Diapositivas tfl[1]
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Language education involves teaching and learning languages, including improving skills in one's native language, but mainly focuses on learning foreign or second languages. It is a branch of applied linguistics. There are three main methods for teaching foreign languages: the structural view which treats language as a system to code meaning, the functional view which sees language as a way to express functions like requests, and the interactive view which views language as a way to create social relationships through conversational exchanges, with the interactive view being dominant since the 1980s.
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Diapositivas tfl
The document defines language education as teaching and learning a language, primarily focusing on learning a foreign or second language. It notes that language education is a branch of applied linguistics. There are three principal views on methods for teaching foreign languages: the structural view which treats language as a system to code meaning, the functional view which sees language as a vehicle to express functions, and the interactive view which sees language as a tool for social interaction and has been dominant since the 1980s.
Diapositivas tfl
The document defines language education as teaching and learning a language, primarily focusing on learning a foreign or second language. It notes that language education is a branch of applied linguistics. There are three principal views on teaching foreign languages discussed: the structural view which treats language as a system to code meaning, the functional view which sees language as a vehicle to express functions, and the interactive view which sees language as a vehicle for social interactions and has been dominant since the 1980s.
Diapositivas tfl
The document defines language education as teaching and learning a language, primarily focusing on learning a foreign or second language. It notes that language education is a branch of applied linguistics. There are three principal views on methods for teaching foreign languages: the structural view which treats language as a system to code meaning, the functional view which sees language as a vehicle to express functions, and the interactive view which sees language as a tool for social interaction and has been dominant since the 1980s.
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Diapositivas tfl
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The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
Comunicative competence
This document defines communicative competence and outlines its key components and how it can be developed in language learners. Communicative competence refers to a learner's ability to use language appropriately depending on context. It has four main components: linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. Teachers can help students develop communicative competence by focusing on language functions, using functional syllabuses, discourse analysis, pragmatics, styles and registers, and addressing nonverbal communication.
Alavi glossary m
The document provides definitions for over 100 terms related to second language acquisition. It includes definitions for concepts like morpheme, morphology, motivation, multilingual competence, naturalistic learning, parameters, phonology, pragmatics, syntax, transfer, and universal grammar. The definitions are provided in list format without examples or further explanations. The source is identified as a glossary from pages 192-195 of a textbook on second language acquisition.
Communicative language teaching (clt)
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
meaning as use a functional view of semantics
This article discusses different types of linguistic meaning from a functional perspective. It views meaning as how language is used rather than what words refer to. The main types discussed are:
1. Conceptual meaning, which is the basic denotation of words and sentences represented by semantic features.
2. Associative meaning, which includes connotative meaning involving cultural associations; social meaning for establishing social relationships; and affective meaning relating to emotional states.
3. The article argues that taking a use-based approach to meaning provides a more realistic way to understand semantics and its relationship with pragmatics compared to other theoretical perspectives.
Introduction to linguistics (2 of 16)
Introduction to linguistics (2 of 16)
Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
Lesson-1-ENG106.ppt.pptx
This document discusses second language acquisition theory and its application to materials development. It outlines several key facilitators of SLA according to research, including meaningful input, affective engagement, opportunities for output and interaction. However, the document finds that commercial ELT coursebooks generally have a weak match with SLA theory, focusing more on forms and practice than meaning, interaction, and creative use of language. The document suggests approaches like task-based learning and content-based instruction that better apply SLA principles. A text-driven approach is highlighted as having strong potential to design materials around engaging texts that stimulate language use in meaningful ways.
Ilp dr. tajeddin
The document discusses theories of pragmatic competence and functional approaches to language. It covers:
1) The Prague School's view of language as a system of units with internal and external functions. External functions include referential, expressive, and conative.
2) Halliday's hierarchy of meaning potential which builds from behavioral to meaning to lexical-grammatical potential.
3) Models of pragmatic competence including Bachman's model with functional and sociolinguistic knowledge, and Celce-Murcia's model with 5 components.
4) Components of pragmatic competence including different categories of language functions proposed by different scholars.
Communicative language teaching
The Communicative Approach emphasizes interaction and communication as both the means and goal of language learning. It developed in response to criticisms of previous audiolingual and situational teaching methods. Key aspects of the Communicative Approach include focusing on communicative competence over grammatical rules, using functional and notional categories to organize syllabi, and incorporating meaningful, task-based learning activities. Proponents argue this makes language learning more relevant, motivating, and learner-centered. However, critics note it may neglect formal language structures and be difficult to implement in some classrooms. Overall, the Communicative Approach aims to make language teaching more functional and interactive.
new Applied Linguistic
The document discusses the communicative approach to language teaching. It emphasizes using interaction and communication as both the means and goal of language learning. Classroom activities focus on producing meaningful real communication through tasks and authentic materials. The goal is to develop students' communicative competence in using language as a tool for interaction and communication.
history_of_language_teaching
This document provides an overview of the history of language teaching methodology. It describes how in the Classical Period from the 17th to 19th centuries, the purpose of education was religious orthodoxy and morality. Foreign language learning focused on Greek and Latin and promoting intellect. The Grammar Translation Method dominated from the 1850s to 1950s with a focus on grammar rules, translation, and memorization. Reformers in the early 20th century emphasized meaning and concepts like Gouin's Series Method. The Direct Method by Berlitz focused on oral interaction and spontaneous language use with little translation.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Sla glossary
The document discusses various topics related to second language acquisition including learner strategies, language learning styles, linguistic concepts like lemmas and lexicons, and theories of language acquisition such as Krashen's Monitor Model and the Natural Order Hypothesis. It provides definitions and explanations of these key concepts and frameworks in second language acquisition research.
From Theory to Practice for Teachers of English Learners.docx
From Theory to Practice for Teachers of English Learners.docxNhận Làm Đề Tài Trọn Gói Zalo/Tele: 0917.193.864
From Theory to Practice for Teachers of English Learners
Teaching and learning English in the US are complex processes that are not explained by language theories or methods alone. Concepts such as the relationship between language majority groups and lan- guage minority groups, language status, immigration, economics, language planning, and policies add to the complexity of language- learning situations. Effective teachers for the more than 5 million English learners (ELs) in kindergarten through 12th grades require unique knowledge, skills, and dispositions. This article provides a review of the language, learning, and language learning theories and practices for second language teaching, focusing on sociocul- tural theories and practices.Aspect Of Speaking Skill.Pdf
1. The document discusses the key aspects of speaking skills, including pronunciation, grammar, vocabulary, fluency, comprehension, interactive communication, appropriateness, and complexity.
2. It explains that speaking requires not just linguistic competence but also sociolinguistic competence - understanding when and how to use language appropriately.
3. The document provides methods for teaching speaking skills in school, such as using interesting communicative activities, speaking English yourself as a model, and not overcorrecting students to maintain fluency.
Similar to Diapositivas tfl[1] (20)
This is my presentation of English Language Teaching.
This is my presentation of English Language Teaching.
GROUP 3 THE FOURTEEN DOMAIN OF LITERACY IN THE PHILIPPINES.pptx
GROUP 3 THE FOURTEEN DOMAIN OF LITERACY IN THE PHILIPPINES.pptx
From Theory to Practice for Teachers of English Learners.docx
From Theory to Practice for Teachers of English Learners.docx
Diapositivas tfl[1]
- 5. Methods of teaching foreign languages There are three principal views at this level: 1.The structural view treats language as a system of structurally related elements to code meaning (e.g. grammar).
- 6. 2.The functional view sees language as a vehicle to express or accomplish a certain function, such as requesting something .
- 7. 3.The interactive view sees language as a vehicle for the creation and maintenance of social relations, focusing on patterns of moves, acts, negotiation and interaction found in conversational exchanges. This view has been fairly dominant since the 1980s