Пәннің оқу-әдістемелік кешенін құрастырушы: Абадилдаева Ш. К
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- Бұл бет үшін навигация:
- Language experience approach
- Language learning requirements
- Lexis
- Model/modelling
- Native speakers
- Passive vocabulary
- Phonemic awareness
- Proficiency level
- Rapport
- Register
- Strategic competence
- Student feedback
- Structure
- Syllabus or curriculum
- Tape script
- Technique
- Uninterrupted sustained silent writing
| 1. “Structural items” are grammatical points about the language. CL teachers frequently introduce these as examples or model sentences, and they are often called “patterns”.
2. “Phonological items” are features of the sound system of the language, including intonation, word stress, rhythm and register. A common way to teach phonology is simply to have students repeat vocabulary using proper stress and pronunciation. 3. A “lexical item” is a new bit of vocabulary. It is sometimes difficult to decide whether an item is structural or lexical. For example, the teacher could teach phrasal verbs like “chop down” and “stand up” as lexis or structure. • Language experience approach: An approach based on teaching first language reading to young children, but adapted for use with adults. Students use vocabulary and concepts already learned to tell a story or describe an event. The teacher writes down the information they provide, and then uses the account to teach language, especially to develop reading skills. • Language learning requirements: To learn language, students have four needs: They must be exposed to the language. They must understand its meaning and structure. And they must practice it. Teachers should hold their students as able. They should not over-explain or make things too easy. Learning comes through discovery. • Language skills: In language teaching, this refers to the mode or manner in which language is used. Listening, speaking, reading and writing are generally called the four language skills. Speaking and writing are the productive skills, while reading and listening are the receptive skills. Often the skills are divided into sub-skills, such as discriminating sounds in connected speech, or understanding relationships within a sentence. • Learning burden: These are the features of the word that the teacher actually needs to be taught, and can differ dramatically from word to word. Especially in lexis, the teacher needs to reduce learning burden by, for example, reducing the number of definitions and uses presented. • Learning factors: For EFL teachers, four factors outside aptitude and attitude affect the rate at which a student learns a second language. These are (1) the student’s motivation, including whether it is instrumental or integrative; (2) the amount of time the student spends in class and practicing the language outside class; (3) the teacher’s approach to teaching; and (4) the teacher’s effectiveness and teaching style. The most important of these motivators are the first two, which are also the two the teacher has least control over. See also “aptitude”, “attitude” and “TEFL vs. TEFL”. • Lesson plan: An outline or plan that guides teaching of a lesson; includes the following: pre-assessment of class; aims and objectives; warm-up and review; engagement, study, activation of language (controlled, guided and free practice); and assessment of lesson. A good lesson plan describes procedures for student motivation and practice activities, and includes alternative ideas in case the lesson is not long enough or is too difficult. It also notes materials needed. • Lexis: See “language content”, and “vocabulary”. • Listening: See “language skills”. • Look and say: Also called the whole-word method, a method to teach reading to children, usually in their first language; has been adapted for second-language reading; words are taught in association with visuals or objects; students must always say the word so the teacher can monitor and correct pronunciation. • Metalanguage: Language used to describe, analyse or explain another language. Metalanguage includes, for example, grammatical terms and the rules of syntax. The term is sometimes used to mean the language used in class to give instructions, explain things, etc. – in essence, to refer to all teacher talk that does not specifically include the “target language”. • Model/modelling: To teach by example; for example, a teacher who wants students to do an activity may first demonstrate the activity, often with a student volunteer. • Motivation: In language instruction, the desire to learn. See “TEFL vs. TESL”. • Motivation paradox: Students’ main motivators are factors the teacher has little control over (integrated vs. instrumental motivation, which heavily influence time on task), yet motivation is critical to learning. • Native speakers: Those who speak English as their mother tongue. • Needs assessment: Measurement of what students need in order to learn language and achieve their language learning goals; also may include consideration of the school syllabus. • Non-native speakers: Those who speak English as an additional language. English is not their mother tongue. • Objectives: Also called lesson objectives or aims; statements of student learning outcomes based on student needs; objectives state specifically what the students will be able to do in a specified time period; objectives are measurable and therefore involve specific and discrete language skills. • Oral: Related to speaking. • Over-correction: Correcting so much that students become reluctant to try out what they have learned. • Paradox of language acquisition: The limited amount of comprehensible input that children receive is mathematically insufficient for them to determine grammatical principles, yet somehow they are still able to do so. • Passive vocabulary: Vocabulary that students have heard and can understand, but do not necessarily use when they speak or write. • Passive: Opposite of active; the false assumption that the language skills of reading and listening do not involve students in doing anything but receiving information. • Peer correction: Also known as peer review, peer editing, or peer feedback; in writing, an activity whereby students help each other with the editing of a composition by giving each other feedback, making comments or suggestions; can be done in pairs or small groups. • Phonemic awareness: Awareness of the sounds of English and their correspondence to written forms. • Phonology: See “language content”. • Placement tests: Tests used to place students in a specific language program; such tests should reflect program levels and expectations for students at each proficiency level offered by the language program. • Prescriptive grammar: Grammar that is described in terms of grammar rules of what is considered the best usage, often by grammarians; prescriptive grammar may not agree with what people actually say or write. • Proficiency level: Describes how well a student can use the language (often categorized as beginner, intermediate or advanced). • Proficiency tests: General tests that provide overall information on a student’s language proficiency level or ability; can be used to determine entry and exit levels of a language program or to adjust the curriculum according to the abilities of the students. • Rapport: Relationship, usually a harmonious one, established within a classroom between teacher and students and among students. • Realia: Real or actual objects used as teaching aids to make learning more natural; can include forms, pictures, tickets, schedules, souvenirs, advertisements and articles from English magazines or newspapers, and so on. • Recycling or spiralling: Sometimes called the cyclical approach; the purpose is to repeat language items throughout the syllabus; each time a language item is encountered more detail about it is added; this allows students to build on prior knowledge. • Register: Level of formality in speech with others; register depends on the situation, location, topic discussed, and other factors. • Scan: To read quickly for specific information; a reading stratagem. • Skim: To read quickly for main idea or general information; a reading stratagem. • Social context: The environment in which meanings are exchanged; can be analysed in terms of the field of discourse, which refers to what is happening, including what is being talked about; the tenor of discourse, which refers to the participants taking part in the exchange of meaning, including who they are and their relationships with each other (for example, teacher and students); and the mode of discourse, which refers to what part the language is playing in the particular situation and what “channel” (writing, speaking or a combination of the two) is being used. • Sociolinguistics: Aspects of culture that affect communication with others; examples: social class, education level, age, gender, ethnicity. Also, see “communicative competence”. • Strategic competence: See “communicative competence”. • Student and teacher: Teachers have eight roles in the classroom. They are authorities and sources of knowledge; entertainers; caregivers; role models; counsellors and sometimes friends; classroom disciplinarians; directors and managers; facilitators, coaches and guides. The most important person in the classroom is the student. The teacher’s primary focus must be on effective ways to have the student practice using his or her language. Classes should be planned so they enable the student to use just a little more language than they are comfortable with. This is known as “i+1” – an idea popularized by Stephen Krashen. This formula is short for “comprehensible input plus one.” Comprehensible input is language the students can understand. • Student feedback: Information solicited from students by the teacher to assess the effectiveness of the teaching-learning process. • Student-centred: Also called learner-centred, a way of teaching that centres on the goals, needs, interests and existing knowledge of the students. Students actively participate in such classrooms and may even be involved in setting learning outcomes. Teachers in student-centred classrooms ask students for input on their goals, needs and interests and on wat they know before providing them with study topics or answers to questions (for example, grammar rules). They may also ask students to generate (help produce) materials. The teacher is seen more as a facilitator or helper than the dominant figure in the classroom. • Structure: See “language content”. • Student-generated material: Teaching material to which the students have made a major contribution; the language experience approach, for example, uses student-generated material. • Survey: To quickly read the headlines, subheads, opening and closing paragraphs, photo captions, pull quotes and other key materials in an article to get a sense of meaning; a reading stratagem. • Syllabus or curriculum: The longer-term teaching plan; includes topics that will be covered and the order in which they will be covered in a course or program of studies. • Syntax: Sometimes called word order; how words combine to form sentences and the rules governing sentence formation. • Tape script: A written text which accompanies listening material; may be used to make cloze passages or for student review. • Task-based syllabus: A syllabus organized around a sect of real, purposeful tasks that students are expected to carry out; tasks may include telephone use, making charts or maps, following instructions, and so on; task-based learning is purposeful and a natural way to learn language. • Teachable moments: Times in a language class in which the teacher realizes that a point of information not in the lesson plan will help students understand a language point; teachable moments digress for a brief time from the lesson plan and can be valuable in helping student learning and keeping students engaged. • Teacher talk: The language teachers use when teaching; involves simplifying speech for students; it may be detrimental to learning if it is childish or not close to the natural production of the target language. • TEFL vs. TESL: TEFL is an acronym for Teaching English as a Foreign Language; TESL, for Teaching English as a Second Language. TEFL usually takes place in non-English-speaking countries, while TESL takes place in the English-speaking world. When we speak of English as a foreign language (EFL), we are referring to the role of English for learners in a country where English is not spoken by the majority. English as a second language (ESL) refers to the role of English for learners in an English-speaking country. This difference is very important, because it strongly affects student motivation. In particular, it affects their motivation to learn. In non-English speaking countries, students have instrumental motivation, the desire to learn English to accomplish a goal. They may want to improve their job prospects, for example, or to speak to tourists. They 1. Attend English classes with other non-native speakers. 2. Can find reasonable work without English; have less economic incentive to learn English. 3. Do not need English in daily life. 4. Have both primary and secondary support networks that function in their native language. 5. Have fewer opportunities to practice using their English. They are learning, and their instructors are teaching, English as a foreign language. In English-speaking countries, they have integrative motivation, the desire to learn the language to fit into an English-language culture. They are more likely to want to integrate because they 1. Generally have more friends and family with English language skills. 2. Have immediate financial and economic incentives to learn English. 3. Have more opportunities to practice English. 4. Need it in daily life; often require it for work. 5. Often attend English classes with students who speak a wide range of mother tongues. They are learning, and their instructors are teaching, English as a second language. • Technique: A way of presenting language. • Thematic syllabus: Syllabus based on themes or topics of interest to the students. • Top-down information processing: Students learn partially through top-down information processing, or processing based on how students make sense of language input – for example, through using students’ previous knowledge or schema. • Uninterrupted sustained silent writing: A technique in writing whereby a specified, relatively short period of time is set aside in class for students to practice their writing without being interrupted. This helps build writing fluency. • Vocabulary, importance of: Core vocabulary (the most common 2000-3000 English words) needs to be heavily stressed in language teaching. There is no point in presenting exotic vocabulary until students have mastered basic, high-frequency words. Learners should be tested on high-frequency word lists for passive knowledge, active production and listening comprehension. Learners cannot comprehend or speak at a high level without these words as a foundation. Learners need to spend time practicing these words until they are automatic; this is known as building automaticity. Since there is often not enough class time for much word practice, teachers need to present their students with strategies for developing automaticity outside the classroom. • Vocabulary-based syllabus: Syllabus built around vocabulary; often associated with the grammatical syllabus and the grammar translation method. • Worksheets: Teacher-developed, paper-based activities to help students comprehend, use, and learn language; can be used in association with all skill levels and in individual and group work. Posted by Peter McKenzie-Brown at 6:21 PM Labels: acquisition-learning hypothesis, affective filter hypothesis, ESL glossary, language acquisition device, language learning, language skills, language teaching, writing жүктеу/скачать 1,59 Mb. Достарыңызбен бөлісу:
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