Tkt – unit 11
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Errors are a natural part of language learning and occur when learners attempt to produce language structures beyond their current abilities. There are several types of errors, including those due to interference from the learner's first language, developmental errors from overgeneralizing rules, and slips from lack of concentration. Learners' developing language system is called an "interlanguage" which is not fixed but progresses as they incorporate corrections and new structures. While errors indicate areas for improvement, teachers must determine when and how to provide feedback, as immediate correction may not be helpful and allowing mistakes in fluency activities can build confidence.
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The textbook posters are large posters that contain dialogues, texts, vocabulary lists and grammar explanations. They are used to present the target language input to students in an attractive and memorable way.
Syllabus:
There is no fixed syllabus.
Materials are selected based on interest and difficulty level.
Role of L1:
L1 is used for instructions, explanations and translations.
Evaluation:
No formal tests.
Informal assessment through observation and interaction.
Goals and Objectives:
To learn large number of words in a short time.
To overcome psychological barriers to learning.
To learn in a relaxed and enjoyable atmosphere.
Error Correction:
Errors are not corrected strictly.
Sts'
How to teach grammar
1) Grammar is the system and structure of a language that evolves over time based on how people use language, rather than fixed rules. It reflects how a language is used at a particular point in time.
2) Knowing grammar helps people effectively monitor and communicate the meaning and effectiveness of language use. However, usage is more important than fixed rules.
3) It is important for students to use correct grammar when writing or speaking to fully express their message to others and meet educational standards, though languages naturally change over time. Teaching grammar needs to consider learners' backgrounds and class objectives.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
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Criteria Excellent Very Good Satisfactory Needs Improvement
Content
The content is well
researched,
detailed, and
accurate.
The content is
researched in some
detail and is
generally accurate.
The content is
researched but lacks
detail or has some
inaccuracies.
The content is not
well researched and
has inaccuracies.
Organization
The presentation is
very well
structured and
organized with
clear, logical
progression of
ideas.
The presentation
has a clear
structure, though
some ideas may be
presented out of
order.
The presentation
has a structure but
the
how to teach speaking
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
Grammar translation method
The Grammar-Translation method is the oldest method for teaching English as a foreign language. It was dominant from the 1800s to the 1940s and is still used today in some areas. Under this method, students first study grammar rules and parts of speech in their native language and practice translation between the native language and English. Reading and writing are the main skills focused on, while speaking and listening receive little direct instruction. Accuracy and memorization of vocabulary and grammatical rules are emphasized over natural language use. While it helps with understanding words and grammar comparisons, weaknesses include a lack of focus on communication skills and the inability to directly translate some linguistic aspects between languages.
Direct method
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The grammar translation method
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The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
CLT "communicative language method"
Communicative Language Teaching (CLT) emerged in the 1970s as a result of experts realizing that students needed to develop communicative competence rather than just mastering linguistic structures. CLT aims to make communication the goal of language teaching by using authentic materials and meaningful, collaborative tasks. It focuses on using language as a means of communication rather than just studying structure. Key characteristics include using real contexts, providing opportunities to develop strategies, and practicing functional language. The teacher takes on roles like adviser and instructor, while students are active communicators responsible for their own learning. Techniques include role plays, problem-solving tasks, and using real-world materials like menus or newspaper articles.
The Silent Way Method
The Silent Way method focuses on developing student independence through minimal cues and prompts from the teacher. Sounds and pronunciation are introduced through charts before addressing single grammar structures. Students are encouraged to describe their reactions and respond to each other, with the teacher acting as a technician to guide attention rather than correct errors. Evaluation is informal and continuous, aiming for steady progress over perfection.
The Community Language Learning method aims to reduce student defensiveness through the teacher taking on a counselor role. Conversation in the students' native language is recorded and transcribed so emerging grammar needs can be addressed. The teacher acknowledges and responds to student feelings to build rapport as they progress from dependent to independent. Evaluation integrates writing or oral interviews over discrete
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The document discusses various theories and hypotheses about second language acquisition, including Krashen's theories that acquisition requires meaningful interaction, occurs gradually through exposure to comprehensible input, and can be hindered by a high affective filter in the learner. It also explores the differences between natural and classroom environments for second language learning.
The Audiolingual Method
The audiolingual method was developed in the 1940s in response to the need for intensive foreign language training during World War 2. It emphasized oral skills over reading and writing, using behavioral psychology principles. Language was taught through repetitive drills and dialog memorization to form habits. While it standardized language teaching, its theoretical foundations were considered weak and it failed to enable functional communication for many students.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
Phonology and Functions
Phonology is the study of sound systems in language. It includes phonemes, which are the smallest units of sound that make a difference in meaning, as well as word stress, sentence stress, and intonation. Phonology examines features like vowels, consonants, voiced and unvoiced sounds, and word stress. It also considers how sounds are connected in speech. Functions refer to the reasons we communicate, such as apologizing, greeting, or advising. Exponents are the language used to express functions, and they can vary based on context and level of formality. Focusing on functions in language teaching emphasizes communication and helps give grammar meaning.
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
Jeopardy unit 28 - identifying the functions of learners' language
The document describes a Jeopardy-style classroom activity to identify language functions. It provides categories and questions about how to identify language functions used by learners, function stages, and the language teaching classroom. The questions aim to test understanding of language chunks, exponents, and functions commonly used in the classroom.
Power point suggestopedia
The document discusses suggestopedia, a teaching method based on how the brain learns most effectively. It involves the teacher acting as a facilitator and creating a relaxed environment through classroom decoration, music, and games to help students learn in a happy, accelerated way without boredom. Some disadvantages are that it works best for small groups and has high costs and time limitations. The overall goal is to help students remember lessons, increase motivation to learn, and feel confident in the learning process.
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Jeopardy unit 28 - identifying the functions of learners' language
Jeopardy unit 28 - identifying the functions of learners' language
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Tkt – unit 11
- 1. TKT – Unit 11 The role of error
- 2. The role of error The different types of errors that occur when speaking or writing a foreign language Why do learners make mistakes The role played by mistakes in language learning
- 3. Why do learners make mistakes? 1. Errors – occur when learners try to say something that is beyond their level of knowledge or language processing Interference - the influence from the learner’s L1 on L2 – sound patterns, lexis or grammatical structures from L1 Developmental errors Eg: I goed for I went A result of overgeneralization 2. slips, the result of tiredness, worry or any other emotion & occur due to lack of concentration Learners may use , Sound patterns Lexis Grammatical structures of L1 Disappear by themselves
- 4. Basic concept Interlanguage – The learner’s own version of the second language which they use as they learn Learners unconsciously reorganize & analyze their own language Is not fixed but develops & progresses Inter language and errors are necessary for language learning
- 5. Errors A natural part of learning Occurs when learners aim for greater accuracy Through mistakes, learners tend to aim for greater accuracy Each new piece of language we learn helps to learn more fully other pieces of language like pieces of a jig saw puzzle
- 6. Developmental & interference errors Disappear by themselves Correction would help only if the learners are ready for that three main ways through which learners can be helped to develop their language - exposure - use language to interact - the need to focus attention on language forms
- 7. Fossilization Errors which learners do not stop making but get fossilized. lasts for a long time, even forever occurs when the learners have sufficient language to communicate and has no reason to improve reason – lack of exposure - the learners’ lack of conscious / unconscious motivation to improve their level of accuracy because it causes no harm to communicate
- 8. Key concepts Teacher must think whether, when and where to correct Don’t expect instant learning – it’s gradual & errors tend to occur Identify the type – mistake or a slip In fluency activities, ignore mistakes – let the build confidence Crucial errors that prevent communication must be corrected Older learners must be explained about the mistakes
- 9. How can the teacher help these learners: Expose them to lots of language beyond their linguistic ability through reading & listening Unconsciously this guides them not only for learning but for acquisition Provide opportunities for them to focus on the form of language – reformulation & echo correction Provide time in class to communicate & interact Errors are useful for the teacher as well – it shows how the students have learnt & what help is necessary