LANGUAGE DEPARTMENT
LINGUISTICS DEGREE
TEFL
TOPICS
 -TWO APPROACHES TO TEACHING LANGUAGE
 -THREE DIMENSIONS OF GRAMMAR
 -PERSPECTIVES OF TEACHING GRAMMAR

 THE IM...
TEFL
TEFL/TESOL
* TEFL : Teaching English as Foreing Language
* TESOL: Teaching English as Second Language
What does each one of these
involve?
*TEFL
By learning
Lexico grammar

*TESOL
Inmerse : by communicating

Two different me...
LEXICOGRAMMAR
 Words and grammatical structures
THE THREE DIMENSIONS
 FORM : How is it form ?

ACCURACY
 MEANING: What does it mean? MEANINGFULNESS
 USE: When / Why is...
Two approaches
 Teaching with a focus on language use because

learning a language means communicating with the
new langu...
You ?
Your students ?
Me: I have learned both ways
My students: language use
communication
What activities can facilitate ...
Is it possible to use both of them
(perspectives) ?
 Yes !!!
• Some language learners learn a language better in

context...
Types of instruction
• Teachers can explicitly teach grammar : rules and

exercises
• Teachers can implicitly teach gramma...
Why is it important grammar
knowledge?
 A teacher

should have strong knowledge:
 Advantages :
 *Better prepared to mee...
Suggestions
 Approach to grammar is eclectic /multifaceted
 Grammar is accessible to teachers and students

without a gr...
Language learning
 According to Illich (1972) “Learning is the human

activity which least needs manipulation by others.
...
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  1. 1. LANGUAGE DEPARTMENT LINGUISTICS DEGREE
  2. 2. TEFL
  3. 3. TOPICS  -TWO APPROACHES TO TEACHING LANGUAGE  -THREE DIMENSIONS OF GRAMMAR  -PERSPECTIVES OF TEACHING GRAMMAR  THE IMPORTANCE OF GRAMMATICAL KNOWLEDGE  -OWN EXPERIENCES : LEARNER AND TEACHER
  4. 4. TEFL TEFL/TESOL * TEFL : Teaching English as Foreing Language * TESOL: Teaching English as Second Language
  5. 5. What does each one of these involve? *TEFL By learning Lexico grammar *TESOL Inmerse : by communicating Two different means = same purpose
  6. 6. LEXICOGRAMMAR  Words and grammatical structures
  7. 7. THE THREE DIMENSIONS  FORM : How is it form ? ACCURACY  MEANING: What does it mean? MEANINGFULNESS  USE: When / Why is it used ? APPROAPRIATENESS  She was walking home from school that day when she ran into a friend.
  8. 8. Two approaches  Teaching with a focus on language use because learning a language means communicating with the new language  Teaching with a focus on language forms because learning a language means learning the grammar and lexicon of the new language
  9. 9. You ? Your students ? Me: I have learned both ways My students: language use communication What activities can facilitate that ? -singing songs -reading news on line -watching movies - Social networks : facebook
  10. 10. Is it possible to use both of them (perspectives) ?  Yes !!! • Some language learners learn a language better in context without any explicit formal instruction. • Other language learners learn the language better with explicit instruction in lexicogrammar • The bottom line is teachers are better prepared to assist the learning of their students if they have a strong background in the grammar. • View grammar with communicative end.
  11. 11. Types of instruction • Teachers can explicitly teach grammar : rules and exercises • Teachers can implicitly teach grammar :tasks that require - grammatical structures. • Teachers can provide negative evidence showing what is not possible in English. (I don’t like nothing)
  12. 12. Why is it important grammar knowledge?  A teacher should have strong knowledge:  Advantages :  *Better prepared to meet his/her students learning needs.  *Is able to provide all learners appropiate exposure
  13. 13. Suggestions  Approach to grammar is eclectic /multifaceted  Grammar is accessible to teachers and students without a great deal of linguistics background  Not all facts about a language are known already  Design meaningful activities : contextualized situations.
  14. 14. Language learning  According to Illich (1972) “Learning is the human activity which least needs manipulation by others. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.”

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