1. UNIT 7. DIDACTIC APPROACHES
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2. AIMS OF TODAY
To show different aspects taking part in the didactic approaches to language teaching.
To know the European Council approach towards language teaching and learning and the repercussion in the didactic approach.
To become aware of the different competences taking part in the communicative competence.
To reflect about our own didactic approach.
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3. METHODOLOGY Initial questionnaire: discussion. (15 min.)
Teacher’s speech on the topic (30 min.)
Task 1: Questionnaire for group work (30 min.)
Task 2: Questionnaire for group work (40 min.)
Task 3: Writing a composition at home.
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4. INITIAL QUESTIONNAIRE
Which methodological and organizational measures should be taken in a school to put into practice a multilingual programme?
One of the main objectives of linguistic learning is that it should be useful for communication. What do you think of this statement? Do you think it has always been so?
“What we know of a language is directly related to the context where we have learnt it”. Do you agree with this statement? If not, according to you, what consequences will it have in the teaching of languages?
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5. INITIAL QUESTIONNAIRE
What does the statement “Language has to be the instrument and the object of learning” mean?
Do you agree with the following statement: “Good levels of language cannot be achieved with hours of language and the textbook”? If the statement is true, how can it be achieved? What does the curriculum say about this?
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6. AN ACTION-ORIENTED APPROACH
DIDACTIC APPROACHES
AN ACTION-ORIENTED APPROACH
We learn by doing.
Any act of language learning or teaching is concerned with the following dimensions:
Individual’s general competences
Communicative language competence
Language activities
Domains
Strategies, Tasks and Texts
Language processes
Contexts
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7. INDIVIDUAL’S GENERAL COMPETENCES
COMPETENCE: knowledge, skills and characteristics that allow a person to perform actions.
KNOWLEDGE: Empirical knowledge and Academic knowledge
SKILLS AND KNOW-HOW: ability to carry out procedures
EXISTENTIAL COMPETENCE: individual characteristics, personality traits and attitudes.
ABILITY TO LEARN: a mixture of the previous items.
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8. LANGUAGE ACTIVITIES RECEPTIVE ACTIVITIES: PRODUCTIVE ACTIVITIES:
Listening
Reading
PRODUCTIVE ACTIVITIES:
Speaking
Writing
INTERACTIVE ACTIVITIES:
Conversation
Mediation
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9. STRATEGIES, TASKS, TEXTS
Strategy: organised, purposeful and regulated line of action to carry out a task.
Task: purposeful action to achieve a given result.
Text: any sequence of discourse related to a specific domain.
The action-oriented approach is centred on the relations between:
The use of strategies linked to one’s competences
The perception of the situation or context (domain)
The task or tasks to be accomplished
The relationship between strategies, tasks and text depends on the nature of the task.
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10. DOMAINS Broad sectors of social life in which social agents operate.
Public domain: ordinary social interaction
Personal domain: family relations and individual social practices.
Educational domain: learning context.
Occupational domain: activities and relations in the exercise of a job.
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11. LANGUAGE PROCESSES Acquisition or learning? How do learners learn?
Sufficient meaningful input exposure = acquisition.
Sufficient meaningful input exposure + active participation in communicative interaction = acquisition.
Studying language rules and vocabulary = comprehesion and use (conscious learning)
Learners do not necessarily learn what teachers teach.
Conscious learning + sufficient practice
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12. COMMUNICATIVE COMPETENCE
Linguistic competence
Sociolinguistic competence
Pragmatic competence
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13. PLURILINGUAL COMPETENCE
An uneven and changing competence.
Allows language switching.
Not the simple addition of monolingual competences.
Promotes the development of linguistic and communicative awareness and metacognitive strategies.
Speeds up subsequent learning.
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14. TASK 1. QUESTIONNAIRE
1.- Do you think any of this approaches is more relevant than the rest to teach a language? 2.- It is the same in L1, L2 or L3? 3.- Which approaches do you normally follow in your everyday lessons? 4.- Dou you use them because of the level of the students, because of the aims of the curriculum, because of the type of textbooks?
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15. TASK 2. DISCUSSION
1.- The role of teachers, learners and media. 2.-Tasks, activities and texts. 3.- Communicative strategies. 4.- General competences. 5.- Vocabulary and lexical selection. 6.- Grammatical competence. 7.- Formal exercises. 8.- Pronunciation. 9.- Orthography The learner’s sociolinguistic competence The learner’s pragmatic competence Errors and mistakes.
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16. TASK 3. HOMEWORK Conclusions of group work for the blog. Writing:
Do you think that working on the curricular basic skills means a significant change in our nowadays job?
From your viewpoint, which are the main challenges our educational system has for the 21st century? What do you think our pupils will need to become good citizens, competent, …?
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17. REMEMBER: NEXT SESSION IS ON APRIL, 12TH
THANK YOU
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