1.2 views on language
Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication.
Functional view: the functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.
Interactional view: the interactional view considers language to be a communicative tool whose main use is to build up and maintain social relations between people.
1.3 views on language learning and learning in general
Behaviorist theory: (Skinner and Pavlov) the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”. Cognitive theory: Chomsky thinks that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.
Constructivist theory: (John Dewey and Jean Piaget) the constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/her already knows.
Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding. 1.4 What makes a good language teacher?
There are a variety of elements that contribute to the qualities of a good language teacher: ethic devotion, professional qualities and personal styles. 1.5 teacher’s professional development Other’s experience Language Professional development Practice Reflection Received competence knowledge Own experience Stage 1 Goal Stage 2 Unit two 2.2 communicative competences: (Hedge) 1) Linguistic competence is concerned with knowledge of the language itself, its form and meaning. 2) Pragmatic competence is concerned with the appropriate use of the language in social context. 3) Discourse competence refers to one’s ability to create coherent
Unit one
written text or conversation and the ability to understand them. 4) Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources. 5) Fluency means one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.
2.4 principles of communicative language teaching (CLT)
1) Communication principle: activities that involve real communication promote learning. 2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning. 3) Meaningfulness principle: language that is meaningful to the learner supports the learning process. 2.7 task-based language teaching (TBLT)
Task-based language teaching is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.
Unit three
Framework of objectives in the new National English Curriculum Overall language ability:
Language: phonetics, grammar, vocabulary, functions, topics Language skills: listening, speaking, reading, writing
Learning: cognitive, self management, communication, resourcing Affect: international, perspectives, patriotism, confidence, motivation Cultural: knowledge, understanding, awareness Unit 4
4.2 principles for good lesson planning Aim means the realistic goals for the lesson.
Variety means planning a number of different types of activities and introducing a wide selection of materials for the students.
Flexibility means preparing some extra and alternative tasks and activities.
Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.
Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another. 4.4 components of a lesson plan
1. Background information: the first thing the teacher needs to detail is who the students are.
2. Teaching aims: the next thing the teacher needs to know is that what he/she wants the students to achieve after the class.
3. Language contents and skills: teachers should know what language contents will be taught and what language skills will be practiced in the lesson.
4. Stages and procedures: teaching stages refer to the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. (Starter, presentation, practice, production, revision) 5. Teaching aids: it means the resources needed for the lesson.
6. End of lesson summary: the teacher needs to take some time to summarize what is learnt in the class.
7. Optional activities and assignments: teacher needs to prepare some optional activities and decides on the type of assignment for the students after the lesson. 8. after lesson reflection: homework ect. Unit 6
6.1 factors affect pronunciation learning: learner’s native language; age; exposure; innate phonetic ability; motivation and concern for good pro pronunciation.
6.2 Our realistic goal of teaching pronunciation: consistency, the pronunciation should be smooth and natural. Intelligibility, the pronunciation should be understandable to the listeners. Communicative efficiency, the pronunciation should help convey the meaning that is intended by the speaker. Unit 7
7.1 Grammar Form: how Meaning: is it what does formed? it means?
Use: when and why is it used?
Diane Larsen-Freeman 7.2 grammar presentation
1. The deductive method: it relies on reasoning, analyzing and comparing.
2. The inductive method: the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.
3. The guided discovery method: students are introduced to discover rules by themselves. The process of discovery is guided and assisted by the teacher and the rules are then elicited and taught explicitly. Unit 8
8.2 What does it mean to know a word?
1. Its pronunciation and stress. 2. Its spelling and grammatical properties. 3. Its meaning. 4. Its use.
8.3 ways of presenting vocabulary
1. Provide a visual or physical demonstration 2. Provide a verbal context. 3. Use synonyms or antonyms.
4. Use lexical sets or hyponyms to show relations. 5. Translate and exemplify
6. Use words formation rules and common affixes to build new lexical knowledge.
7. Teaching in chunks.
8. Think about the context that the word might be used. 9. Think about providing different context.
10. Prepare for possible misunderstanding or confusion.
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