This document discusses approaches to teaching speaking skills in language education. It covers topics like the purposes of speaking, what needs to be taught, and how some methodologies have addressed teaching speaking. It notes that speaking skills involve both bottom-up skills like pronunciation and top-down skills like discourse structure. Methodologies discussed include audiolingual drills, communicative approaches using tasks and role-plays, and addressing vocabulary, pronunciation and interactional routines through modeling and practice. The document questions whether textbooks fully cover issues like cultural rules, politeness and register.
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
Teaching approach: Communicative language method
Compiled by:
Asamaporn Sukket
Arisara Sawathasuk
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
CLT and ALM are approach which helps to learn the language. Both are inter-connected. CLT can apply anywhere where people can communicate and ALM controls the people with such limitation. For proper pronunciation we need ALM but there is such limitation of vocabulary.
Linguistics and The Teacher
Yaseen Taha
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u Is linguistics a method of teaching?
u Many language teachers and learners tend to
ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
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What is Linguistics?
u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
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u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
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Linguistics?
Phonetics
sounds
Phonology
sounds
Morpholog
y words
Syntax
sentence
Semantics
meaning
Pragmatics
meaning
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u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
(phonetics, phonology), words (morphology), sentences
(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
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u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
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One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: āThe birth of language is the
dawn of humanity ā¦. before we had words, we were not
human beingsā
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u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
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A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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