Методика пособие готовый вариант docx
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Методика пособие готовый вариант docx
| Implicit explanations
Guided participation Explicit explanations Learners analyze the grammar explanation for themselves teachers and learners collaborate and co-construct the grammar explanation teacher provides grammar explanation for learners What is whole language teaching? Psycholinguist Ken Goodman stated that “Language is language only when it is whole”. According to Goodman, the whole is always viewed as being greater than the sum of its parts, and it is the whole that gives meaning to the parts. In terms of grammar instructions, words, phrases, sentences gain meaning only when they are placed in context, and when used in conjunction with the whole. According to Goodman, once students experience the whole, they are then better prepared to deal with the analysis of the parts. Many foreign language specialists are now emphasizing the importance of content-based instruction, of authentic texts for listening and reading comprehension, and the need for connected discourse in grammar instruction, all of which emphasize the importance of whole language rather than fragmented speech in foreign language classrooms. Many language programs stress a bottom-up approach by emphasizing the “bits” and “pieces” of language (sounds, vocabulary lists, verb drills, ets). This classroom practice usually results in non-language that can be characterized as being unnatural and dull. On the other hand, a whole language approach stresses natural discourse and encourages students to comprehend meaningful and longer samples of discourse from the very beginning of the lesson. By introducing the lesson with a whole text (for example, a story, poem, song, taped listening selection, or cartoon) the teacher is foreshadowing the grammar explanation. Foreshadowing of new language elements is beneficial, for it provides “learners with a feel for what is to come”. In this way the lesson stresses the functional significance of the grammatical structure before the learners’ attention is focused on form. Unlike many classroom textbooks, which may offer a group of disconnected sentences or a contextualized drill a whole language and guided participatory approach invites the learner to use language functionally and purposefully. As a result, from the very beginning of the lesson the teacher and learners are engaged in authentic use of language through joint problem-solving activities and interactions. By using picture, mime, gestures the teacher helps learners, understand the story. When comprehension is achieved, the teacher can then turn the students’ attention to various linguistic elements. Unlike bottom-up processing, which is linear in nature, grammar instruction using a whole language approach is cyclical. During the first stage of the cycle the teacher foreshadows the grammar structure with a text. At this point the comprehension of the text is of prime importance. The second stage is actually an extension of the first stage, since again emphasis is on the meaning. However it differs from the first stage as learners’ participation is increased. They participate through TPR activities, mime, role-playing. All of this activities serve to deepen comprehension for the learners. Once comprehension is achieved and meaning is understood, the teacher moves into the third stage and turns the learners’ attention to focus on form. Both teacher and learners co-construct the grammar explanation. After this stage the teacher completes the cycle by encouraging the learners to interact using this grammar structure, through such activities as rewriting or rereading similar stories, paired activities, or group activities. Through these activities the learners become more aware of the function of the grammatical structure. жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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