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Emphasizes The Acquisition of Linguistic Forms Such As Lexical Features, Phonological Features

This document discusses various approaches to teaching grammar including: 1. Focusing on forms (traditional approach) versus focusing on form in context. 2. Explicit instruction of rules versus implicit or inductive approaches. 3. Different lesson structures such as PPP (presentation-practice-production) and task-based learning. 4. The lexical approach which emphasizes learning vocabulary in chunks rather than isolated words. It also covers the roles of teachers, the European Language Portfolio, and considerations for native vs non-native teachers.

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Janek Sz
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0% found this document useful (0 votes)
54 views3 pages

Emphasizes The Acquisition of Linguistic Forms Such As Lexical Features, Phonological Features

This document discusses various approaches to teaching grammar including: 1. Focusing on forms (traditional approach) versus focusing on form in context. 2. Explicit instruction of rules versus implicit or inductive approaches. 3. Different lesson structures such as PPP (presentation-practice-production) and task-based learning. 4. The lexical approach which emphasizes learning vocabulary in chunks rather than isolated words. It also covers the roles of teachers, the European Language Portfolio, and considerations for native vs non-native teachers.

Uploaded by

Janek Sz
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Prescriptive grammar –prescribe what we should say

Traditional-labeling sentences with parts of speech


Structural-how words go into phrases, phraes to sentences
Communicative competence-put phrases in order to communicate
Pragmatic competence-to use language for all functions

Grammar methods
-grammar translatioon methods
-direct method
-audio lingual method
Ways of grammar instructions:
Focus on forms (traditiona approach, based on GTM, 1st teach parts on speech, morphemes, words
etc, items are choose by simplicity, frequency of use, learner have to sunthesize it for communication.
1)we explain the rules 2)we repeat models, 3)we memorise, we explicit negative feedback/error
correction, transformation exercises(change from passive to active np)
Problems-one fits all approaches, no realistiv models of language use, it ignores learning
process(GTM), boring classes, it produces many false beginners than finishers

Focus on form it draws attention on elements in context, the purpose is to induce noticing(dajemy
zdanie z nową formą a uczniowie próbują zgadnąć co znaczy ta forma).
Form-focused instruction- emphasizes the acquisition of linguistic forms such as lexical
features, phonological features
Implicit-students get the rule from given example
Explicit-they have rule, and they practice
Deductive-we present rule, then we give example, good points: it’s time saving, some student prefer
analytical style, bad points: dicouraging, direct explanetion is rarely memorable, teacher-fronted,
może pojawić się wrażenie że nauka języka to znajomość zasad
Inductive-the rule is workout basing on example, good points: more memorable, sami wypracują
znaczenie, będą lepiej pamiętać, learners are more attentive, , make authonomy among learners bad
points: time consuming, , mogą zgadnąć złą zasadę, albo wogle nie zgadnąć, difficult for teacher to
plan the lesson,

Conscious-raising activities-how can i implement this which i know to new use of language.
Raczej Declaritive knowledge w tych aktywnościach-nie mamy prawa jazdy ale wiemy jak jeździć(to co
wiemy), procedural-mamy prawo jazdy, znamy reguły i musimy to wprowadzić w życie.
It’s based on explcit knowledge-dostają regułę i ją praktykują na przykładach,
Noticing-dajemy przykład a uczniowie zaczynają go wyłapywać w naszej mowie.
The grammar of structure-order SVO
The grammar of orientation-they notice if sentence refer to futere/present etc, and they get about
who is the sentence,
The grammar of class-refers to verbs, nouns.

What should be highlighted: frequent words, text structure, metaphors, skills.


Features: grammar starts with presentation from a text in context -> activites to find sth in the text,
we teach grammar using Communicative approach, it uses spoken and written text, , text should be
use also to communicative uses, , students notice, a particular feature of the language
Types of exercises; identification(identify structure-underline all examples of passive voice),
classification(some structures according to some criteria), gypothesis making(formulate rules), cross
language exploration-jak to działa w native language, reconstrucion(change active into passive), work
with dictionaries or books, to get extra information.

3 WYKŁAD - Approaches to lesson structure


PPP -> warm up – presentation-practice-production-good bye and good luck
Presentation: language item presentated in context or situation claryfying the meaning, may consist
pattern sentences or short dialogues,
Kinds of productive model: grammar rules or charts, conversation models, writing model
Practice: repeat target language items/dialogues, patter practice drill, completing sentences, dialogue
Features: chance to use structure/vocab, should be spiral-we introduce new elements, be safe-they
learn from mistakes and they dont fail.
Production-testing stage, role play, simulation, communication task, discussion.
Advantages of PPP-safe for teacher, and for student, clear lesson goals/stages, emphasis on product
of student.
Problems with PPP-w production nie muszą użyć targeta lekcjo, unnatural conversation bo ciągle
używają targetu lekcji, it gives illusion of mastery, it seems okay for begginers
Deep-end-strategy- alternative to ppp, immediate production- students start from production
ARC Jim Scrivener-Authentic Use, restricted use, clarification and focus, language can be described as
authentic use, rectricted area, clarification and focus. Communicative activity-authentic use, drill-
restricted, analyse errors-clarification area.
OHE – observe(read or listen to lng)->hypothesise(how lang works)-> experiment(on the basis of
hipothesis- you test your hypothesis)
ESA-engage(emotionally engaged)->study->activation

4)Different approaches to lesson structure – TBL – comes from India


We aquire the language at each stage of like, in everyday life problems.
What is TASK-goal oriented activity with clear purpose in which Learners use language to acheive a
real outcome. (np. project work, compiling list of reasons,comparing pictures, solving a problem)
Communication?-they acheive some outcome, they create product which can be appreciate by sb
Real outcome-result of task must be seen or heard, result-project, quiz, puzzle,
Lesson structure-> pre task(introduction of topic-we give clear instructions, help to recall language) –
task cycle(task-students complete task->planning(short oral or written report)->report(report back to
the class) – language focus(analysis-we focus on elements that were wrong), then practice-students
practive this forms which we used wrong.
Advantages-students are free of language control, they use all language resources, it is natural
context, more varied exposure of language, language explored is based on students needs, lots of
communication, it’s enjoyable and motivating.
Disadvantages-they talk in native language, they can choose language, so they do in simply forms,
fossilization(lang stays at the same level), unsystematic presentation of grammar, demanding of
teacher a lot of work.

Lexical Approach – coined by Michael Lewis in 1993


We aquire the whole chunks of vocabulary (it rains heavily...not hardly)
-lexis is basis of language, grammar is not so important, we may communicate, (Language consists of
grammaricalized lexis, not lexicalized grammar), see lexical items as collocations not like isolated
items.
Stock of indivicaul words- e.g meeting, lexis (words+combination) cancel a meeting.
IDEAS: it’s grammatilised lexis not lexicalised grammar, lexicl patterns are better then structural,
metaphors are lexically patterned, user-centred.
Pay attention: multi-word-chunks, specific lang areas, listening at lower levels thatn reading,
organising students notebook, language to use outside classroom, maximum benefit from text
Critical: GOOD: extensive writing delayed, emphasis on listening, learning vocabs in cotext, focus on
communication, BAD: grammar not taken into consideration, no sugestion how to organise a lesson, a
lot of memorising.

Native vs Non native


Social role: relationshiip with others, job-related activities, beliefs and attitudes, sex, age.
Groups of roles:
Task-related(organizer, controller, expert, class manager)
Interpersonal(creator of conditions, friend, social agent, social psychologist, mental health worker,
motivator, learner)
Roles reflecting to institutional factors(needs analysts-, curriculum developer-, material developer,
councellor, team member, resercher, professional)

Role as personal veiw of teachning: planner, manager, quality controller, group controller, facilitator,
motivator, emopoverer, team member
Problems with roles: difficulties with defining and understanding the role, conflict of roles(mutually
exclusive roles, overlapping roles, same roles against ts nature
European language portfolio
-started in Ruschlikon in Switzerland
ELP – document where students can record/reflect on their learning and cultural experience
Functions-documentation-you keep record of your echievements, reporting-help to claim about your
level.
ELP pedagogic functions – enhance the motivation(imprve ability to communicate), reflects their
objectives, learn autonomynesly,
ELP structure- 3main componenrs – formal qualifications, learner keeps personal record of learinng
experience, works done-documets of your work.
ELP components – Language passport-summarise owners linguistic and cultural identity, Lanuage
biography-, Dossier-evidence of lerners work
ELP versions-elp belongs to learner, elp documents and gives values to all language and cultural
competences and experiences, elp promotes plurilingualism and multiculturalism, elp helps to
develop language autonomy.

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