Teaching grammar, writing, reading, vocabulary

 Communicative approach

* consists of 2 models:

  1. the notion-functional syllabus

  2. models of thought beyond grammar

The communicative teaching of grammar:

* 2 schools of thought emerged, both giving high-importance to the teaching of lang. in general.

a) The shallow-end approach

sounds that you learn to lang. in order to use it, and this is why you have to learn the rules and to apply them in life-communication.

b) The deep-end approach

you learn to communicate by communicating. When you are engaged in a life-like communication, the G. will be acquired unconsciously.

Teaching of language in general

a) the notions and expressions needed in order to use language rules and apply them in life communication

b) the end approach: you learn to communicate by communicating

Teaching grammar

There exist 2 models in teaching grammar

a) The P.P.P. model - Presentation, Production and Practice

* the teacher presents the new grammar problem

* the Ss produce and practice it

* accuracy

b) the T.T.T. model - Talk, Teach, Talk - An alternative brought by the communicative approach

* the learner performs a task set by the teacher

* then the teacher identifies the learner features

* the features are rectified by the Ss in another task

* T can be taught from rules → the inductive approach (*the students learn grammar through texts*)

Teaching writing

* A process change has been brought in teaching writing.

* considers that writing should be viewed as a way of learning as well as communicating.

* this view often is that the writing products involve a power of audience, also the feed-back is imp. because it helps Ss to improve their first drafts in writing.

* writing is seen as a form of communication.

The process approach:

* says Ss understand the writing process (planning, drafting, revising, editing).

* develop both mechanics (spelling, grammar and punctuation) and knowledge of function and composition skills (selection and organization) achieved through different discourse markers and coherence achieved through organization of the text, paraphrasing, proper introduction and conclusions.

Teaching reading

1. reading as a process and product at the same time

2. understanding the text:

* guessing → finding the general meaning

* finding specific information

* understanding implied meanings

* understanding discourse markers

3. extracting meta-content information from the text (identifying type of text):

* relationships within the text

* the author’s attitude and intention

* rhetorical devices

* discourse structure

* understanding the different structure

Intensive reading

* distinguishing diff words

* working out the spelling or recognized words

* anticipating what comes next

* finding referent elements

* identifying relevance (important ideas)

2. using authentic materials in literature:

* a great period for pre-listeners which establish periods of schema and context

* a target part of listening with specific memory so that Ss could check and extend their listening comprehension and grammar in listening

* skills can be exercised

The communicative approach also focuses on the learners:

* teaching uses learners’ knowledge, experience and feelings as a source of input

* it involves learners in developing and organizing activities

Types of activities

I. Teaching skills

a) teaching listening

* pre-listening

* while listening

* post-listening

b) teaching speaking

* oral repetition

* exercises

* productive

c) teaching writing

* pre-writing

* while-writing

* post-writing

d) teaching reading

* pre-reading

* while reading

* post-reading exercises

II Teaching vocabulary

III. Teaching of grammar stages:

a) presentation

b) isolation

 IV Teaching literature

(particular problem and needs)

do or for pre-listening, reading, writing

Simulation

A simulation is a problem driven activity that seems in clearly described realistic setting.

In a simulation Ss are given a task to perform or a problem to solve together with the necessary background information and environment in which to do it. The learners regard the task and act within the constraints of the environment to complete it.

Simulations have some features in common with role-play:

* both are interactive learning events

* generally role-play involves taking on the same as in the simulation

* the diff is that in RP the learners take characters that are not their own while in a simulation participants behave as themselves and they apply their own background and first lang. experience to act.

* RP are set up to practice particular language functions in a highly controlled context

* they are relatively simple and short

* role plays provide a realistic active for more extensive interaction because a no. of more forces are involved

* all participants respond to a specific task as themselves, use their own judgements and linguistic resources

- simulation ideal technique for allowing learners to use lang. actively and communicatively.

The Main advantages of simulation are:

1. they encourage motivation because they ensure that communication is meaningful rather than artificial.

- participants identify with their roles and have the freedom to choose the meaning they want to express, their own decisions.

- more interest is created by giving the Ss background experience into class and by allowing them to make their own decisions.

2. simulation provide a unique means of encouraging learners to respond spontaneously in the task.

3. simulation reduce the tensions associated with learning, they offer a relatively safe environment for producing mistakes.

- they provide a relax atmosphere.

4. simulation develop certain skills:

a) fluency is developed because the Ss are immersed in a language-rich environment where language matters very much, is central for immediate communicative means.

* attention is on int. rather than on form.

b) simulation provide the opportunity to learn the pragmatic skill of using lang. appropriately.

c) sim. helps Ss to develop the non-verbal and para-verbal components (intonation, stress, rhythm).

d) Ss acquire inter-cultural and inter-cultural and inter-personal competence in a second language.

e) sims help the integration of skills (active listening + fluent speaking + fluent reading).