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SUBJECT: DIDÁCTICA DEL INGLES

STUDENT’S NAME: SANDRA ACUÑA CONDORI

TEACHER’S NAME: NORMA VECORENA

ASSIGNMENT I

WRITE ALL THE TERMS YOUR HAVE LEARNED IN THE FIRST PART OF THE BOOK AND GIVE A DEFINITION OF EACH.

SOME CONCEPTS AND BASIC DICHOTOMIES AND POLARITIES

TERMINOLOGY

• SYLLABUS AND METHOD:

The syllabus defines the content of a learning program. Itis an outline and summary of topics to be covered in an education or training course. There are different types of syllabi. Among them, we have:

A content-based syllabus: With content-based instruction learners are helped to acquire language through the study of a series of relevant topics, each topic exploited in systematic ways and from different angles. Content syllabuses certainly givelearners a lot of exposure to the language, which is good.

The notional-functional syllabus: This semantically-based syllabus was the first major alternative to be developed. Wilkins (1976) sought to identify the meanings that learners might need to express (the notions) and the communicative acts they would wish to engage in (the functions). Initially, this seems a far better way oforganizing a syllabus. Learning how to order a meal, how to ask your way around town is obviously useful.

Method is the way you teach. It states how the teaching is to be conducted. It comes from a theory (approach).

Syllabus and method should be in harmony.

• APPROACH

It is how language is learned. An “approach” is an integrated set of theatrical beliefs embodying both syllabusand method. Principles, which in the case of language teaching reflect the nature of language.

• STRUCTURES

A structure defines what a system is made of. It is a configuration of items. It is a collection of inter-related components or services. It is a sequence of linguistic units. The structures which were and to a large extent still are perceived as central to language teaching wereprecisely, and exclusively those of well-formed English sentences.

• FUNCTIONS

They state how you use the language what you use the language for .A functions is the social purpose of an utterance.For example: making a request, offering to help, or refusing an invitation.

• NOTIONS:

They are meanings and concepts (Tell the time, duration, etc.),an individual's conceptionor impression of something known, experienced, or imagined .They are inclusive general concepts.

“Could you pass the … please?”for example, expresses the function of asking

for something.

• BEHAVIORISM

It is a psychological theory. Behaviorism was a general learning theory, applicable to all forms of learning , it is particularly associated with Skinner. Behaviorism seeslearning in terms of habit formation. The habits are formed by imitation and reinforced by repetition.

You stimulate someone ( get results.

• MODELS AND TARGETS

Models are standard patterns to follow.Model language is language included in the textbook or otherwise introduced into the classroom, as language worthy of study, it may consist of “real” language, produced, forpurposes other than language teaching but introduced into the classroom as part of the learning materials or it may be material specially written for language teaching purpose. Language presented to the student as example of how English is, or can be, used. Target language is the language a person is learning as opposed to first language.

BASIC DICHOTOMIES AND POLARITIES

|Spoken language|Written language |
| | |
|Normal conversation requires the spontaneous application of |While the writer – Rader relationship corresponds to all of |
|language habits....
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