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Viewsonlanguagelearningandlearningingeneral

Behavioristtheory Eg;youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement

Cognitivetheory\

Constructivetheory

Socio-constructivisttheory Eg:learningisthebestachievedthroughthedynamicsinteractionsbetweentheteacherandthelearners.

Whatmakesagoodteacher?

ethicdevotion

Professionalqualities

Personalstyles

How can one become a good languageteacher?

thedevelopmentofprofessionalcompetence(mostdifficult)

Aspecificrangeodskillsstrategies,,knowledgesandability

HaveasoundcommandofEnglish

Learningpracticeandreflection.learningfromothersexperience.leaningthereceivedknowledgeleaningfromone’sownexperienceasalearner.

LanguageuseinreallifeVStraditionalpedagogy

inreallife,languageisusedtoperformcertaincommunicativefunctions.Eg:togivedirections,toexchangeinformationortomakeacomplaint.Intraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.

Forvariousreasons,traditionalpedagogytendstofocusontwolanguageskillsandignoretheothers.Eg:thegrammar-translationmethosemphasizedonreadingandwritingskillsandvirtually

ignoredlisteningspeakingskills.

Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatedlanguagefromitscontext.Eg:whentheEnglishpassivevoiceisintroduced,theteacheralwaysfocusesontheexplanationofhowtheobjectsinanactivesentenceismovedtothefrontofapassivesentence.Andhowtheverbischangedtoanauxiliaryplusan-edformofthebaseformoftheverb.

Whatiscommunicativecompetence?

linguisticcompetence

Pragmaticcompetence

Discoursecompetence

Strategiccompetence

Fluency

Taskbasedlanguageteaching

Taskdefinition

Isapieceofworkundertakenforoneselforforothers,freelyorforsomereward.

Isanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess

Fourcomponentsofatask

Apurpose:makesurethestudentshaveareasonforundertakingthetask

Acontext:thiscanberealsimulatedorimaginaryandinvolvessociolinguisticissuessuchasthelocationtheparticipantsandtheirrelationship,thetime,andotherimportantfactors.

Aprocess;gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoninginquiringconceptualandcommunicating

Aproduct:therewillbesomeformofoutcomeeithervisibleorinvisible

Exercises

tasks

Focus

form

meaning

Situation

nosituation

reallifesituation

Outcome

correctform

accomplishmentoftask

Language

practiceofassignedform

choiceofformandcontent

Error

immediatecorrection

delayedcorrection

Principlesforgoodlessonplanning

AimsmeansarealisticgoalsforthelessontheteacherneedstohaveaclearideaofwhatheorshewouldliketoachieveforthelessonorwhatoutcomesareexpectedfromthelessonAimsarenotthethingsteachersintendtododuringthelesson,butthethingsthatstudentsareabletodobutheendodthelesson.

Varietymeansplanninganumberofdifferenttypesofactivities.

Flexibilitymeanspreparingsomeextraandalternativestasksandactivitiesastheclassdoesnotalwaysgoaccordingtotheplan

Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilitiesofthestudents.

Linkagemeanslinkedwitheachother

Harmersuggestthefollowingmeasuresforindisciplinedactsandbadlybehavingstudents

Actimmediately

Stoptheclass

Rearrangetheseats

Changetheactivity

Talktostudentsafterclass

Createacodeofbehavior

Dealingwitherrors

dealingwithspokenerrors

Whentocorrectgenerallyitisbesttointerruptstudentsduringfluencyworkunlesscommunicationbreaksdown.ifthestudentshasgotmostofhislanguagerightbuthasmadeatrivialmistakesitissometimeswisetoletthemistakespassiftherearesomecommonmistakesthatotherstudentsmightalsohaveproblemswith,theteachercantakeanoteinhisorhermindandtrytodothecorrectionafterthestudents’performance.

Howtocorrectindirectteachercorrectionisencouragedtoavoiddamagingstudents’selfesteemandconfidence.Askaquestiontoinvitethestudentstosayitagainwithahintofaproblem.Sometimesthewholeclasscanbeinvitedtocorrectthemistakes.

Characteristicsofthelisteningprocess

spontaneity

Context

Visualclues

Listeners‘sresponse

Speakers’adjustment

Aprocessapproachtowriting

Focusontheprocessofwritingthatleadstothefinalwrittenprocess

Helpstudentswritersunderstandtheirowncomposingprocess

Helpthembuiltrepetoiresofstrategiesforpreviewingdraftingandrewriting

Palacecentralimportanceontheprocessofreversion

Givestudentstimetowriteandrewrite

Letthestudentsdiscoverwhattheywanttosayastheywrite

Givestudentsthefeedbac

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