Tuesday 25th April, 2017
Learning experience in"Seminar in English Language Teaching."subject.
Today Professor presented us about communicative approach. Teacher told the students that :
Communicative approach
Tanets: Primary goal to enable learner.
Four components of Communicative Competence
- Grammatical / Linguistic competence - Discourse competence - Sociolinguistic / pragmatic competence
- Strategic competence
Classroom activities
- Tasks that require students to share information and negotiate meaning meaning.
- Activities include problem-solving tasks, role-plays, simulations, and games (Johnson&Morrow, 1981), and usually exclude use of L1 (Larson-Freeman,2000).
Classroom activities
- Students are expected to play active roles through negotiating for meaning ' thus, they are expected to interact primarily with each other rather than with the teacher Richards&Rodgers (2001).
- Students have opportunities to experiment with the new language.
- Pair and group work.
- Integrated skills of listening, speaking, reading and writing.
- Use of authentic tasks&'realia/anthentic materials to promote students'communication.
Teacher's Role
Been and candlin (2001) specifies a viety of roles:
- facilitator
- interdependent participant-organiser of resources, a resource, and a guide.
- researcher
Richards and Rodgers (2001) suggest other roles:
- analyst
- counselor
- group process manager
Learner-centredness
"Learner-centredness" has four central characteristics.
1. Learner participate in the whole process of the course content and selecting learning procedures.
2. Learners participate in the design of language activities.
3. Learners are encouraged to take responsibility to a great degree of their learning.
4. Enhancing learner autonomy.
Constraints of CLT
- Focus on fluency over accuracy.
- Learner and teacher roles.
- Cultural appropriacy: ESL and EFL.
- Students'lack of target language exposure.
- Traditional teaching and learning cultures.
- Teacher expertise and student English proficiency level.
- Lack of learning resource/support.
- Class size.
Then we worked in group and discuss about the article "Sociocultural Theory as an Approach to Aid EFL Learners" we discussed about introduction of the article and conclude about the introduction of this article.
Today, I got the extra information about the CLT ,how to use it and how can we apply to use it in my teaching.
Today Professor presented us about communicative approach. Teacher told the students that :
Communicative approach
Tanets: Primary goal to enable learner.
Four components of Communicative Competence
- Grammatical / Linguistic competence - Discourse competence - Sociolinguistic / pragmatic competence
- Strategic competence
Classroom activities
- Tasks that require students to share information and negotiate meaning meaning.
- Activities include problem-solving tasks, role-plays, simulations, and games (Johnson&Morrow, 1981), and usually exclude use of L1 (Larson-Freeman,2000).
Classroom activities
- Students are expected to play active roles through negotiating for meaning ' thus, they are expected to interact primarily with each other rather than with the teacher Richards&Rodgers (2001).
- Students have opportunities to experiment with the new language.
- Pair and group work.
- Integrated skills of listening, speaking, reading and writing.
- Use of authentic tasks&'realia/anthentic materials to promote students'communication.
Teacher's Role
Been and candlin (2001) specifies a viety of roles:
- facilitator
- interdependent participant-organiser of resources, a resource, and a guide.
- researcher
Richards and Rodgers (2001) suggest other roles:
- analyst
- counselor
- group process manager
Learner-centredness
"Learner-centredness" has four central characteristics.
1. Learner participate in the whole process of the course content and selecting learning procedures.
2. Learners participate in the design of language activities.
3. Learners are encouraged to take responsibility to a great degree of their learning.
4. Enhancing learner autonomy.
Constraints of CLT
- Focus on fluency over accuracy.
- Learner and teacher roles.
- Cultural appropriacy: ESL and EFL.
- Students'lack of target language exposure.
- Traditional teaching and learning cultures.
- Teacher expertise and student English proficiency level.
- Lack of learning resource/support.
- Class size.
Then we worked in group and discuss about the article "Sociocultural Theory as an Approach to Aid EFL Learners" we discussed about introduction of the article and conclude about the introduction of this article.
Today, I got the extra information about the CLT ,how to use it and how can we apply to use it in my teaching.
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