1. Compare and contrast the key features of AL and CLT approach
Audio-lingual approach Communicative teaching language approach
Approach Nature of language - Structural view
- Language: a system of structural phonological, grammatical and lexical patterns to express the functional meanings - Functional view
- Language: a medium for social interaction and communication
Nature of language learning Behaviorism – Habit formation via over-learning Learners’ engagement in authentic and meaningful task to promote language learning. (the learning process is influenced by linguistic, social, cognitive and individual factors)
Design Objectives - Focus on positive habit of language response
- Start to focus on fluency (meaning)
-Start to focus on oral competence - Focus on learners’ communicative competences development ( including linguistic competence , actional competence, discourse competence, socio-cultural competence and strategic competence)
- Focus on both accuracy(form) and fluency (meaning) (Fluency is more important than accuracy)
Syllabus-content and its organization - Linguistic functions = teaching units;
- Sequence = ascending difficulty/complexity;
- Teaching materials = dialogues
- The teaching content is organized functionally.
- Content: relevant to learner’s need/ level and learning styles/strategies.
-The teaching content would normally be organized:
- functionally;
- notionally (theme-based);
- in a task-based manner;
- Or with combination of two or all above
Common activities - The only form of activities in the lesson follows these steps:
1. Exposure to L2 phonological sample in dialogues
2. Exposure to Teacher’s modeling
3. Imitation and drills;
4. Habit formation;
5. Inductive and implicit learning o...
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...sult when they are in a team or group because of interpersonal relationship.
- Impulsive learners: Students pay more attention to fluency than to accuracy in speaking, which causes more mistakes.
In CLT approach, students have the opportunities to
- Access with interesting and meaningful materials, such as linguistic games, role plays, and problem solving materials which help them improve their ability in discover the details themselves.
- Communicate with each other in the classroom, have prominence to work in group.
- Have positive attitudes towards mistakes and learning from mistakes which helps them maintain both fluency and accuracy.
Reference:
To, T.T., Nguyen, M.H.T, & Nguyen, T.M.T. (Eds.). (2011). An Introduction to Language Teaching Methods. Hanoi: Vietnam National University
http://www.teachingenglish.org.uk/knowledge-database/field-dependent-learners
First, a brief background in the three dimensions of language discussed throughout this paper. The functional, semantic, or thematic dimensions of language as previously mentioned are often used in parallel with each other. Due, to this fact it is important to be able to identify them as they take place and differentiate between these dimensions i...
... a point of reference in future practice and implement communicational skills which have been learned while doing this essay.
English Language Learners range from Newcomers learning survival English and developing foundational literacy skills to Long-Term English Learners who have had 6 years or more of their education in English yet continue have significant language gaps. These students may speak English with little or no accent and still lack the vocabulary, grammar and grade level literacy to be successful in school. English language learners may remain silent in the classroom as they adjust to a new school, environment, and culture unless he is a native language comrade to interact with. The English language learners are concerned about decoding verbal and non- verbal communication as well as understanding the social culture framework of the school. Most of the time English language learners are observing during instruction, trying to repeat words used by others, memorizing simple phrases and sentences, tired by midday or be frustrated attending long lectures unaccompanied by visual and gestures, relying on first language translation used peer translation or bilingual dictionary, as the students begin to learner they become more involved in the classroom, they can respond non-verbally to commands, statements, and questions in simple form. As their oral comprehension increases, they begin to use simple word and phrases and may use English spontaneously. They can understand short conversation on a simple topic when reading students can understand a narrative text and authentic materials, although they will be below
Paul, David. (2003). Teaching English to Children in Asia. Hong Kong: Pearson Education North Asia Limited.
Communication competence is the capability an individual has in choosing the correct communication behavior which is not only effective, but also appropriate for a particular situation. Competent, effective communication among group members establishes an atmosphere of reliance and feeling that one belongs. When the level that group members feel appreciated and valued is great, the more likely these individuals will be committed to the group and the organization, which in turn, makes for the easy attainment of goals as a team. In order for an individual to be competent in communication, they must be capable of recognizing the particular skills deemed necessary all specific situations, and be motivated and able to put these skills to use. In order for an individual to develop competent communication skills, it is necessary that they practice these skills. Competent communication is the practice of sharing with other individuals with the use of knowledge, skills, sensitivity, commitment, and ethics. Learning to communicate competently in groups is of significant meaning to all individuals.
The last stage of this activity allows the students to interact with their groups by receiving different vocabulary words to piece together in the right order. At this age period, some children have not mastered the technique of turn taking and listening while others are talking. By implementing “Tearing Into Vocabulary”, the children are learning effective ways to communicate with their peers and to effectively use new words in simple/complex sentences. When communicating with their peers, they also gain knowledge on how to properly respond, take turns speaking and paying attention instead of diverting their attention to outside distractions. Along with learning new conversational techniques, these children can also incorporate their improved mental lexicon since usually during these ages they tend to use words that they do not know the meaning of and tend to use them into their sentence to come off sophisticated in their speech. By implementing “Tearing Into Vocabulary”, this activity can help these children to effectively present the most accurate and appropriate way to conduct and maintain conversations with adults, peers, and teachers.
English language learners are found in every state and number of English language learners are increasing every year. These English language learners come from a range of backgrounds. There are over 470 different languages included in the categorized group of English language learners, however 75 percent of the students that will be encountered in schools will have a home language of Spanish as stated by Linan-Thompson and Vaughn (2007). There are goals for effective practice of English language learners and are based on comprehension, learning, and student interest. In earlier grade levels students are taught skills to start a foundation on, such as phonemic awareness, phonics, fluency, and vocabulary. After achieving these skills it is possible to develop an English language learners literacy skills to be used in all content areas. According to August and Hakuna (1997) there are attributes that contribute to positive student outcome. These tributes include, explicit skill instruction, student directed activities, instructional strategies for enhancing understanding, opportunity to practice, student assessment, and a curriculum that is balanced. Students also learn content when the instruction is focused on routine, redundancy, and structure. Linen-Thompson and Vaughn (2007) states teachers who teach explicitly by modeling and explaining skills in the context can provide students the meta-cognitive thinking required by proficient readers.
The study of the mental lexicon deals with how words are acquired, comprehended, organized, stored, retrieved, and produces. The term “mental lexicon” is used interchangeably with what some scholars refer to as “internal lexicon” (Bonin, 2004). It involves the different processes and activations done in the brain in order to store the words and form an internal memory which functions as a mental dictionary. Psychologist and linguists who are concerned with this study believe that words are stored in relation to their phonological, semantic, syntactic and even orthographical features.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
As a language teacher, we need to be able to engage our learners with a variety of English text such as songs, newspaper, movies, websites, and so forth. If this is done, not only the learners are more exposed to a variety of discourses, they are also likely to be more motivated to learn since the language that they get is authentic as opposed to the inauthentic classroom books. Limiting the language...
...portant skill to hone, yet it must be followed through properly. If it is seen as some domineering perspective, then it can be misleading. Rather, as a clear and successful educator, communication must be a vital and integral part of teaching. In becoming a lucrative educator, understanding culture, using rhetoric to be advantageous rather than harmful, and polishing public speaking skills will create a certain amount of validity in the chosen field of education. Therefore, to be an elementary education major a rudimentary knowledge of communication and its’ importance will make the job easier and more fun for both the student and the teacher.
Motivation plays a crucial role in willingness of students to obtain knowledge and capabilities to use L2 for variety of purposes. Moiinvaziri M. (2009) argued that English language learners were motivated instrumentally as well as integrativelly. This claim was in conflict with the researchers who claimed that only instrumental motivation is important in SLA. He concluded that in English Language learning both instrumental & integrative motivation are important. Then, Al-Hazemi H. (2000) argued that desire to learn English language should arise from within the learner. In an ideal situation, learners should have very high desire to learn foreign language. According to him, the strong desire for L2 learning contributes to a high degree of competence and success in language learning. Dornyei (1994) stated that the nature of social and pragmatic dimensions of target language depends on who, what and where i.e. who learns the language, what language and
Principle #1- Students must be engaged in language learning that is relevant, challenging, integrative, and exploratory.
Methods, syllabus and materials, and assessment –one purpose of which is to develop intercultural competence in learners of all ages in all types of education as a foundation for dialogue and living together. Intercultural competence can be developed in different ways through different types of education.
Communicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately. The