Language is the everyday spoken utterance of the average person at normal speed Audio Lingual Method. Language is a system for the expression of meaning Communicative Language Teaching. A change in behavior as a result of experience or practice. The acquisition of knowledge. Knowledge gained through study. To gain knowledge of , or skill in, through study, teaching, instruction or experience. The process of gaining knowledge. A process by which behavior is changed, shaped, or controlled.
The individual process of constructing understanding based on experience from a wide range of sources. Behaviorism: Stimulus- Response- Reinforcement. Nativism: A child naturally has a language acquisition device. Constructivism: A child acquired a language through interaction between the child and environment. Jean Piaget. The nature of learning: 1. Behaviorism is a theory of learning focusing on observable behavior and discounting any mental activity.
Learning is defined simply as the acquisition of new behavior. Universal Grammar — UG. If children are pre- equipped with UG. The language children are exposed to does not contain examples of all the linguistic rules and patterns.
Animals cannot learn to manipulate a symbol system as complicated as the natural language of a 3- or 4-year-old child. Children acquire grammatical rules without getting explicit instruction. Example: Son : I putted the plates on the table. Mother : You mean, I put the plates on the table. Son : No, I putted them on all by myself. The following assumptions relate to theories of learning and teaching 1.
Learning is facilitated if language learners discover rather than repeat and remember without understanding what is to be learned Silent Way. Learning involves the unconscious functions, as well as the conscious functions Suggestopedia.
The norms of the society often block the process of learning Suggestopedia 4. Language learning will take place if language learners maintain their feeling of security Community Language Learning. For some, it is the primary of a language skill; for others, it is the type and amount of vocabulary and stucture.
Method cont It is implementational, meaning that a technique is something that actually takes place in language teaching or learning in the classroom. Technique cont The following are some examples of techniques in error correction. The teacher does not praise or criticize so that language learners learn to rely on themselves Silent Way. The teacher often praises when a student has made a good thing in learning Audio Lingual Method. When a student has produced a wrong expression, the teacher just repeats the right one Total Physical Response.
Brown 1. Task usually refers to a specialized form of technique or series of techniques closely allied with communicative curricula, and as such must minimally have communicative goals. It is focuses on the authentic use of language for meaningful communicative purpose beyond the language classroom.
The Term of Technique 2. Activity may refer to virtually anything that learners do in the classroom. Such teacher behaviour, however can indeed be referred to as technique. The Term of Technique 3. Thus, for Richards and Rodgers, this appears to be a catchall term, a thing for holding many small objects or a group or description that includes different things and that does not state clearly what is included or not. The Term of Technique 4.
Practice, behaviour, exercise, strategy In the language-teaching literature, these terms, and perhaps some others, all appear to refer , in varying degrees of intensity, to what is defined as technique. The Term of Technique 5. The Term of Technique Cont And they can, for your purposes as a language teacher, comfortably refer to the pedagogical units or components of a classroom session.
Warm-up: Mimes, dance, songs, jokes, play. This activity gets the students stimulated, relaxed, motivated, attentive, or otherwise engage and ready for the lesson. It does not necessarily involves use of the target language.
Setting: Focusing on lesson topic. Teacher directs attention to the topic by verbal or nonverbal evocation of the context relevant to the lesson by questioning or miming or picture presentation, possibly by tape recording of situations and peole.
Content Explanation: Grammatical, phonological, lexical vocabulary , sociolinguistic, pragmatic, or any other aspect of language. Role-play demonstration: Selected students or teacher illustrate the procedure s to be applied in the lesson segment to follow.
Includes brief illustration of language or other content to be incorporated. Reading aloud: Reading directly from a given text. Question-answer display: Activity involving prompting of students responses by means of display questions i.
Drill: Typical language activity involving fixed patterns of teacher prompting and student responding, usually with repetition, substitution, and other mechanical alterations. Typically with little meaning attached. Translation: Student or teacher provision of L1 or L2 translation of given text. Dictation: Student writing down orally presented text. Copying: Student writing down text presented visually.
Recognition: Student identifying forms, as in identification i. Testing: Formal testing procedures to evaluate student progress. Meaningful drill: Drill activity involving responses with meaningful choices, as in reference to different information. Distinguished from information exchange by the regulated sequence and general form of responses. Brainstorming: A form of preparation for the lesson, like Setting, which involves free, undirected contributions by the students and teacher on a given topic, to generate multiple associations without linking them; no explicit analysis or interpretation by the teacher.
Storytelling especially when student-generated : Not necessarily lesson-based, a lengthy presentation of story by teacher or student may overlap with Warm-up or Narrative recitation , May be used to maintain attention, motivate, or as lengthy practice. Question-answer, referential: Activity involving prompting of responses by means of referential questions i. Distinguished from Question-answer, display. Information transfer: Application from one mode e.
Distinguished from Identification in that the student is expected to transform and reinterpret the language or information. Information exchange: Task involving two-way communication as in information-gap exercise, when one or both parties or a larger group must share information to achieve some goal. Distinguished from Question-answer, referential in that sharing of information is critical for the task. Distinguished from Cued narrative because of lack of immediate stimulus.
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Translate PDF. Richards and Theodore S. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published Second edition 11th printing Printed in the United States of America A catalogue record for this book is available from the British Library.
Language and languages — Study and teaching. Rodgers, Theodore S. Theodore Stephen. Rodgers Frontmatter More information Preface This is a revised and reorganized version of the first edition, originally published in More than half of the contents of this new edition has been specially written for this edition. Since the first edition was pub- lished, it has become one of the most widely referred to books on teach- ing methods.
Since then, however, a great deal has happened in language teaching. In planning this new edition, we have therefore made a number of substantial changes. We have divided the book into three main parts: Part I deals with major trends in twentieth-century language teaching. The chapters in this section are substantially the same as those in the first edition but include an updated list of references. Part II deals with alternative approaches and methods.
This section describes approaches and methods that have attracted support at different times and in different places throughout the last 30 or so years, but have generally not been widely accepted or, in some cases, have not maintained substantial followings.
Addi- tional and more recent references have been added to these chapters. Because these methods are no longer widely used, a shorter treatment seemed appropriate. Readers requiring fuller discussion of these methods should consult the first edition.
Although these latter approaches share some features with communicative ap- proaches in Part III, we feel that they are sufficiently distinct to be grouped with the other approaches discussed in Part II.
Part III deals with current communicative approaches.
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