Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
Task-based learning is an instructional method that uses tasks as the core unit of planning and instruction. There are six types of tasks: 1) listing, 2) ordering and sorting, 3) comparing, 4) problem solving, 5) sharing personal experiences, and 6) creative tasks. The task-based learning framework includes a pre-task stage to introduce the topic and task, followed by a task cycle of task completion, planning, and reporting. It concludes with a language focus stage of analysis, practice, and application. Task-based learning supports the key conditions for language learning: exposure, use, motivation, and instruction.
The document discusses the communicative language teaching (CLT) approach. Some key points include:
- CLT focuses on providing learners with opportunities to use language for meaningful purposes rather than just studying its structure.
- Developing both fluency and accuracy in a language is important. Errors are seen as a natural part of the learning process.
- Classroom activities should involve real-world tasks and communication to promote language use.
- The goals are for learners to develop communicative competence, understanding how to use language appropriately in different contexts and for various functions.
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.
The document summarizes several language teaching approaches:
- Grammar-translation focuses on translating texts and learning grammar rules, with little use of the target language.
- Direct method uses everyday language and avoids translation, making meaning clear through actions.
- Reading approach emphasizes reading comprehension and controlled vocabulary.
- Audiolingualism uses repetition and habit formation, sequencing grammar and postponing reading/writing.
- Communicative approach focuses on meaningful communication over language forms.
- Task-based instruction uses real-world tasks as the basis for language learning.
- Content-based instruction integrates language learning with academic content learning.
Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand
This document provides an overview of task-based language learning (TBLL) as a methodology. It describes TBLL as focusing on completing real-world tasks through a series of activities and preparation steps. This allows learners to use language in an authentic context. The document outlines the key stages of TBLL - pre-task, task preparation, task realization, and post-task. It also discusses factors to consider when implementing TBLL, such as learners' profiles, language abilities, and learning styles.
The document compares three approaches to language teaching: grammar-translation, communicative language teaching (CLT), and task-based language teaching (TBLT). Grammar-translation focuses on carefully teaching grammatical rules, CLT emphasizes meaningful communication, and TBLT involves participation in goal-oriented activities. The approaches differ in their activities, teaching methods, treatment of grammar, selection of topics, and development of learner competencies.
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
Task-based learning is an instructional method that uses tasks as the core unit of planning and instruction. There are six types of tasks: 1) listing, 2) ordering and sorting, 3) comparing, 4) problem solving, 5) sharing personal experiences, and 6) creative tasks. The task-based learning framework includes a pre-task stage to introduce the topic and task, followed by a task cycle of task completion, planning, and reporting. It concludes with a language focus stage of analysis, practice, and application. Task-based learning supports the key conditions for language learning: exposure, use, motivation, and instruction.
The document discusses the communicative language teaching (CLT) approach. Some key points include:
- CLT focuses on providing learners with opportunities to use language for meaningful purposes rather than just studying its structure.
- Developing both fluency and accuracy in a language is important. Errors are seen as a natural part of the learning process.
- Classroom activities should involve real-world tasks and communication to promote language use.
- The goals are for learners to develop communicative competence, understanding how to use language appropriately in different contexts and for various functions.
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.
The document summarizes several language teaching approaches:
- Grammar-translation focuses on translating texts and learning grammar rules, with little use of the target language.
- Direct method uses everyday language and avoids translation, making meaning clear through actions.
- Reading approach emphasizes reading comprehension and controlled vocabulary.
- Audiolingualism uses repetition and habit formation, sequencing grammar and postponing reading/writing.
- Communicative approach focuses on meaningful communication over language forms.
- Task-based instruction uses real-world tasks as the basis for language learning.
- Content-based instruction integrates language learning with academic content learning.
Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand
This document provides an overview of task-based language learning (TBLL) as a methodology. It describes TBLL as focusing on completing real-world tasks through a series of activities and preparation steps. This allows learners to use language in an authentic context. The document outlines the key stages of TBLL - pre-task, task preparation, task realization, and post-task. It also discusses factors to consider when implementing TBLL, such as learners' profiles, language abilities, and learning styles.
The document compares three approaches to language teaching: grammar-translation, communicative language teaching (CLT), and task-based language teaching (TBLT). Grammar-translation focuses on carefully teaching grammatical rules, CLT emphasizes meaningful communication, and TBLT involves participation in goal-oriented activities. The approaches differ in their activities, teaching methods, treatment of grammar, selection of topics, and development of learner competencies.
This document discusses the communicative language teaching (CLT) approach. It emphasizes that CLT focuses on interaction as both the means and ultimate goal of language learning. It views language as a social practice for communication. The goals of CLT are to enable students to communicate in the target language by providing opportunities to use language communicatively. Students practice communication through activities like games and problem-solving tasks using authentic materials. The teacher facilitates communication and interaction between students. Errors are tolerated as students practice communicating meaning over strict accuracy.
This document discusses the essential roles of assessment, measurement, and evaluation in task-based language teaching. It begins by outlining some of the key issues and debates around TBLT, including whether it is effective and for whom. It then discusses the need for empirical measurement and assessment that is aligned with educational purposes to better understand how TBLT works and how to enable task-based learning. Problems of practice are identified, such as lack of construct definition and standardization. The role of evaluation in articulating empirical practice to improve TBLT is also discussed.
Task based concepts to develop speaking skillsIvan Aguilar
The document discusses task-based language learning. It defines task-based learning as using familiar tasks in the target language to promote acquisition. It identifies three types of gaps that can be used in tasks: information gaps, opinion gaps, and reasoning gaps. Each type of gap involves a different cognitive process. The document also outlines the typical structure of a task-based lesson with three stages: pre-task, task, and post-task.
The document discusses the key differences between tasks and drills/exercises in language teaching. It defines a task as having three key characteristics: 1) requiring learners to use language pragmatically to achieve an outcome, 2) focusing primarily on meaning over form, and 3) resembling real-world language use. Tasks can engage various skills and cognitive processes. They can be focused on form implicitly through feedback or explicitly by drawing attention to linguistic features. The document provides details on task design features and methodological techniques for implementing form-focused instruction through tasks.
Task based language learning. old approach, new style. a new lesson to learn.Jeisson Rodriguez Bonces
This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teach ing
and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation
of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional
stage to be considered when planning a task-based lesson: the one of formal and informal assessment.
The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Key words: Task-based learning, framework, teach ers’ roles, students’ role.
This document compares and contrasts the Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) approaches. It outlines key concepts, objectives, syllabus models, teaching/learning activities, teachers' and learners' roles, classroom setups, materials, advantages, and disadvantages of each approach. CLT focuses on developing communicative competence through meaningful activities and interactions. TBLT emphasizes using tasks to encourage creative, spontaneous language use and focusing on real-world activities. Both aim to make learning student-centered and promote fluency, but TBLT places more emphasis on tasks with a clear outcome.
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
The document discusses the Communicative Language Teaching (CLT) approach. It begins by providing a brief history of CLT, noting its origins in changes to British language teaching in the late 1960s that moved away from the prior Situational Language Teaching approach. CLT focuses on developing communicative competence rather than just language structures. The document then outlines key aspects of CLT including its objectives to integrate language and content learning, syllabus models focused on notions and functions, the roles of teachers in facilitating interaction and of learners as negotiators, and methodological procedures involving pre-communicative, communicative, and social interaction activities.
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Task based language teaching @mehdi sufiIELTS Council
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
This document provides an overview of Jack C. Richards' book "Teaching Listening and Speaking: From Theory to Practice". The summary is as follows:
1) The document introduces Richards' book, which explores current approaches to teaching listening and speaking skills based on developments in applied linguistics research and theory.
2) Richards discusses how views of listening and speaking have changed over time. Current views emphasize listening as an active process and speaking as developing communicative competence and intercultural skills.
3) The document previews how Richards will examine listening comprehension and listening for acquisition, considering characteristics of spoken language and bottom-up and top-down processing models. It also briefly outlines the history of approaches to
This document provides an overview of Communicative Language Teaching (CLT) as an approach to language instruction. It discusses the theoretical foundations and origins of CLT in the 1960s-1970s as a response to prior methods. Key aspects of CLT covered include its focus on developing communicative competence over grammatical rules, use of task-based and interactive activities, emphasis on meaning over form, and the teacher's role as facilitator. The document also examines models of CLT syllabus design and criticisms of its approach.
1 a framework for task-based learning-willismaicanhtinh
The document provides a detailed lesson plan for an upper-intermediate English class focusing on having students complete the task of reading, discussing, and summarizing a newspaper article. It outlines the aims, procedures, timing, materials, and evaluation for each stage of the task-based lesson. The teacher analyzed what went well, such as student engagement, but also identified areas for improvement like providing clearer instructions and incorporating more specific language practice activities. The teacher expressed interest in continuing to research and implement task-based learning approaches.
This document outlines the key characteristics and arguments in favor of a communicative activities syllabus (CAS) for teaching language. A CAS focuses on authentic communication, meaning over form, learner involvement from the beginning, and integration of skills. It addresses issues with only teaching language codes and encourages subconscious learning. A CAS also aims to regularly move students from formal study to language use. While natural language settings are best, contrived classroom activities can help simulate immersion through topics from students' lives and communicative exercises. Activities should vary in predictability, difficulty level, and support provided.
communicative language teaching, task-based teaching, cooperative language learning, communicative based language teaching, content-based instruction, genre-based approach.
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
This document discusses the concept of language and its characteristics. It defines language as a system of signs and symbols that humans use to communicate with each other. Some key characteristics of language include its arbitrariness, productivity, cultural transmission, and that it is a uniquely human entity. The document also examines the four main language skills - speaking, listening, reading, and writing - and describes how each skill is acquired and used. Finally, it outlines some of the main functions of language, including communication, transmission of culture, expression of ideas, and enabling human society through cooperation.
This document discusses criticisms of task-based language teaching (TBLT) and attempts to address misconceptions about it. It notes that while TBLT has received support, it has also faced considerable criticism. However, criticisms often assume TBLT is a single method when it is actually a broad approach. The document outlines differences between various proposals for TBLT and argues they have been mischaracterized as not including grammar, not suitable for beginners, or entirely learner-centered. It also discusses problems implementing TBLT in Asia, such as teachers' limited proficiency and traditional roles, structural constraints, and students' orientation to learning. Overall, the document advocates for addressing issues in implementing TBLT rather than
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
This document summarizes several language teaching methodologies:
1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English.
3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
This document discusses the communicative language teaching (CLT) approach. It emphasizes that CLT focuses on interaction as both the means and ultimate goal of language learning. It views language as a social practice for communication. The goals of CLT are to enable students to communicate in the target language by providing opportunities to use language communicatively. Students practice communication through activities like games and problem-solving tasks using authentic materials. The teacher facilitates communication and interaction between students. Errors are tolerated as students practice communicating meaning over strict accuracy.
This document discusses the essential roles of assessment, measurement, and evaluation in task-based language teaching. It begins by outlining some of the key issues and debates around TBLT, including whether it is effective and for whom. It then discusses the need for empirical measurement and assessment that is aligned with educational purposes to better understand how TBLT works and how to enable task-based learning. Problems of practice are identified, such as lack of construct definition and standardization. The role of evaluation in articulating empirical practice to improve TBLT is also discussed.
Task based concepts to develop speaking skillsIvan Aguilar
The document discusses task-based language learning. It defines task-based learning as using familiar tasks in the target language to promote acquisition. It identifies three types of gaps that can be used in tasks: information gaps, opinion gaps, and reasoning gaps. Each type of gap involves a different cognitive process. The document also outlines the typical structure of a task-based lesson with three stages: pre-task, task, and post-task.
The document discusses the key differences between tasks and drills/exercises in language teaching. It defines a task as having three key characteristics: 1) requiring learners to use language pragmatically to achieve an outcome, 2) focusing primarily on meaning over form, and 3) resembling real-world language use. Tasks can engage various skills and cognitive processes. They can be focused on form implicitly through feedback or explicitly by drawing attention to linguistic features. The document provides details on task design features and methodological techniques for implementing form-focused instruction through tasks.
Task based language learning. old approach, new style. a new lesson to learn.Jeisson Rodriguez Bonces
This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teach ing
and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation
of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional
stage to be considered when planning a task-based lesson: the one of formal and informal assessment.
The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Key words: Task-based learning, framework, teach ers’ roles, students’ role.
This document compares and contrasts the Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) approaches. It outlines key concepts, objectives, syllabus models, teaching/learning activities, teachers' and learners' roles, classroom setups, materials, advantages, and disadvantages of each approach. CLT focuses on developing communicative competence through meaningful activities and interactions. TBLT emphasizes using tasks to encourage creative, spontaneous language use and focusing on real-world activities. Both aim to make learning student-centered and promote fluency, but TBLT places more emphasis on tasks with a clear outcome.
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
The document discusses the Communicative Language Teaching (CLT) approach. It begins by providing a brief history of CLT, noting its origins in changes to British language teaching in the late 1960s that moved away from the prior Situational Language Teaching approach. CLT focuses on developing communicative competence rather than just language structures. The document then outlines key aspects of CLT including its objectives to integrate language and content learning, syllabus models focused on notions and functions, the roles of teachers in facilitating interaction and of learners as negotiators, and methodological procedures involving pre-communicative, communicative, and social interaction activities.
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Task based language teaching @mehdi sufiIELTS Council
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
This document provides an overview of Jack C. Richards' book "Teaching Listening and Speaking: From Theory to Practice". The summary is as follows:
1) The document introduces Richards' book, which explores current approaches to teaching listening and speaking skills based on developments in applied linguistics research and theory.
2) Richards discusses how views of listening and speaking have changed over time. Current views emphasize listening as an active process and speaking as developing communicative competence and intercultural skills.
3) The document previews how Richards will examine listening comprehension and listening for acquisition, considering characteristics of spoken language and bottom-up and top-down processing models. It also briefly outlines the history of approaches to
This document provides an overview of Communicative Language Teaching (CLT) as an approach to language instruction. It discusses the theoretical foundations and origins of CLT in the 1960s-1970s as a response to prior methods. Key aspects of CLT covered include its focus on developing communicative competence over grammatical rules, use of task-based and interactive activities, emphasis on meaning over form, and the teacher's role as facilitator. The document also examines models of CLT syllabus design and criticisms of its approach.
1 a framework for task-based learning-willismaicanhtinh
The document provides a detailed lesson plan for an upper-intermediate English class focusing on having students complete the task of reading, discussing, and summarizing a newspaper article. It outlines the aims, procedures, timing, materials, and evaluation for each stage of the task-based lesson. The teacher analyzed what went well, such as student engagement, but also identified areas for improvement like providing clearer instructions and incorporating more specific language practice activities. The teacher expressed interest in continuing to research and implement task-based learning approaches.
This document outlines the key characteristics and arguments in favor of a communicative activities syllabus (CAS) for teaching language. A CAS focuses on authentic communication, meaning over form, learner involvement from the beginning, and integration of skills. It addresses issues with only teaching language codes and encourages subconscious learning. A CAS also aims to regularly move students from formal study to language use. While natural language settings are best, contrived classroom activities can help simulate immersion through topics from students' lives and communicative exercises. Activities should vary in predictability, difficulty level, and support provided.
communicative language teaching, task-based teaching, cooperative language learning, communicative based language teaching, content-based instruction, genre-based approach.
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
This document discusses the concept of language and its characteristics. It defines language as a system of signs and symbols that humans use to communicate with each other. Some key characteristics of language include its arbitrariness, productivity, cultural transmission, and that it is a uniquely human entity. The document also examines the four main language skills - speaking, listening, reading, and writing - and describes how each skill is acquired and used. Finally, it outlines some of the main functions of language, including communication, transmission of culture, expression of ideas, and enabling human society through cooperation.
This document discusses criticisms of task-based language teaching (TBLT) and attempts to address misconceptions about it. It notes that while TBLT has received support, it has also faced considerable criticism. However, criticisms often assume TBLT is a single method when it is actually a broad approach. The document outlines differences between various proposals for TBLT and argues they have been mischaracterized as not including grammar, not suitable for beginners, or entirely learner-centered. It also discusses problems implementing TBLT in Asia, such as teachers' limited proficiency and traditional roles, structural constraints, and students' orientation to learning. Overall, the document advocates for addressing issues in implementing TBLT rather than
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
This document summarizes several language teaching methodologies:
1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English.
3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
The document outlines principles and methodologies related to teaching English as a foreign language. It discusses several key approaches:
[1] Neuro-Linguistic Programming (NLP) which focuses on how language shapes thinking and experiences. NLP aims to help students achieve goals through positive thinking and communication patterns.
[2] Communicative Language Teaching (CLT) which emphasizes using language functionally through meaningful tasks and developing students' communicative competence. Classroom activities aim to engage students in authentic communication.
[3] Competency-Based Language Teaching (CBLT) which is built around competencies like life skills that enable students to function effectively in society. Instruction focuses on demonstrating mastery of specific
The document discusses the history and development of listening instruction. It summarizes that listening was incorporated into language instruction in the 1980s and became an important area of study in the 1990s. However, listening is still regarded as the least important skill. It then outlines different models of listening instruction, including listening and repeating, listening and answering comprehension questions, and listening and carrying out tasks. The focus has shifted from pattern drills to developing communicative competence.
The document describes the principles and methodology of a communicative language teaching approach. It emphasizes using the target language to accomplish meaningful tasks, with a focus on fluency over accuracy. The teacher acts as a facilitator, while learning is student-centered and based on constructivism. Authentic materials are prioritized as input, and classes encourage interaction, risk-taking and negotiation of meaning to develop communicative competence indirectly. The goals are for students to use the language as a tool for communication and to learn about other cultures.
RBL - Integrated skills and groupwork & pairwork - 6th GroupRBLmadev Class 2018
This document discusses integrated skills, groupwork, and pairwork in language classrooms. It begins by defining integrated skills as teaching the four language skills of reading, writing, listening, and speaking together. It provides examples of how skills can be integrated through tasks like project work and role plays. It also discusses the benefits of integration, including exposing learners to authentic language. The document then explores functions and techniques for groupwork and pairwork, noting they can promote interaction while completing communicative tasks. Both approaches are analyzed in terms of their potential advantages and disadvantages from the perspectives of teachers and learners.
Nine twentieth century approaches to language teachingedac4co
The document discusses several approaches and methods for teaching language, including:
- The communicative approach which focuses on developing learners' ability to communicate in the target language through authentic activities.
- Task-based instruction where learners complete meaningful tasks using the target language rather than focusing on specific structures.
- Content-based instruction which integrates language teaching aims with subject matter instruction, using content as a vehicle for developing language skills.
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
This activity develops phonological awareness which is important at the recognition level.
Task 2: Following Directions. Listen to the following directions and do what I say:
(Input: Touch your nose. Clap your hands. Stand up.)
This document discusses the differences between syllabus design and curriculum development. Syllabus design focuses on selecting and grading content and learning tasks and activities, while curriculum development is more broadly concerned with planning, implementing, evaluating, managing and administering education programs. The document also examines different types of syllabus design including grammatical, functional-notional, task-based and needs-based approaches, outlining their key characteristics and components.
The document provides information about Communicative Language Teaching (CLT), including its key principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, suitable materials and techniques, and syllabus models stemming from CLT. The document contains questions for a quiz on CLT and provides examples of information gap activities and bibliographic references.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
Current Approaches.pptxggggggggggggggggggggggggggzgekaragz3
This document discusses current approaches to materials and methods in English language teaching. It addresses misconceptions about communicative language teaching and examines how current materials have evolved from traditional approaches while incorporating the best elements. Current materials emphasize authentic real-world language, diverse learner needs, and integrated skills. They organize content around topics and functions as well as formal linguistic elements. Vocabulary is taught through meaningful contexts, and tasks are used to make language learning goal-oriented and focus on both accuracy and fluency. Individual learner differences are also considered in materials design.
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.
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
This document discusses topics related to describing language learners' proficiency levels, the Common European Framework of Reference (CEFR), and the ALTE levels. It addresses:
1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
Task based language teaching (TBLT) focuses on using tasks to provide learners opportunities to practice and use language in authentic communicative situations. TBLT was first proposed by an Indian scholar to teach English communicative competence through meaningful activities. There are two types of tasks - unfocused tasks that use general language samples and focused tasks designed around specific grammatical structures. According to principles outlined by David Nunan, lessons should provide scaffolding for learning, build upon previous tasks, recycle language, encourage active and integrated learning, and give opportunities for reflection. Stages of TBLT typically involve pre-task introduction, task completion in groups, planning and reporting, and post-task feedback and exercises.
This document discusses different views of classroom interaction. It describes how interaction has traditionally been seen as the exchange of target language, but argues it should be viewed as a social and purposeful process. When interaction is purposeful and about learning, it allows students to engage with ideas, interpretations, and develop language abilities. The document also discusses how tasks should be designed not just for activities but for deeper learning, considering what students will engage with and take away.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. METHODOLOGY I Abril – Agosto 2011 ENGLISH LANGUAGE SCHOOL SEGUNDO ESCUELA: BIMESTRE: NOMBRE: M.S. NINA NESTERENKO
2. Neurolinguistic Programming 1970`sJohn Grindler ( linguist ) Richard Bandler( psychologist) It’s a humanistic training philosophy and set of suggestions and training techniques therapist could use in building rapport with clients, gathering information about their internal and external views of the world, and helping them achieve goals and bring about personal change, and designed to convince people that they have the power to control their own and other people’s lives for the better, and prescriptions on how to do that.
3. NLP – isan interpersonal communicationmodel “neuro“ refers to the brain and how it functions. “ Neuro” part of NLP is concerned with how we experience the world through our 5 senses and represent it in our minds through neurological process. “Linguistic” – refers to a theory communication. It tries to explain both verbal and non-verbal information processing. “Linguistic “ part of NLP is concerned with the way the language we use shapes and reflects our thinking and experience of the world.
4. “Programming”refers to patterns or “programs’ of thoughts and behaviour. This part of NLP is concerned with training ourselves to think, to speak, and act in new and positive ways in order to release our potential and reach the achievements we dream about.
5. Principles of NLP “know what you want” maximize similarities and minimize differences between people “ Use your senses” – look at, listen to, and feel what is happening Outcomes Rapport Sensory acuity Flexibility have a range of skills to do something else if what you are doing is not working.
6. SKILLS vs PHILOSOPHY Modellingis central to NLP. Theeffectiveness of successfulpeopleliesnot in theirskillsbut in theirattitudes, approaches and philosophiestheyhave in commonwhichmakethemcapable of efectivework, and thesecouldbelerned and transmitted. Otherscouldlearnfromthese modelstobeeffectivethe sameway In NLP “change “ in a person isveryimportant
7. NLP and Teaching NLP can be applied to the teaching of all aspects of language. The suggested lesson sequence is “to help students become aware of a feeling level of the conceptual meaning of a grammatical structure”.
8. THE LEXICAL APPROACH belief that “building blocks “ of language learning and communication are not grammar, functions, notions, but LEXIS – words and word combinations ( word collocations). Collocations – are regular Occurrence together of words. Phrasal verbs and idioms are varieties of collocations. Lexis plays a central role in language learning. Main point
9. Krashen – through reading Lewis (2000) – through teacher’s talk(teacher is a “knower”,learner –a “discoverer“) Teacher's talk is a major source of learner input in demonstrating how lexical phrases are used for different functional purposes. Computer – based applications – through investigations and comparison.
10. Learning Material texts, tapes, teacher's manual collections of vocabulary teaching activities printout versions of computer corpora collections in text format computer programs (CD ROM format, downloaded from sites on the Internet
11. Classroom activities Should involve the use of tasks that that draw student’s attention to lexical collocations and seek to enhance their retention and use of collocations. Use of comparative analysis via computers Use of exercises that focus on lexical phrases through debates, analyzing contexts. Use of reading or contexts that enable students to discover the collocations; select the collocations which are crucial for student’s needs Use of exercises that involve teaching individual collocations
12. Give synonyms/antonyms Write the sentences with the new words Store collocations or phrase verbs and idioms in a lexical notebook Give feedback on learner’s errors Teaching individual collocations Making students aware of collocations Write word definitions
13. COMPETENCY – BASED LANGUAGE TEACHING USA, 1970`s (CBLT) Educational movement that is based on programs that consist in: tasks that lead to a demonstrated mastery of language associated with specific skills that are necessary for individuals to function proficiently in the society.
14. How appropriate is our vocabulary? How would we speak in different situations? How can we apply our vocabulary focusing on life skills? How is the function of our language in different contexts?
15.
16. Description of Competencies Knowledge and learning competencies Oral competencies Reading competencies Writing competencies
17. CBLT design It designed around the notion of competency Competencies consist of description of essential skills,attitudes, and behaviours required for effective performance of a real-world tasks or activities (related to any domain in life, or linked to the field of work or to social survival in a new environment )
18. According to Auerbach (1986), factors involved in implementation of CBE in ESL : 1.The focus on successful functioning in society 2. A focus on life skills 3.Task – or performance-centered orientation (what students can do as a result of instruction) 4. Modularized instruction (objectives and sub-objectives- to have a clear sense of progress).
19. Fill job application Perform job interview Follow instructions to carry out a simple task Respond appropriately to supervisor’ s comments Use social language Understand and comment work schedules , fill paychecks Read charts labels, forms written instructions to perform a task State problem and ask for help if necessary Activities
20. Activities Follow simple oral directions to locate a place Report completion of task to supervisor Respond appropriately to work interruption or modification Ask where object is located: follow oral directions to locate an object
21. Positive Points The competencies are specific and practical and relate to learners needs The learners can judge whether the competencies are relevant and useful Learner knows exactly what needs to be learned Competencies can be mastered one at a time so the learner can see what has been learned and what still remains to be learned
22. Negative Points There are no valid procedures available to develop competency lists for more programs Many of the areas for which competencies are needed are impossible to operationalize (areas of adult living”,“survival”, “functioning proficiency in the community”, etc).
23. CommunicativeLanguageTeaching ( British language teaching, late 1960s) It starts from a theory of a language as communication. The primary function of language is to allow inter- action and communication. The focus on communicative and contextual factors in language use. Communicative acts underline the ability to use language for different purposes.
24. British linguist, D.A. Wilkins (1972) proposedfunctionaldefinition of language Twotypes of meaning: 1.Notional categories – time, sequence, quantity, location, frequency 2. Categories of communicativefunction: requests, denials, offers, complaints The goal develop communicative compe- tence.
25. STRANDS OF CLT Language involves functions: Inviting, agreeing, suggestions ,etc which students should learn how to use To have enough exposure to language and opportunities to use it and motivation: language learning will be successful. The main point of CLT is to remind teachers that people learn languages not so they “ know“ them but so that they can communicate.
26. Characteristics of CLT It is a learner-centered approach Communication is a creative process that involves trial and error Learning a language through using it to communicate Integration of all language skills Fluency is given priority Authentic and meaningful communication is the goal of classroom activities.
27. Appropriateness -use of formal / informal language according to the situation. Message focus:creating/understanding of message (real meaning) Psycholinguistic processing:engage learners in the use of cognitive and other processes of SL acquisition. Free Practice Risk – taking
28. Classroom activities are unlimited 1.Task- Based Comparing set of pictures and noting similarities and differences Working out a sequence of events in a set of pictures Discovering missing pictures in a map or pictures Giving instructions on how to draw a picture or shape or how to completea map Following directions and solving a problem
29. 2. Social Interactionactivities Conversation and discussions Debates Dialogues and role plays Simulations and improvisations games ,pair work, interview
30. Learner's Roles dents interact with each other Students interact with each other rather than with the teacher. Learners see that failed communication is the joint responsibility, and not the fault of listener or speaker Successful communication is achieved collaboratively
31. Teacher’s roles Facilitate the communication between all participants in classroom, and between the participants and the activities and the text. To act as an independent participant within the learning – teaching group As a researcher and learner, counselor, group manager.
32. The Role of Materials Text – based: a lesson topic Purpose: asking comprehension questions, taking notes, task analysis for thematic development, understanding the message, asking for more information, a practice situation, description , conversation, etc
33.
34. Materials Realia: “from life “ materials Authentic materials: signs, magazines, advertisements, newspapers, use of maps, charts, graphs.
35. 1.Presentation of a dialogue (or a situation ) and discussion of languagefunction- formality / informality, setting, topic . 2. Oral parctice of eachutterance of the dialogue ( situation ) – individually,ingroups, as a wholeclass. Similar dialogues maybecreated. 3. Questions – answersbasedonthesituation / dialogue. 4. Questions – answersbasedonthestudents personal experience. PROCEDURE
36.
37.
38. OBJECTIVES of NA Specific objectives depend on learners needs and the skill (reading, writing, listening , and speaking) Help beginners become intermediates Develop basic communication skills , both oral and written, in every day situations.
39.
40. Principles of NA theory The Acquisition / Learning Hypothesis Acquisitionis the “natural way”- it refers to an unconscious process that involves the development of language proficiency through understanding and through meaningful communication.
41. Time - there must be sufficient time for a learner to choose and apply the learned rule. Focus on form– focus on correctness. Knowledge of rules 2. The Monitor Hypothesis – Ability to correct our mistakes while communicating. CONDITIONS
42. 3. The Natural Order Hypothesis- the acquisition of grammatical structures is in a predictable order. Errors are signs of naturalistic developmental processes. 4. The input Hypothesis– relationship between the learner's exposure to language and language acquisition
50. Early – production- single words, simple questions and, short phrases and simple answers.
51. Speech – emergent phase – role- plays, games, exchange of opinions, group problem solving , etc
52. CLASSROOM ACTIVITIES The use of imperative Demonstrations (realia) The use of pictures, flashcards Physicaldescriptions Simple questions and answers
53. Classroom Activities The use of visualsto introduce new vocabulary Identifiyingthepictureaccordingtodescription Short dialogues Conversations
54. The Role of InstructionalMaterials Goal make class activities meaningful, relate them to the real world, foster comprehension and communication among learners. The use of realia : pictures, visual aids, schedules, advertisements, maps, books, etc.
55. Cooperative Language Teaching Learningid dependentonthesocially structuredexchange of information betweenlearners and in whicheach learnerismotivatedtoincreasethe learningof others(Olsenand Kagan,1992)
56. Emphasisonmaximum use of cooperative activitiesinvolvingpairs and smallgroupsof learnersin theclassroom. MAIN POINT
57. Objectives to increase cooperation rather then competition to develop critical thinking skills to develop communicative competence through socially structured interaction activities GOALS to provide opportunities for L2 learning through the use of interactive pair/group work to focus attention on language structures, particular lexical items, and communication through interactive tasks
58. Theory of Learning Lev Vygotsky and Jean Piaget -stress the central role of social interaction in learning. CLL iscontrastedwithcompetitivelearning. workingtogetherto accomplishsharedgoals. Cooperation
59. Learningoccurs in groups Types of Cooperative Learning Groups 1. Formal cooperativelearninggroups – are establishedtoachievespecifictasks. 2. Informal cooperativelearninggroups - facilitatelearningduringdirectteching. 3. Cooperative base groups – giveeachmembersupport, help, encouragement, and assistance tosucceedacademically.
60.
61.
62. Classroom activities Exchange of opinions Sharing information and discussing it group projects Pair work Information-gap activities ( filling missing information during interaction with another group or partner ) Interviews Round tables Solving problems
63. Learners Roles L.amember of a group, Learnersare responsible of their own learning: they plan,monitor, and evaluate their own learning Teacher's Roles Teacher creates a well-organized learning environment, establishes goals, plans and structures tasks, assigns students in pairs or groups, selects material and time Teacher is facilitator of learning
64. Content – Based Instruction (1980`s) In thisapproach, teachingisorganizedaroundthecontentorinformationthatstudentswillacquire, ratherthenaround a linguistictype of syllabus. CBI isbasedontheprinciples of CommunicativeLanguage Teaching – classshouldbe focusedon real communication and theexchange of information.
65. languageisusedforspecific purposes (academic,vocational, social) Learningisbelievedtobe more motivatingwhen studentsuse topics of a particular interest. Thelanguagethatisbeingtaughtcould beusedtopresentsubjectmatter Mainpoint
66. Approach People learn a second language more successfully when they use the language as a means of acquiring information. CBI better reflects learner's needs for learning a second language-prepare students for academic studies, and to be able to access the content of academic learning and teaching as quickly as possible
73. LEARNER`S ROLES LEARNERSare sources of content and active participants in the selection of topics.
74. MATERIALS CBI isbased on content area, or theme – based model in which content and instructional sequence is chosen according to language learning goals. - Authentic texts, subject textbooks, articles related to the subject. Materials could be adapted or Modified to achieve maximum comprehensibility. MATERIALS
75. TASK- BASED LANGUAGE TEACHING, India , 1980s( Prabhu) TBLT is an approach based on the use of tasks requiring increasingly complex use of language. The tasks are done in groups where learners use English they already know.
76.
77. CLASS ROCEDURE PRE- TASK :introduction to a topic, listening, reading, brainstorming; activation of essential language previously learned TASK: Planning the task, doing the task ( finding solution to a puzzle, reading a map, writing a letter, making a phone call, etc), and reporting or presenting the product of task. POST –TASK :Focus on language used, error correction, comments on tasks; practice of the language (reviewing new grammar or vocabulary used during the task, etc; discussion of the task. Importantclear objectives and a sense of achievement
78. POSITIVE POINTS Tasks improve learners motivation and learning Tasks require the learners to use authentic language Tasks include physical activity, they involve partnership and collaboration NEGATIVE aspects Difficult tasks may reduce the attention, therefore, fluency may develop at the expense of accuracy