Foreing language teaching.docx

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FOREING LANGUAGE TEACHING
1.- What do you understand by a teaching “method” and what’s the source of different methods? How do methods often differ from one another?
A method is a set of theoretically unified classroom techniques thought to be generalizable across a wide variety of contexts and audiences. Method was defined as an overall plan for systematic presentation of language based on aselected approach.

2.-Define strategic investment and explain an activity to address it
Successful mastery of the second language will be, to a large extent, the result of a learner’s own personal investment of time, effort, and attention to the second language in the form of an individualized battery of strategies for comprehending and producing the language. Is important the strategicinvestment and to address it, the teacher must consider the motivation and activities that may be appropriate

3.-Comment two of the twelve principles about teaching. Definition and development activities, place.
a) Automaticity : efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number oflanguage forms. Overanalyzing language, thinking too much about is forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity.

b) Meaningful Learning: Meaningful learning will lead toward better long-term retention than rote learning. One among many examples of meaningful learning in found in content-centered approaches to language teaching.

4.- Whatto consider on planning?
Planning is often viewed as a key aspect of teaching a successful leasson, during the planning phase, the teacher makes decisions about goals, activities, resources, timing, grouping, and other aspects of the lesson: description of the class, recent work. objectives, contents (context, activity and class organization, aids, language, possible problems), and additionalpossibilities.

5.- Explain two reasons for teaching grammar (one good and one bad).
A good reason: Comprehensibility.- Knowing how to build and use certain structures makes it possible to communicate common types of meaning successfully. Without these structures, it is difficult to make comprehensible sentences. We must, therefore, try to identify these structures and teach them well.
A badreason: The results.- When grammar is given too much priority the result is predictable and we known. Course books become little more than grammar courses. Students do not learn English: They learn grammar at the expense of other things that matter as much or more. They learn grammar, at the expense of other things that matter as much or more. They know the main rules, can pass tests, and may havethe illusion that they know the language well, however, when it comes to using the language in practice, they discover that they lack vital elements, typically vocabulary and fluency, they can recite irregular verbs but cannot sustain a conversation.
6.- How can we reach task-focused instruction from a grammar-focused class?
We must make sure that we are teaching only the points of grammar thatwe need to in the light of these factors, and of course that we are teaching them well, if we can manage to focus crearly on these princeples, we have a better chance of teaching English instead of just teaching grammar

7.- What’s your opinion about teaching grammar: practice or consciousness-raising?
I think that the consciousness-raising because knowing how to build and use certainstructures makes it possible to communicate common types of meaning successfully, and without these structures, it is difficult to make comprehensible sentences. We must, therefore, try to identify these structures and teach them well.

8.- Define the suprasegmental level of speech
Stress, rhythm, and intonation

9.- Define the importance of setting the context in speaking teaching.
Is important,...
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