Методика пособие готовый вариант docx
mentalists consider learning a conscious process
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Методика пособие готовый вариант docx
- Бұл бет үшін навигация:
- Constructivism
- 3. Approaches, methods, techniques
| mentalists
consider learning a conscious process. They assume that all human beings have an innate ability to learn languages. The proponents of approaches based on mentalism deny the idea that language is “learned behavior” and they emphasize that language is the product of our mental/rational characteristics. They claim that “competence precedes performance”. The lesson should begin with an explanation of the rule and should be followed by exercises which help the learners to practice the rule consciously. Exercises are followed by activities aimed at achieving “communicative competence”. These activities include dialogues, games etc. The assumption of cognitive code ( cognitivism ) is that conscious learning can be accomplished by everyone, that all rules are learnable, and that conscious knowledge should be available at all times through task based teaching, problem-solving, guided learning, learner-centered humanistic approaches. Constructivism is an approach to teaching and learning that emphasises the role of social interaction in the process of learning. Constructivists state that “knowledge is constructed through social interaction and due to contribution from learners”. Like cognitivism, constructivism advocates the use of task based teaching, problem-solving, guided learning in small groups. Psychological theories have greatly influenced language teaching. Methods and approaches differ greatly depending on the theory they are based on. Approaches and teaching methods are based either on behaviorism or on mentalism. Some of approaches contain features of both behaviorism and mentalism (Counseling/Community learning, Total Physical Response). 3. Approaches, methods, techniques When linguists and language specialists seek to improve the quality of language teaching , they often refer to general principles and theories concerning 1. how language are learned 2. how knowledge of language is represented and organized in memory or 3. how language itself is structured, they try to find a rational answer to such questions as how to select and organize for teaching vocabulary and grammar. In describing existing methods we should bear in mind the difference between a philosophy of language teaching at the level of principles and theories a set of set of procedures for teaching a language. To clarify this difference the American applied linguist Edward Anthony proposed a scheme in 1963. He identified 3 levels of the conceptualization and organization and termed them approach, method, and technique. This arrangement is hierarchal. The organizational key is that techniques carry out a method which is consistent with an approach. An approach is a set of correlative assumption dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. A method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods. A technique is implementational – that which actually takes place in a classroom. It is a particular trick or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method and therefore in harmony with an approach as well. According to Anthony’s model, approach is a level at which assumptions and beliefs about a language and language learning are specified. Method is a level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content will be presented. Technique is a level at which classroom procedures are described. Another important notion in FLT is procedure. A procedure is classroom technique, practice, and behaviours observed when the method is used . Procedure describes: -resources in terms of time, space and equipment used by the teacher -interactional patterns observed in lessons -tactics and strategies used by the teachers and learners when the method is being used. Procedure is the level at which we describe how a method realizes its approach and design in classroom behaviour. At the level of procedure the tasks and activities advocated by the method are integrated into lessons and used as the basis for teaching and learning. жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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