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