Methods and approaches (exploration, explanation and expression)

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UNIVERSIDAD PEDAGÓGICA NACIONAL
UNIDAD 283

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MASTER IN BILINGUAL EDUCATION
ENGLISH AS A SECOND LANGUAGE

EXPLORATION, EXPLANATION AND EXPRESSION

MARIA ILDEFONSA OCHOA GRACIA

METHODS AND APPROACHES OF A SECOND LANGUAGE

H. MATAMOROS, TAMAULIPAS. MAYO, 2010

INDEX
COVER SHEET……………………………………………………………………1
INDEX ……………………………………………………………………………. 2ABSTRACT….…………………………………………………………………… 3
INTRODUCTION………………………………………………………………… 4
EEE METHOD (EXPLORATION, EXPLANATION AND EXPRESSION….. 5
CONCLUSION ………………………………………………………………… 10
REFERENCES …………………………………………………………………. 12

ABSTRACT

It is our understanding that second language learning is not an easy goal to achieve, but in my opinion under a correct teacher-guide or direction EEE method, should bethe easy and helpful ways to ESL learners for succeed.

Expert consider that for guaranteeing an effective communicative competence, syntax and accent should be the special obligatory indicators, nevertheless, it is important to keep in mind that having such skills do not surely guarantee an effective Communications.

Real language teaching emerged since 1970; and same has made a shift fromaudio-lingual and grammar-translation methods to the exploration of communicative language teaching, focusing on global and integrative tasks, rather than on discrete structures, even Canale and Swain (1980) included the grammatical competence into their model of communicative competence.

As per Pavel V. Sysoyev L2 grammar teaching to ESL students focus on form and meaning, a method of “integrativegrammar teaching” which should be achieved through the application of three major importance stages: a) Exploration; b) Explanation and c) Expression; first one is related to “inductive learning” guided by teacher; the second one is the summarization and ruling settlement, and the third one should be the production of meaningful communicative and interactive practices.
INTRODUCTION

Thedefinition of the integrative learning has been defined by the Roanoke College as a system of learning that deliberately makes connections between classes, fields, and academic and co-curricular life, with the end goal being the development of students who can encounter new challenges and new knowledge in a productive manner, pointing out certain important elements such as curriculum exposure tomultiple disciplines and ways of knowing, helping students to Connect skills and knowledge from multiple sources and experiences, apply the theory to practice in various settings, address real-world problems using multiple areas of knowledge and modes of inquiry and Become self-aware, intentional learners.

Talking about learning English as described by Cummins the student should go further to suchevery-day context phrases or BICS approaches into a more formal knowledge CALP proficiency; fact that we can not consider be logic to achieve without the grammar learning proficiency. With respect to the research carried out by experts about the topic of the second language or foreign language teaching methods, such as grammar-translation, direct and reading approaches; audio-lingual, communitylanguage learning, total physical response and others, all of them involves techniques and procedures that must be followed in order to learners achieve second language competence. In our case in question, we shall focus with the Integrative L2 Grammar Teaching “Exploration, Explanation and Expression”, analyzed by the Russian Psychologist Mr. Pavel V, Sysoyev (1978) and who suggested such method tobe called “EEE method” pointed out the fact that there are strong relationship between learning and cognitive development as shall be further described; Sysoyev stated that it should be gone trough the understanding of the Integrative grammar teaching, through the combination of the form and the meaning of such three consisting stages: Exploration, Explanation and Expression.

THE EEE...
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