To teach or not to teach grammer 1. age2.proficiency level3.educational background 4.language skills 5.style(register ) 6. Needs and goals Grammer techniques: 1. charts 2. Objects 3.maps and drawings 4.dialogues 5.other written texts
principles for teaching vocabulary 1. allocate specific class time to vocabulary learning 2. help students to learn vocabulary in context 3. play down the role of bilingual dictonaries 4. encourage students to develop strategies for
determining the meaning of words
5. engage in”unplanned ”vocabulary teaching principles for teaching writing skills: 1. incorporate practices of “good ”writers 2. balance process and product
3. account for cultural/literary background 4. connect reading and writing
5. provide as much authentic writing possible 6. frame your techniques in terms of prewriting ,
drafting ,and revising stages
7. strive to offer techniques that are as interactive as
possible
8. sensitively apply methiods of responding to and
correcting your students’ writing
9. clearly instruct students on the rhetorical, formal
conversations of writing
principles for designing interactive reading 1. in an intergrated course,don’t overlook a specific focus
on reading skills
2. use techniques that are intrinsically motivating
language experience approach
3. balance authenticity and readability in choosing texts 4. encourage the development of reading strtegies 5. include both bottom-up and top-down techniques 6. follow the SQ3R sequence
7. plan on prereading , during-reading ,and after-reading
phases.
8. Build an assessment aspect into your techiques Teaching pronounciation 1. native language 2. age 3. exposure
4. innate phonetic ability 5. identity and language ege
6. motivation and concern for good pronunciation principles for teaching speaking skills
1. focus on both fluency and accuracy,depending on your
objective.
2. Provide intrinsically motivating techniques
3. Encourage the use of authentic language in meaningful
contexts
4. Provide appropriate feedback and correction
5. Capitalize on the natural link between speaking and
listening
6. Give students opprtunities to initiate oral
communication
Encourage the development of speaking strategies Bottom-up and top-down processing
Bottom-up processing proceeds from sounds to words to grammatical relationships to lexical meanings,etc.,to a final “message”
Top-down processing is evoked form” a bank of prior knowledge and global expectations” and other background information[schemata]that the listener brings to the text.
In bottom-up processing,readers must first recognize a multiplicity of linguistic
signals(letters,morphemes,syllables,words,phrases, grammatical cues, discourse markers)and use their linguistic data-processing mechanisms to impose some sort of order on these signals. These data-driven operations obviously require a sophisticated
knowledge of the language itself. a complementary method of processing written text is imperative.
Top-down or conceptually driven processing in which we draw on your own intelligence and experience to understand a text.
schema theory :the hallmark of which is that a text does not by itself carry meaning .The reader brings information,knowledge,emotion,experience,and
culture-that is schemata(plural)-to the printed word. content schemata: include what we know about people , the world ,culture ,and the universe formal schemata:consist of our
Global errors: that impede meaning must of course be attended to earlier in the process.
Global errors: need to be treated in some way since the message may otherwise remain garbled.
local errors: usually need not be corrected since the message is clear and correction might interrupt a learner in the flow of productive communication. washback: also includes the effects of an assessment on teaching and learning prior to the assessment itself, that is ,on preparation for the assessment.
Input :stressed the significance of comprehensible input, or the aural reception of language that is just a little beyond the learner’s present ability.
intake: that which is actually stored in a learner’s competence.
How shall we prioritize the two clearly important speaker goals of
accurate(clear,articulate,grammatically and
phonologically correct)language and fluent: flowing, natural language
message oriented(or, as some call it,teaching language use)
language oriented (also known as teaching language usage)
informal assessment incidental, unplanned comments and responses like ”Nice job!”Did you say can or can’t ?”or a marginal comment on a paper.
formal assessment includes exercises or procedures specifically designed to tap into a storehouse of skills
7. and knowledge. They are systematic .planned sampling techniques constructed to give teacher and student an appraisal of student achievement .
Interlocutor effect: the difficulty of a speaking task as gauged by the skills of one’s interlocutor. principles for teaching listening skills 1. include a focus on listening in an integrated-skills
course.
2. use techniques that are intrinsically motivating 3. utilize authentic language and contexts 4. carefully consider the form of listener’s
responses.
5. encourage the development of listening
strategies
6. include both bottom-up and top-down listening
techniques.
SQ3R:survey ;question; read; recite; review
Skimming: consists of quickly running one’s eyes across a whole text (such as an essay ,article ,or chapter)for its gist. Skimming gives readers the advantage of being able to predict the purpose of the passage,the main topic,or
message, and possibly some of the developing or supporting ideas.
scanning:or quickly searching for some particular pieces of information in a text.Scanning exercises may ask students to look for names or dates,to find a definition of a key concept orto list a certain number of supporting details.The purpose of scanning is to extract specific information without reading through the whole text.
Principles for teaching writing skills: 1. incorporate practices of”good”writers 2. balance process and product
3. account for cultural/literary backgrounds 4. connect reading and writing
5. provide as much authentic as possible
6. frame your techniques in terms of prewriting,
drafting, and revising stages.
Principles of language assessment: 1. practicality 2. reliability 3. validity 4. authenticity 5. washback
content validity :if a test actually samples the subject matter about which conclusions are to be drawn, if it requires the test-taker to perform the behavior that is being measured,it can claim content validity.
construct validity: A third category of validity that teachers must be aware of in considering language tests is construct validity. One way to look at construct validity is to ask the question” does this test actually tap into the theoretical construct as it has been defined?””Proficiency” is a construct.”Communicative competence” is a construct. “Self-esteem” is a construct. TBLT=task-based language teaching Integrating the four skills:
1. task-based language teaching 2. theme-based instruction
3. 4.
experiential learning The episode hypothesis
