I personally believe that the process of L2 acquisition is quite different from acquiring the mother tongue. As we discussed in the class, EFL students do not live in English-friendly environment and have less chances to exposure to English. People can take advantage of the grammar rules because they can save and effort identifying certain patterns by themselves.
However they often fail to use grammar rules when they face the situation to talk with native speakers. They may lose the connection between learning and applying grammar rules.
As an inductive approach, you can encourage students’ intrinsic motivation and try to shift their attentions to communicative ability. You can give them possible scenarios that communicative problems can occur due to the violation of grammar rules to increase their interest and explain the grammar rules for them.
A deductive approach seems to work better with the exceptional grammar rules, but a combination of two approaches will be the best.
Showing posts with label yuni. Show all posts
Showing posts with label yuni. Show all posts
Thursday, July 8, 2010
Yuni's test assessment
I found the “written comprehension” test from http://www.englishclub.com/esl-exams/levels-test-wc.htm.
This time-limited test has pretty good face validity because I as a task taker could see what they try to measure for each question. For example, both Q1 and Q4 are asking if task takers understand the usage of comparative adjectives.
If I were a test developer, I would be satisfied with construct validity as well. For example of Q7, the main construct of the question assumes to be the different usage of “like” as a verb or as an adjective, it has been measured successfully with good construct validity.
It also includes pragmatic aspects of language like Q4 or Q9 which test takers can easily hear in daily-life situations.
One of disadvantages of on-line tests is the time issue, but this website provides a timer so that students can finish this test in a limited time.
However, the website does not provide any information on correct answers with detailed explanation. Test takers cannot get any feedback from this test.
This time-limited test has pretty good face validity because I as a task taker could see what they try to measure for each question. For example, both Q1 and Q4 are asking if task takers understand the usage of comparative adjectives.
If I were a test developer, I would be satisfied with construct validity as well. For example of Q7, the main construct of the question assumes to be the different usage of “like” as a verb or as an adjective, it has been measured successfully with good construct validity.
It also includes pragmatic aspects of language like Q4 or Q9 which test takers can easily hear in daily-life situations.
One of disadvantages of on-line tests is the time issue, but this website provides a timer so that students can finish this test in a limited time.
However, the website does not provide any information on correct answers with detailed explanation. Test takers cannot get any feedback from this test.
Tuesday, June 29, 2010
Erica & Yuni, Part II
Part II
Listening: Carefully consider the form of listener’s responses
In order to understand how much students know and comprehend, you must look at external cues such as doing, choosing, transferring, answering, condensing, extending, duplicating, modeling, and conversing. Different responses can be observed depending on the level of students, but in a current classroom setting answering seems to be the most frequently used way to check students’ comprehension. In the case of modeling, you need to try to induce students’ creativity rather than having them repeat the model.
Listening & Speaking: use techniques that are intrinsically motivating
Try to select the topics or activities related to personal interests and goals to increase students’ intrinsic motivation. For example, teachers can choose the topic relevant to “asking for a date” for young adults to increase their level of interest, but need to be cautious about sensitive topics. When you have multiple people with different interests, you can choose one topic for one day and another for the next day so that everyone can get interested in classroom topics.
Listening: Carefully consider the form of listener’s responses
In order to understand how much students know and comprehend, you must look at external cues such as doing, choosing, transferring, answering, condensing, extending, duplicating, modeling, and conversing. Different responses can be observed depending on the level of students, but in a current classroom setting answering seems to be the most frequently used way to check students’ comprehension. In the case of modeling, you need to try to induce students’ creativity rather than having them repeat the model.
Listening & Speaking: use techniques that are intrinsically motivating
Try to select the topics or activities related to personal interests and goals to increase students’ intrinsic motivation. For example, teachers can choose the topic relevant to “asking for a date” for young adults to increase their level of interest, but need to be cautious about sensitive topics. When you have multiple people with different interests, you can choose one topic for one day and another for the next day so that everyone can get interested in classroom topics.
Content-based Instruction
This method is more about the subject matter and not specifically about other language forms.
Lesson Plan
Age: Native Chinese-speaking Adults in EMBA program at UTA
Proficiency Level: High Intermediate
Institutional Setting: classroom of 6 students, 1 hour class
Terminal Objective: To be able to function in a business meeting conducted in English
Enabling Objective: To read a case study of a company (reading), hear a summary of a different case study (listening and speaking), and be able to answer 3 questions about what they heard (writing)
Materials: 6 different case studies (1 copy each); 6 evaluation forms (6 sections of 4 questions each)
Warm-up (5 min.) (L, S)
Have the students gather around a large table.
Teacher: Today we are going to talk about businesses. Can you tell me some successful businesses?
Ss: verbal responses
Teacher: What makes a company successful? Why?
Ss: verbal responses
Segment 1 (5 min.) (L, R)
Teacher: You each have a case study about a different company in front of you. Without reading the whole study now, but just looking it over, have you ever heard of this company? Have you seen or heard anything about the CEO? Remember, CEO stands for Chief Executive Officer, or the head of the company.
Segment 2 (10 min.) (R)
Teacher: Now I want you to each read your case study, silently. At this time, there should be no talking, just reading.
Segment 3 (30 min.) (S, L)
Teacher: OK, has everyone read their case study? Great! Starting with David, I want you to summarize the case study for your classmates. You don’t need to read it to them, just tell them what the company is, who the CEO is, and some good information about the company. The rest of you should listen carefully to the summary. You have in front of you a sheet of paper, divided into six sections, one for each person, with the questions you will need to answer for each section. You may take notes if you want to.
Segment 4 (5 min.) (W)
Teacher: Now that you’ve heard each summary, write down the answers to the questions that I’ve given you.
Question 1: Who is the student who summarized?
Question 2: Who is the CEO mentioned?
Question 3: What is the name of the company?
Question 4: Name one fact that is interesting to you; this is your choice.
Wind Down (5 min.) (L, S)
Teacher: You all learned about several companies today, and the men who run them or started them. Were these companies successful? Why or why not? If they were, what made them successful?
At this point, the teacher should take answers from several of the students.
Teacher: Please hand in your evaluations. This was a great class today, wasn’t it?
Lesson Plan
Age: Native Chinese-speaking Adults in EMBA program at UTA
Proficiency Level: High Intermediate
Institutional Setting: classroom of 6 students, 1 hour class
Terminal Objective: To be able to function in a business meeting conducted in English
Enabling Objective: To read a case study of a company (reading), hear a summary of a different case study (listening and speaking), and be able to answer 3 questions about what they heard (writing)
Materials: 6 different case studies (1 copy each); 6 evaluation forms (6 sections of 4 questions each)
Warm-up (5 min.) (L, S)
Have the students gather around a large table.
Teacher: Today we are going to talk about businesses. Can you tell me some successful businesses?
Ss: verbal responses
Teacher: What makes a company successful? Why?
Ss: verbal responses
Segment 1 (5 min.) (L, R)
Teacher: You each have a case study about a different company in front of you. Without reading the whole study now, but just looking it over, have you ever heard of this company? Have you seen or heard anything about the CEO? Remember, CEO stands for Chief Executive Officer, or the head of the company.
Segment 2 (10 min.) (R)
Teacher: Now I want you to each read your case study, silently. At this time, there should be no talking, just reading.
Segment 3 (30 min.) (S, L)
Teacher: OK, has everyone read their case study? Great! Starting with David, I want you to summarize the case study for your classmates. You don’t need to read it to them, just tell them what the company is, who the CEO is, and some good information about the company. The rest of you should listen carefully to the summary. You have in front of you a sheet of paper, divided into six sections, one for each person, with the questions you will need to answer for each section. You may take notes if you want to.
Segment 4 (5 min.) (W)
Teacher: Now that you’ve heard each summary, write down the answers to the questions that I’ve given you.
Question 1: Who is the student who summarized?
Question 2: Who is the CEO mentioned?
Question 3: What is the name of the company?
Question 4: Name one fact that is interesting to you; this is your choice.
Wind Down (5 min.) (L, S)
Teacher: You all learned about several companies today, and the men who run them or started them. Were these companies successful? Why or why not? If they were, what made them successful?
At this point, the teacher should take answers from several of the students.
Teacher: Please hand in your evaluations. This was a great class today, wasn’t it?
Tuesday, June 15, 2010
Yuni & Yilmin's medical knowledge of common illness
http://www.palmbeach.k12.fl.us/adultesol/LiteracyFoundations/Health/07.02.pdf
Age: Adults
Proficiency: Intermediate
Institutional Context: EFL
This activity focuses on knowledge of common illness which is necessary to request medical attention. The goal of this task is to help students identify basic illnesses and use appropriate expressions in a certain medical situation.
1. Review parts of the body and introduce vocabulary by modeling "My _____hurts." or " I have a ____.
2. Show pictures of each vocabulary word. Point to each picture saying "He/She has a ______." or "He/She is ______." Student repeat
3. Quiz students as a group by randomly pointing to random pictures.
4. Have students separate word and picture cards. Call out vocabulary words and have students hold up corresponding word or picture card.
5. Divide the class into 2 teams and let students draw picture of vocabulary. Teams identify the vocabulary word, spell it and write it on the board.
For the advanced level learners, we teach them more advanced medical terms (i.e., diarrhea, constipated, depressed, vomiting, and rash) using the same pattern of the activity.
In the context of ESL, we can provide a variety of generic drug names that they can actually use in the pharmacy conversations at the practical level.
Age: Adults
Proficiency: Intermediate
Institutional Context: EFL
This activity focuses on knowledge of common illness which is necessary to request medical attention. The goal of this task is to help students identify basic illnesses and use appropriate expressions in a certain medical situation.
1. Review parts of the body and introduce vocabulary by modeling "My _____hurts." or " I have a ____.
2. Show pictures of each vocabulary word. Point to each picture saying "He/She has a ______." or "He/She is ______." Student repeat
3. Quiz students as a group by randomly pointing to random pictures.
4. Have students separate word and picture cards. Call out vocabulary words and have students hold up corresponding word or picture card.
5. Divide the class into 2 teams and let students draw picture of vocabulary. Teams identify the vocabulary word, spell it and write it on the board.
For the advanced level learners, we teach them more advanced medical terms (i.e., diarrhea, constipated, depressed, vomiting, and rash) using the same pattern of the activity.
In the context of ESL, we can provide a variety of generic drug names that they can actually use in the pharmacy conversations at the practical level.
Thursday, June 10, 2010
Communicative competence by Yuni
Last Search Query: DE=(22120 or 16780 or 44100) and DE=22130 and
KW=(communicative competence)
As we discussed in the class, many teaching principles are intertwined. Sercu (2002) suggested a new way to teach intercultural factors and communicative competence in an integrated way. She also brought up the concept of autonomy by focusing on student-centered autonomous learning approach in the intercultural education. She successfully integrated all three principles in a reasonable way and fully explained the importance of learners’ independent self-regulated strategies that can be obtained through peer evaluation, cooperation tasks, and negotiation tasks. The article offers good theoretical resources to help design student-centered curriculum but does not provide sufficient detail on class activities at the practice level.
1) Lee, Yo-An. 2006. Towards respecification of communicative competence: Condition of L2 instruction or its objective? Applied Linguistics 27. 349-76.
Abstract
The concept of communicative competence is one of the most influential
theoretical developments in language education as it helped redefine
the objectives of L2 instruction & the target language
proficiency. While acknowledging these contributions, this paper asks
if the conceptual formulation of communicative competence has other
relevancies for our understanding of the realities of language use in
L2 instructional settings. Classroom interaction itself is an occasion
of language use that relies on the competence of the parties to the
interaction; the competence that is already in the room is then a
constitutive feature of the work-practices of teaching & learning.
Informed by Ethnomethodology & Conversation Analysis, this paper
proposes that communicative competence may be as much the condition of
L2 instruction, one that makes L2 instruction possible in the first
place, as its target outcome. Brief analyses of transcripts from ESL
classrooms are offered to demonstrate how the communicative competence
found in L2 classrooms is a contingent resource for language teaching
& learning. Appendixes, References. Adapted from the source
document
2) Sercu, Lies. 2002. Autonomous learning and the acquisition of intercultural communicative competence: Some implications for course development. Language, Culture and Curriculum 15. 61-74.
Abstract
Apart from teaching communicative language competence,
foreign-language educators also consider it a natural pedagogical aim
to encourage learners to have an interest in, knowledge about, &
opening towards foreign cultures, peoples, & countries. Some of
the key terms & complexities surrounding the advocacy of teaching
foreign languages for intercultural communicative competence (ICC) are
outlined, & some of the issues involved in reconceptualizing
courses that were originally designed to teach communicative
competence in a foreign language to courses promoting the acquisition
of ICC are examined. Criteria are discussed for selecting cultural
content & culture-&-language-learning tasks, as well as ways
to scaffold the ICC learning process. Issue is taken with traditional
culture-teaching approaches, & why current societal developments
compel us to move away from a teacher-led language-&-culture
pedagogy to a student-centered autonomous learning approach is
explained. 1 Figure, 40 References. Adapted from the source document
3) Sehlaoui, Abdelilah Salim. 2001. Developing cross-cultural communicative competence in pre-service ESL/EFL teachers: A critical perspective. Language, Culture and Curriculum 14. 42-57.
Abstract
Preservice teachers need a critical crosscultural communicative
competence in English as a Second/Foreign Language (ESL/EFL). The view
is supported here by the findings of a research project that examined
the efforts made to develop crosscultural communicative competence in
students enrolled in a Masters of Arts course in Teachers of English
to Speakers of Other Languages (TESOL). The research focused on the
conceptualizations of culture utilized within the program, the
professional & cultural identity formation processes that appear
to be occurring, & the characterization of students' analyses of
power relations & their own position within these relations
(Sehlaoui, 1999). Based on students' perspectives, beliefs, &
attitudes as described in Sehlaoui, data-based critical pedagogical
implications & classroom activities are suggested. 80 References.
Adapted from the source document
4) Peressini, Rossella. 1995. From teaching to research: Role-play and communicative competence. Tuttitalia 11. 15-21.
Abstract
Evidence of the effectiveness of regular, systematic use of role play
in second-language instruction is provided by results of an
experimental study of two groups of beginning Italian students at a
British university. Group 1 (N = 15 British undergraduates) received 3
hours of instruction per week for 25 weeks with 50% of class time
devoted to role play, focusing on interaction & gaps in
information & opinion. Group 2 (N = 14 British & Cypriot
undergraduates) received identical instruction except that individual
oral presentations emphasizing monologue replaced role play. Ss'
communicative competence was tested at the end of the course by
interactions with a native Italian speaker unfamiliar to Ss, using a
structured interview initiated by the native speaker & a free
two-minute S-initiated interview. Results confirm hypotheses that
group 1 would have more lexical variety, better use of conversational
routines & fillers, more creativity, & greater independence in
free interviews. Although group 1 was more fluent, no significant
intergroup difference in accuracy was found. 2 Appendixes, 6
References. J. Hitchcock
5) Singh, R. K. 1992. Teaching for communicative competence or performance? Indian Journal of Applied Linguistics 18. 45-52.
Abstract
The true goal of language teaching, communicative competence or
performance, is stressed by the New English Syllabus established by
the Israeli Dept of Education (enforced from 1989/90). It is argued
that need-based teaching should be learner-, not subject-centered.
Communicative competence in a second language is considered to consist
of linguistic (accuracy), pragmatic (fluency), & sociolinguistic
(appropriacy) competence. Linguistic competence involves grammar,
vocabulary, & pronunciation, & the skills of speaking,
listening, reading, writing, spelling, & discourse. Fluency
involves ease & speed of expression & monitoring &
learning strategies (self-correction & self-editing). Appropriacy
involves application of various text types (stories, dialogues,
nonfiction) & knowledge of the functions of language. A
distinction is made between usage & use. Usage refers to the
formal language patterns; use refers to communicative functions. It is
suggested that a communicative learning context should include a
sharing of responsibility between teacher & student & between
students, & a high level of student involvement in a wide range of
activities (classroom & real world). The lack of an existing
methodology for teaching communicative competence /performance is
discussed. 14 References. Adapted from the source document
6)Athyal, John George, and Maya Dutt. 2010. Effectiveness of group investigation model and simulation model in teaching english. Language in India 10. 330-7.
Abstract
The emphasis of this paper is on the importance of language ability to
a person's overall growth & development & the failure of past
methods of English teaching in India to improve communication skills
that lead to such development. Following an assessment of methods that
have not worked in Indian classrooms, new models of teaching developed
by Bruce Joyce & Marsha Weil (1997) are discussed. Four sets of
models -- grouped into the social, information-processing, personal,
& behavioral systems families -- help students overcome mental
barriers to learning English in the cooperative environment of
"group investigation," promoted as the most direct route to
developing a community of learners. This concept derives from John
Dewey's notion that "education in a democratic society should
teach the democratic process directly." It is concluded that the
appropriate aim of teaching is to guide, inspire, & motivate
students to learn together as a cooperative group. S. Stanton
7) Rao, D. Kanta, and J. M. Kanthi Thilakha. 2010. Language teaching-the present day challenges. Language in India 10. 218-25.
Abstract
If language teachers teach as they taught earlier, then one may not
achieve the required goals of teaching English in the present global
scenario. This paper deals with the importance of teaching English to
fulfill the ever growing demands of English. The methods and
approaches adopted or followed by teachers in the past to teach
English language, the lacunae in their language teaching which is the
second language for both teacher and students is discussed. Challenges
for teachers in present-day English language teaching are taken up in
this study. The way in which students can put their learning into
practice in day-to-day use to fulfill their practical demands through
effective communication skills apart from gaining command over the
English language is highlighted. This paper also deals with various
language games which are introduced in teaching to create interest of
students in learning English language apart from conventional
learning. Adapted from the source document
8) Wang, Ru. 2009. On multimedia in foreign language teaching pragmatic ability. Journal of Beijing Institute of Technology (Social Sciences Edition) 11. 141-4.
Abstract
Starting from discussing the application of Pragmatics in Multimedia
Foreign Language Teaching, the paper introduces the following aspects:
the meaning of pragmatic competence, the relation between pragmatic
competence and foreign language teaching, the cultivation of pragmatic
competence in Multimedia Foreign Language Teaching. The reform of
college English teaching aims at developing students' ability to use
English in an all-round way. The paper then illustrates the purpose of
teaching is to use language and to achieve communicative success.
Communicative ability is embodied through pragmatic competence. The
paper highlights a number of specific practices to improve pragmatic
competence. Finally, the author analyzes some shortcomings and errors
in Multimedia Foreign Language Teaching and how to avoid them. Adapted
from the source document
9) Ribas, Fernanda Costa. 2009. Cultural awareness and its effects on public school students' motivation. Revista Brasileira de Linguistica Aplicada 9. 329-47.
Abstract
The discussion of cultural aspects in the foreign language class has
been a subject of much debate in the language teaching & learning
field. The teaching of culture is thought to be indispensable for two
main reasons: (1) it can help students develop their communicative
competence in an effective way through contact with sociolinguistic
& cultural patterns of the foreign language & (2) it can make
them aware of culture diversity in the world, thus developing more
tolerance & positive attitudes to other cultures, which in turn
can lead to an increased motivation. In this article, I focus on the
relationship between culture teaching & motivation to learn
English. I discuss to what extent certain cultural topics &
activities & the way these are developed by a teacher can
influence students' motivation to learn English. The results presented
are part of a doctoral project, developed with second year high school
students in a public school in 2004. Adapted from the source document
10) Mhundwa, Philip H. 2008. A study of the implications of systemic linguistics in the teaching of english as a second language. Tydskrif vir Taalonderrig/Journal for Language Teaching 42. 23-36.
Abstract
Linguists have proposed & discussed a number of theories about the
nature & functions of language. As yet, there is no agreement on
which theory best describes language & which theory should be
accepted & applied in second language teaching situations.
Linguistic institutions the world over adopt & apply definitions
& theories they think are appropriate for developing applied
linguistics courses. These are chosen from schools of linguistic
theories such as systemic functional grammar, transformational
generative grammar, descriptive grammar, comparative grammar &
others. Conceptions on the relevance of each of these theories in the
teaching of English as a second language vary from one speech
community to the other. Kilpert (2001), Van Rooy & Butler (2000)
suggest that systemic functional grammar (SFG) should be studied in
second language situations where communicative competence, as an
aspect of 'Outcomes Based Education', is desired. This article
supports this view & proceeds to highlight selected features of
SFG which the writer believes enhance the development of communicative
competence in English as a second language. References. Adapted from
the source document
KW=(communicative competence)
As we discussed in the class, many teaching principles are intertwined. Sercu (2002) suggested a new way to teach intercultural factors and communicative competence in an integrated way. She also brought up the concept of autonomy by focusing on student-centered autonomous learning approach in the intercultural education. She successfully integrated all three principles in a reasonable way and fully explained the importance of learners’ independent self-regulated strategies that can be obtained through peer evaluation, cooperation tasks, and negotiation tasks. The article offers good theoretical resources to help design student-centered curriculum but does not provide sufficient detail on class activities at the practice level.
1) Lee, Yo-An. 2006. Towards respecification of communicative competence: Condition of L2 instruction or its objective? Applied Linguistics 27. 349-76.
Abstract
The concept of communicative competence is one of the most influential
theoretical developments in language education as it helped redefine
the objectives of L2 instruction & the target language
proficiency. While acknowledging these contributions, this paper asks
if the conceptual formulation of communicative competence has other
relevancies for our understanding of the realities of language use in
L2 instructional settings. Classroom interaction itself is an occasion
of language use that relies on the competence of the parties to the
interaction; the competence that is already in the room is then a
constitutive feature of the work-practices of teaching & learning.
Informed by Ethnomethodology & Conversation Analysis, this paper
proposes that communicative competence may be as much the condition of
L2 instruction, one that makes L2 instruction possible in the first
place, as its target outcome. Brief analyses of transcripts from ESL
classrooms are offered to demonstrate how the communicative competence
found in L2 classrooms is a contingent resource for language teaching
& learning. Appendixes, References. Adapted from the source
document
2) Sercu, Lies. 2002. Autonomous learning and the acquisition of intercultural communicative competence: Some implications for course development. Language, Culture and Curriculum 15. 61-74.
Abstract
Apart from teaching communicative language competence,
foreign-language educators also consider it a natural pedagogical aim
to encourage learners to have an interest in, knowledge about, &
opening towards foreign cultures, peoples, & countries. Some of
the key terms & complexities surrounding the advocacy of teaching
foreign languages for intercultural communicative competence (ICC) are
outlined, & some of the issues involved in reconceptualizing
courses that were originally designed to teach communicative
competence in a foreign language to courses promoting the acquisition
of ICC are examined. Criteria are discussed for selecting cultural
content & culture-&-language-learning tasks, as well as ways
to scaffold the ICC learning process. Issue is taken with traditional
culture-teaching approaches, & why current societal developments
compel us to move away from a teacher-led language-&-culture
pedagogy to a student-centered autonomous learning approach is
explained. 1 Figure, 40 References. Adapted from the source document
3) Sehlaoui, Abdelilah Salim. 2001. Developing cross-cultural communicative competence in pre-service ESL/EFL teachers: A critical perspective. Language, Culture and Curriculum 14. 42-57.
Abstract
Preservice teachers need a critical crosscultural communicative
competence in English as a Second/Foreign Language (ESL/EFL). The view
is supported here by the findings of a research project that examined
the efforts made to develop crosscultural communicative competence in
students enrolled in a Masters of Arts course in Teachers of English
to Speakers of Other Languages (TESOL). The research focused on the
conceptualizations of culture utilized within the program, the
professional & cultural identity formation processes that appear
to be occurring, & the characterization of students' analyses of
power relations & their own position within these relations
(Sehlaoui, 1999). Based on students' perspectives, beliefs, &
attitudes as described in Sehlaoui, data-based critical pedagogical
implications & classroom activities are suggested. 80 References.
Adapted from the source document
4) Peressini, Rossella. 1995. From teaching to research: Role-play and communicative competence. Tuttitalia 11. 15-21.
Abstract
Evidence of the effectiveness of regular, systematic use of role play
in second-language instruction is provided by results of an
experimental study of two groups of beginning Italian students at a
British university. Group 1 (N = 15 British undergraduates) received 3
hours of instruction per week for 25 weeks with 50% of class time
devoted to role play, focusing on interaction & gaps in
information & opinion. Group 2 (N = 14 British & Cypriot
undergraduates) received identical instruction except that individual
oral presentations emphasizing monologue replaced role play. Ss'
communicative competence was tested at the end of the course by
interactions with a native Italian speaker unfamiliar to Ss, using a
structured interview initiated by the native speaker & a free
two-minute S-initiated interview. Results confirm hypotheses that
group 1 would have more lexical variety, better use of conversational
routines & fillers, more creativity, & greater independence in
free interviews. Although group 1 was more fluent, no significant
intergroup difference in accuracy was found. 2 Appendixes, 6
References. J. Hitchcock
5) Singh, R. K. 1992. Teaching for communicative competence or performance? Indian Journal of Applied Linguistics 18. 45-52.
Abstract
The true goal of language teaching, communicative competence or
performance, is stressed by the New English Syllabus established by
the Israeli Dept of Education (enforced from 1989/90). It is argued
that need-based teaching should be learner-, not subject-centered.
Communicative competence in a second language is considered to consist
of linguistic (accuracy), pragmatic (fluency), & sociolinguistic
(appropriacy) competence. Linguistic competence involves grammar,
vocabulary, & pronunciation, & the skills of speaking,
listening, reading, writing, spelling, & discourse. Fluency
involves ease & speed of expression & monitoring &
learning strategies (self-correction & self-editing). Appropriacy
involves application of various text types (stories, dialogues,
nonfiction) & knowledge of the functions of language. A
distinction is made between usage & use. Usage refers to the
formal language patterns; use refers to communicative functions. It is
suggested that a communicative learning context should include a
sharing of responsibility between teacher & student & between
students, & a high level of student involvement in a wide range of
activities (classroom & real world). The lack of an existing
methodology for teaching communicative competence /performance is
discussed. 14 References. Adapted from the source document
6)Athyal, John George, and Maya Dutt. 2010. Effectiveness of group investigation model and simulation model in teaching english. Language in India 10. 330-7.
Abstract
The emphasis of this paper is on the importance of language ability to
a person's overall growth & development & the failure of past
methods of English teaching in India to improve communication skills
that lead to such development. Following an assessment of methods that
have not worked in Indian classrooms, new models of teaching developed
by Bruce Joyce & Marsha Weil (1997) are discussed. Four sets of
models -- grouped into the social, information-processing, personal,
& behavioral systems families -- help students overcome mental
barriers to learning English in the cooperative environment of
"group investigation," promoted as the most direct route to
developing a community of learners. This concept derives from John
Dewey's notion that "education in a democratic society should
teach the democratic process directly." It is concluded that the
appropriate aim of teaching is to guide, inspire, & motivate
students to learn together as a cooperative group. S. Stanton
7) Rao, D. Kanta, and J. M. Kanthi Thilakha. 2010. Language teaching-the present day challenges. Language in India 10. 218-25.
Abstract
If language teachers teach as they taught earlier, then one may not
achieve the required goals of teaching English in the present global
scenario. This paper deals with the importance of teaching English to
fulfill the ever growing demands of English. The methods and
approaches adopted or followed by teachers in the past to teach
English language, the lacunae in their language teaching which is the
second language for both teacher and students is discussed. Challenges
for teachers in present-day English language teaching are taken up in
this study. The way in which students can put their learning into
practice in day-to-day use to fulfill their practical demands through
effective communication skills apart from gaining command over the
English language is highlighted. This paper also deals with various
language games which are introduced in teaching to create interest of
students in learning English language apart from conventional
learning. Adapted from the source document
8) Wang, Ru. 2009. On multimedia in foreign language teaching pragmatic ability. Journal of Beijing Institute of Technology (Social Sciences Edition) 11. 141-4.
Abstract
Starting from discussing the application of Pragmatics in Multimedia
Foreign Language Teaching, the paper introduces the following aspects:
the meaning of pragmatic competence, the relation between pragmatic
competence and foreign language teaching, the cultivation of pragmatic
competence in Multimedia Foreign Language Teaching. The reform of
college English teaching aims at developing students' ability to use
English in an all-round way. The paper then illustrates the purpose of
teaching is to use language and to achieve communicative success.
Communicative ability is embodied through pragmatic competence. The
paper highlights a number of specific practices to improve pragmatic
competence. Finally, the author analyzes some shortcomings and errors
in Multimedia Foreign Language Teaching and how to avoid them. Adapted
from the source document
9) Ribas, Fernanda Costa. 2009. Cultural awareness and its effects on public school students' motivation. Revista Brasileira de Linguistica Aplicada 9. 329-47.
Abstract
The discussion of cultural aspects in the foreign language class has
been a subject of much debate in the language teaching & learning
field. The teaching of culture is thought to be indispensable for two
main reasons: (1) it can help students develop their communicative
competence in an effective way through contact with sociolinguistic
& cultural patterns of the foreign language & (2) it can make
them aware of culture diversity in the world, thus developing more
tolerance & positive attitudes to other cultures, which in turn
can lead to an increased motivation. In this article, I focus on the
relationship between culture teaching & motivation to learn
English. I discuss to what extent certain cultural topics &
activities & the way these are developed by a teacher can
influence students' motivation to learn English. The results presented
are part of a doctoral project, developed with second year high school
students in a public school in 2004. Adapted from the source document
10) Mhundwa, Philip H. 2008. A study of the implications of systemic linguistics in the teaching of english as a second language. Tydskrif vir Taalonderrig/Journal for Language Teaching 42. 23-36.
Abstract
Linguists have proposed & discussed a number of theories about the
nature & functions of language. As yet, there is no agreement on
which theory best describes language & which theory should be
accepted & applied in second language teaching situations.
Linguistic institutions the world over adopt & apply definitions
& theories they think are appropriate for developing applied
linguistics courses. These are chosen from schools of linguistic
theories such as systemic functional grammar, transformational
generative grammar, descriptive grammar, comparative grammar &
others. Conceptions on the relevance of each of these theories in the
teaching of English as a second language vary from one speech
community to the other. Kilpert (2001), Van Rooy & Butler (2000)
suggest that systemic functional grammar (SFG) should be studied in
second language situations where communicative competence, as an
aspect of 'Outcomes Based Education', is desired. This article
supports this view & proceeds to highlight selected features of
SFG which the writer believes enhance the development of communicative
competence in English as a second language. References. Adapted from
the source document
Tuesday, June 8, 2010
Yuni
Hello, I am Yuni and I am a 2nd year PhD student in psychology department at UTA.
I was born and raised up in Korea and start learning English at age of 12.
I started SPEAKING English when I came to the US as an exchange student in 2003. I was fascinated by the experience I had at the sister-school in MO, so I had decided to come back to the US to earn my degree in Psychology. Although I am a psychology major, I am interested in origins of languages and brain functions related to language acquisition. I have taught Korean to a person who works for the FBI when I had worked at Berlitz institution in Miami for 3 months but never had an experience to teach English. As an English learner, I expect myself to understand the barriers foreign language learners may have and effectively design the teaching models for them.
I was born and raised up in Korea and start learning English at age of 12.
I started SPEAKING English when I came to the US as an exchange student in 2003. I was fascinated by the experience I had at the sister-school in MO, so I had decided to come back to the US to earn my degree in Psychology. Although I am a psychology major, I am interested in origins of languages and brain functions related to language acquisition. I have taught Korean to a person who works for the FBI when I had worked at Berlitz institution in Miami for 3 months but never had an experience to teach English. As an English learner, I expect myself to understand the barriers foreign language learners may have and effectively design the teaching models for them.
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