Communicative activities aim to develop students' communicative language ability through natural language use that mirrors real-life interactions. These activities focus on meaning over form, involve students producing and negotiating ideas, have an information or opinion gap that makes responses unpredictable, and minimize teacher error correction. Prabhu identifies three types of communicative activities: information-gap activities which involve transferring information between students, reasoning-gap activities which require inferring new information, and opinion-gap activities involving personal responses. While fluency-focused activities may lead to quicker task completion and less attention to accuracy, a balance of both accuracy and fluency is important over time.
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad
Language Learning Process:
◼ Language learning is an active process that begins at birth and continues throughout
life. When a child learns a first language, we may say that the child learns the
language under natural conditions.
◼ Such a learning situation generally differs greatly from artificial ones, with the most
common one used in second language learning being the school classroom.
◼ A second language can be learned under natural conditions. For example, children
who are taken to live in foreign countries may learn a second language without
formal instructions by associating with speakers of the foreign language, e.g.
playmates, and household personnel.
◼ Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to
make sense and order of their world. Language Learning Methodology:
◼ Methodology informs teachers about different ways to organize teaching
practices. There are three levels of organization at the level of
methodology, namely, approach, method, and technique.
◼ In language teaching, in the general area of teaching methodology, people
talk about approaches, methods, and techniques.
◼ Language teaching involves approaches that lead to methods, methods
that are broken down into procedures, and procedures that are a collection
of techniques.
◼ Understanding how these concepts interrelate can help a teacher to know
the reasons behind their choices in how they choose to teach. Here I will
differentiate these three terms; approach, method, and technique in a
simple way.Approach:
◼ An approach is a way of looking at teaching and learning. Underlying any language
teaching approach is a theoretical view of what language is, and of how it can be
learnt. It gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners to learn.
◼ An approach refers to the general assumptions about what language is and about
how learning a language occurs. It is a theory about language learning or even
a philosophy of how people learn in general.
◼ It represents the sum of our philosophy about both the theory of language and the
theory of learning. In other words, an approach to language teaching describes:
The nature of language,
How knowledge of a language is acquired?
And the conditions that promote language acquisition.
◼ Each of these philosophies encouraged the development of the mind in the way of a
muscle. Train the brain and a person would be able to do many different things.
◼ E.g. Watch and fellow teacher, Focus on student’s experiences
Method:
◼ In language learning and teaching method is a way of teaching a language which is
based on systematic and procedures, i.e. which is an application of views
on how a language is best taught and learned and a particular theory of language
and of language learning.
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad
Language Learning Process:
◼ Language learning is an active process that begins at birth and continues throughout
life. When a child learns a first language, we may say that the child learns the
language under natural conditions.
◼ Such a learning situation generally differs greatly from artificial ones, with the most
common one used in second language learning being the school classroom.
◼ A second language can be learned under natural conditions. For example, children
who are taken to live in foreign countries may learn a second language without
formal instructions by associating with speakers of the foreign language, e.g.
playmates, and household personnel.
◼ Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to
make sense and order of their world. Language Learning Methodology:
◼ Methodology informs teachers about different ways to organize teaching
practices. There are three levels of organization at the level of
methodology, namely, approach, method, and technique.
◼ In language teaching, in the general area of teaching methodology, people
talk about approaches, methods, and techniques.
◼ Language teaching involves approaches that lead to methods, methods
that are broken down into procedures, and procedures that are a collection
of techniques.
◼ Understanding how these concepts interrelate can help a teacher to know
the reasons behind their choices in how they choose to teach. Here I will
differentiate these three terms; approach, method, and technique in a
simple way.Approach:
◼ An approach is a way of looking at teaching and learning. Underlying any language
teaching approach is a theoretical view of what language is, and of how it can be
learnt. It gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners to learn.
◼ An approach refers to the general assumptions about what language is and about
how learning a language occurs. It is a theory about language learning or even
a philosophy of how people learn in general.
◼ It represents the sum of our philosophy about both the theory of language and the
theory of learning. In other words, an approach to language teaching describes:
The nature of language,
How knowledge of a language is acquired?
And the conditions that promote language acquisition.
◼ Each of these philosophies encouraged the development of the mind in the way of a
muscle. Train the brain and a person would be able to do many different things.
◼ E.g. Watch and fellow teacher, Focus on student’s experiences
Method:
◼ In language learning and teaching method is a way of teaching a language which is
based on systematic and procedures, i.e. which is an application of views
on how a language is best taught and learned and a particular theory of language
and of language learning.
The Effect of Instructional Methods and Locus of Control on Students’ Speakin...iosrjce
The aims of this study was to determine the effect of teaching methods and locus of control on
students' ability to speak in English. This study used an experimental method with 2 x 2 factorial design
involving 44 students of class IX SMA 01 Cibinong Bogor, West Java. In determining the sample, the
researchers used a technique multi-stage cluster random sampling, ie 22 students as the experimental group
were treated by using the Direct Method and 22 students as a control group treated with the use of Grammar
Translation Method (GTM). For collecting data, researchers used to test the ability to speak and questionnaire
variables for variable locus of control were further analyzed using ANOVA Two Paths and followed by Tuckey
test. The findings show that: (1) The ability to speak the students taught by using the Direct Method is higher
than those taught using grammar translation method (GTM); (2) Students with internal locus of control has the
ability to speak better than those who an external locus of control; (3) Students with internal locus of control
are taught using the Direct Method has a significant difference in the ability to speak with those who taught
Grammar translation is by using Method (GTM); (4) Students are taught with external locus of control by using
the direct method is no different with them yag taught using translation Grammar Method (GTM); (5) There is
an interaction between teaching methods and locus of control on their speaking ability
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. WHAT ARE COMMUNICATIVE ACTIVITIES AND WHAT ARE THEIR ROLES IN TEACHING AND
LEARNING?
The communicative approach to language teaching is based on the belief that, if the
development of communicative language ability is the goal of classroom learning, then
communicative practice must be part of the process.
Brumfit (1984) argues for `natural language use’ and suggests the need for what he calls
`fluency activities’. In his definition, fluency activities `develop a pattern of language interaction
within the classroomwhich is as close as possible to that used by competent performers in the
mother tongue in real life’. He lists a set of criteria necessary for achieving fluency.
The language should be a means to an end. That is to say, the focus should be on the
meaning and not on the form.
The content should be determined by the learner who is speaking or writing. The
learner has to formulate and produce ideas, information, opinions, etc.
There must be a negotiation of meaning between the speakers, students must be
involved in interpreting a meaning from what they hear and constructing what to say as
a response. This brings into play pragmatic and discourse competences as well as
fluency.
What the learner hears should not be predictable, there should be an information or
opinion gap.
The normal processes of listening, reading, speaking and writing will be in play, for
example improvising and paraphrasing in speech; in other words, students will practice
and develop strategic competence.
Teacher intervention to correct should be minimal as this distracts from the message.
In Brumfit’s view, fluency activities will give students the opportunity to produce and
understand items which they have gradually acquired during activities focused on linguistic
form, which he calls `accuracy work’.
One issue of great interest for materials designers has been how to create the `gap’ of
information or opinion which exists between speakers in the real world, and which creates the
unpredictability of normal discourse.
Prabhu (1987) gives a useful typology of activities which have formed the basis of much
contemporary material:
1) Information-gap activity, which involves a transfer of given information from one
person to another_ or from one form to another, or from one place to another_
generally calling for the decoding or encoding of information from or into language. One
example is pair work in which each member of the pair has a part of the total
information (for example an incomplete picture) and attempts to convey it verbally to
the other.Another example is completing a tabular representation with information
available in a given piece of text. The activity often involves selection of relevant
information as well, and learners may have to meet criteria of completeness and
correctness in making the transfer.
2. 2) Reasoning-gap activity, which involves deriving some new information from given
information through processes of inference, deduction, practical reasoning, or a
perception of relationships of patterns. One example is working out a teacher’s
timetable on the basis of given class timetables. Another is deciding what course of
action is best (for example cheapest or quickest) for a given purpose and within given
constraints. The activity necessarily involves comprehending and conveying information,
as an information-gap activity, but the information to be conveyed is not identical with
that initially comprehended. There is a piece of reasoning which connects the two.
3) Opinion-gap activity, which involves identifying and articulating a personal preference,
feeling, or attitude in response to a given situation. One example is story completion;
another is taking part in the discussion of a social issue. The activity may involve using
factual information and formulating arguments to justify one’s opinion, but there is no
objective procedure for demonstrating outcomes as right or wrong, and no reason to
expect the same outcome from different individuals or on different occasions.
The fundamental issue is how learners actually use the activities they are provided with in
order to acquire language, and whether different ways of exploiting activities provide different
opportunities for learning. Skehan (1996), for example, has pointed out that in performing a
task under time pressure, learners may place greater emphasis on communicating messages in
order to complete the task quickly and may not therefore pay much attention to correctness
and completeness of language form. They may use communication strategies or string lexical
phrases together to express ideas. Negotiation of meaning in such tasks will provide for the
development of greater strategic competence and fluency, but will not necessarily lead to more
comprehensible output and the development of greater accuracy. There is a danger, in fact,
that learners may develop what Skehan calls `undesirable fluency’ with the use of convenient
but incorrect forms which they then make use of in other tasks.
Teachers should strike the balance between accuracy and fluency. Brumfit (1984), for example,
sees these as co-existing but suggests that the balance would change over time. His suggestion
is that one might expect to find a preponderance of accuracy-based work early on, for
beginners, but that there would be a gradual shift in emphasis as learners acquire more
language and that upper-intermediate learners might be involved for a high proportion of class
time in fluency work.
Linguistic competence is a fundamental component of communicative language ability and it
has perhaps been a misconception among teachers that the communicative approach
somehow excuses teachers and learners from a consideration of how to develop high levels of
accuracy in the use of grammar, pronunciation, and vocabulary. On the contrary, it is rather a
question of how to develop communicative language ability through classroompractice but, at
the same time, to ensure an understanding of how language works as a system and to develop
an ability to use the system correctly, appropriately, and creatively.
Adapted from `Teaching and Learning in the Language Classroom’ Tricia Hedge