question 2. Group C focuses on Question 3. Group D focuses on Question 4. Group E focuses on Question 5. One representative should speak on behalf of your group.
The Grammar Translation Method Detailed analysis of language grammar rules Application of this knowledge to translation Reading and writing are the major focus Bilingual vocabulary list based on reading text Sentence is the basic unit of teaching and learning Accuracy is emphasised Grammar is taught deductively L1 is the medium of instruction for teaching L2
Oral Approach and Situational Language Teaching Language teaching begins with the spoken language L2 is the language for the classroom New language points are taught situationally Essential vocabulary is covered Items of grammar are graded according to progress Reading and writing are introduced The knowledge of structures are linked to situations Behaviourist habit-learning Revision-presentation-oral drills-reading and writing
The Direct Method Classroom instruction relies exclusively on L2 Only everyday vocabulary and sentences are taught Focusing on oral communication skills Grammar is taught inductively Using objects and pictures to demonstrate words Speaking and listening are taught Correct pronunciation and grammar are emphasised
The Audio-lingual Method Aural-Oral approach: practice makes perfect Language elements are taught in a rule-governed way Language can be described at any structure level Linguistic levels are taught of a system Language mastery relates to stimulus-response chains Dialogs and drills from the basis of class practices Various kinds of drills and pattern practice exercises Repetition-Inflection-Replacement Restatement-Completion-Transposition-Expansion Contraction-Transformation-Integration-Rejoinder
Communicative Language Teaching Meaning is paramount Language learning is learning to communicate Communicative competence is the desired goal Linguistic variation is a control concept Sequencing is determined by content and function Language is created through trial and error Fluency and acceptable language is the primary goal Needs and motivation are taken into consideration Study basic communicative expressions in dialogues Discovery of rules underlying the function or structure From pre-communicative to communicative activities
Tutorial questions: How can we apply those ideas in our teaching process? Do you think the learning process matches teaching process?