Constructivism in FL teaching
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The document discusses constructivism according to Piaget, Vygotsky, and Bruner and introduces task-based language teaching. It defines a task as an activity where the target language is used by the learner for a communicative purpose to achieve an outcome. It lists several key features of a task, including that it involves using language for real-world processes, engages cognitive skills, and has a clear communicative outcome. It also summarizes Skehan's view that tasks focus on meaning, do not require regurgitating others' meanings, relate to real-world activities, prioritize task completion, and assess based on outcome. The document questions in what sense task-based language teaching can be considered a constructivist
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El documento presenta un resumen de la historia de la neurociencia. Comienza con Hipócrates en la Edad Antigua y continúa con contribuciones clave como la teoría errónea de René Descartes, el método de tintura de Golgi, los descubrimientos de Broca, Wernicke y Santiago Ramón y Cajal, y las teorías y descubrimientos de Galvani, Müller y la frenología en los siglos XVIII y XIX que llevaron al establecimiento de la neurociencia como disciplina en el siglo XX.
Cognitivism ( Piaget and Vigotsky)
Piaget's theory of cognitive development consists of 4 stages: sensorimotor, preoperational, concrete operational, and formal operational. Children progress through these stages as they develop new cognitive abilities like object permanence, language skills, logic, and hypothetical thinking. Piaget believed cognitive development occurs through assimilation and accommodation as children interact with the world. Vygotsky emphasized the social aspects of learning and proposed the zone of proximal development, describing what children can achieve with guidance versus alone. Both theorists contributed to understanding how children's thinking develops through interacting with their environment.
Cognitive development theories
This document summarizes several theories of cognitive development, including those proposed by Jean Piaget, Jerome Bruner, and Lev Vygotsky. It outlines Piaget's theory that children progress through four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational. It also summarizes Bruner's three stages of cognitive development and Vygotsky's theory that social interaction aids cognitive development within a child's zone of proximal development.
Constructive approach in teaching of english
The document outlines the constructive approach to teaching English, which believes that students construct their own knowledge through observation, understanding, and experience rather than passive learning. It states that this approach is learner-centered and democratic, with the teacher acting as a guide to facilitate learning through activities like experiments, projects, field trips, group discussions, quizzes, and roleplays. This leads to better learning, development of higher-order thinking skills, and knowledge built upon previous foundations, with comprehensive assessment and implications like effective learning skills, curiosity, communication skills, social skills, and critical thinking.
Linguistic principles of teaching english
The document outlines several key linguistic principles for teaching a foreign language:
1) Language is a system of symbols that are arbitrary and primarily vocal, so the teacher should use oral-aural methods and teach speaking before reading and writing.
2) Each language has a unique structure and cannot be learned through another language alone, but the learner's native language can help facilitate learning.
3) Language is for communication, so oral usage should be encouraged, and it grows out of and changes with culture over time.
It then provides general principles for teaching a foreign language, including following a natural order of skills, using imitation and forming habits, selecting controlled vocabulary, and using gradation, coordination, and multiple methods while
5 E instructional model
Outlines the 5 Es of quality instruction so students will engage, explore, explain, elaborate and evaluate.
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Some methods of effective teaching and learning of mathematics
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Peer observation and feed back in ELT teacher training programmes
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Similar to Constructivism in FL teaching
Task-Based Language Teaching (TBLT)
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Task based research and language pedagogy ellis
This document discusses two theoretical accounts of task-based language use: the psycholinguistic perspective and the socio-cultural perspective. The psycholinguistic perspective views tasks as devices that provide input for language learning based on their design. Three models are discussed: Long's Interaction Hypothesis, Skehan's cognitive approach, and Yule's communicative efficiency framework. The socio-cultural perspective emphasizes that participants co-construct activities based on their goals and that scaffolding supports learning. Both perspectives aim to understand how task design impacts language use and learning opportunities.
Task based language learning
This document discusses the background and theory of task-based language teaching (TBLT). Some key points:
- TBLT uses meaningful tasks and social interaction to promote language learning over product.
- Tasks are activities with a focus on meaning, resembling real-life language use.
- Tasks provide opportunities for input, output, and motivation to refine language skills.
- The TBLT approach focuses on real-world and pedagogical tasks rather than language structures.
Ch11 task based language teaching
The document discusses task-based language teaching (TBLT). It defines tasks as goal-oriented activities that focus on meaning and involve real-life outcomes. TBLT is based on principles like the communication principle, which states that communicative activities promote learning, and the task principle, which emphasizes that real-world tasks also promote learning. The document outlines techniques for TBLT like information-gap, opinion-gap, and reasoning-gap tasks and poses questions for discussion about adopting TBLT and comparing it to other language teaching methods.
task-based language teaching
Task-based language teaching (TBLT) is an approach that focuses on using tasks as the core unit of planning and instruction. It was developed by N. Prabhu in the 1980s who believed students learn more effectively when focused on tasks rather than language. In TBLT, students complete meaningful tasks like ordering food or solving problems using the target language. The key principles are that meaningful communication and using language for real-world tasks promotes learning. A task is an activity requiring students to use language to achieve an outcome. TBLT emphasizes using tasks to provide opportunities for meaningful language practice and production.
Task-based Syllabus
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
Task based language teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Slides clt
Communicative language teaching (CLT) emphasizes interaction as both the means and goal of language learning. CLT originated in changes to British language teaching in the 1960s and was further developed in the 1970s. It aims to make communicative competence the goal by developing procedures for teaching the four language skills. CLT views language as a social tool for communication and interaction. Lessons focus on meaningful tasks and activities that involve real-world language use, such as role plays, information sharing, and problem-solving.
Task based karen y olenka final final
This document provides an overview of task-based learning (TBL) as an approach to language teaching. It defines TBL as focusing classroom instruction around tasks, which are goal-oriented activities that reflect real-world language use. The document discusses theories of language and language learning that support TBL, including the interactionist view that language develops through social interaction. It also outlines components of the TBL framework, including the role of teachers in selecting and sequencing tasks, and the role of learners as group participants. The document describes types of classroom tasks and issues like syllabus design, use of authentic materials, and assessment in TBL.
Task based-language-teaching k om
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use rather than language forms. There are three main elements in TBLT: language data, information, and opportunities for practice. A task is an activity where learners use the target language for a communicative purpose. TBLT advocates like David Nunan and C. Candlin believe it provides a natural context for language learning. The rationale for TBLT is that tasks provide both input and output practice for acquisition, and task performance is motivating for learners. A key part of TBLT is the task cycle, which involves pre-task preparation
Views of lge and learning theories
The document discusses relevant theories for evaluating an English class. It covers three views of language: structural, functional, and interactional. It also discusses theories of language learning like behaviorism and cognitivism. Principles of communicative language teaching are outlined. The format of a lesson plan and roles of the teacher are presented. Assessment of a sample lesson on protecting animals is provided, highlighting strong points like engaging activities and emphasis on meaning.
Task based research and language pedagogy
This document discusses task-based language pedagogy from psycholinguistic and socio-cultural perspectives. It defines what a task is, differentiating it from an exercise. From a psycholinguistic view, a task guides learners to engage in information processing important for language acquisition. Several theoretical positions on task-based learning are described, including Long's Interaction Hypothesis and Skehan's Cognitive Approach. A socio-cultural perspective views tasks as influenced by learners' cultures and completed through interaction. Both perspectives can inform effective task-based language instruction.
Task based research and language pedagogy
This document discusses task-based language pedagogy from psycholinguistic and socio-cultural perspectives. It defines tasks and how they differ from exercises. From a psycholinguistic view, tasks guide learners' information processing in a way that supports language acquisition. Theories discussed include the interaction hypothesis, cognitive approach, and models of communicative effectiveness. A socio-cultural perspective views tasks as cultural activities that can lead to learning when accomplished through interaction. Both perspectives provide insights that can inform effective task-based language instruction.
The Task-based Teaching
The document discusses task-based language teaching (TBLT) and the use of authentic materials and tasks in language instruction. It describes TBLT as an approach that engages learners in performing meaningful tasks using the target language. Key aspects of TBLT include designing communicative tasks linked to curriculum goals and focusing on both language acquisition and proceduralization. Authentic materials can contextualize learning and include cultural objects, videos, simulations of real-world scenarios. Effective tasks reflect real-life situations and prioritize meaning over form.
Task-based L2 pedagogy from the teacher’s point of view
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based-language-teaching
This document introduces task-based language teaching and discusses its key principles and methodology. It defines what a task is, provides an example task, and discusses considerations for analyzing tasks. It then outlines the typical structure of task-based lessons including pre-task, main task, and post-task phases. Various options for each phase are presented, particularly focusing on ways to incorporate implicit and explicit attention to linguistic form. Challenges of task-based teaching are also addressed.
Task and project work
This document discusses task-based language teaching and student-generated action research projects. It describes two categories of syllabus - synthetic which focuses on discrete grammar points, and analytic which immerses learners in real communication. A 12-week project is proposed where students choose a topic, design a questionnaire, and conduct research. Task-based projects provide authentic purposes, intrinsic motivation, and allow students to take responsibility while developing language abilities through group work.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
Cooperative language learning
Cooperative Language Learning is an approach that uses cooperative activities in pairs and small groups. It aims to raise achievement for all students and help teachers build positive student relationships. The approach is based on theories of language as interactive and learning as social. It designs lessons with objectives like critical thinking, communicative competence, and language skills. Activities are carefully planned group work to maximize interaction and contribution to learning. The teacher facilitates learning and students direct their own learning. Materials are designed to create cooperative work opportunities. The goal is communicative competence through group interaction.
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This document provides a summary of Shona Whyte's background and areas of teaching and research. It indicates that Shona Whyte is a native English speaker from Scotland who holds a BA in Languages from Heriot-Watt University and a PhD in Linguistics from Indiana University. Her areas of teaching include oral English, translation, applied linguistics, language teacher education, and English for Specific Purposes. Her research focuses on interactions in second language classrooms, Computer-Assisted Language Learning, English for vocational studies, and open educational resources.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
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more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
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Constructivism in FL teaching
- 5. Piaget
- 7. Vygotsky: Zone of proximal development
- 9. Scaffolding in language learning
- 10. Task-based language teaching A task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” (Jane Willis, 1996:23)
- 11. R Ellis A task has several features as follows: 1. A task is a work plan (a plan for learner activity). 2. A task involves a primary focus on meaning. 3. A task involves real-world processes of language use. 4. A task can involve any of the four language skills. 5. A task engages cognitive processes such as selecting, classifying, ordering, and evaluating information in order to carry out the task. 6. A task has a clear defined communicative outcome.
- 12. Skehan (1998) 1. Meaning is primary 2. Learners are not given other people’s meaning to regurgitate 3. There is some sort of relationship to comparable real-world activities 4. Task completion has some priority 5. The assessment of the task is in terms of outcome
- 13. In what sense is task-based language teaching a constructivist approach to teaching foreign languages?