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Language
is basically its lexicon: Words or word combinations. The key principle of a lexical approach is that language consists of grammaticalized lexis, not lexicalized grammar Lexis is central in creating meaning, grammar plays a secondary role in managing meaning. We should spend more time helping learners develop their stock of phrases, and less time on grammatical structures.
argue that language consists of meaningful chunks that, when combined, produce continuous coherent text, and only a minority of spoken sentences are entirely novel creations. The Lexical Approach pays attention not only to single words but more importantly to collocations and institutionalized utterances and sentence frames.
There are some hints about how the teaching looks like within this approach.
Successful
language is a wider concept than accurate language. Emphasis is on successful communication not grammatical mastery. Language is not learnt by learning individual sounds and structures and then combining them, but by an increasing ability to break down wholes into parts. We can also use whole phrases without understanding their constituent parts. Noticing and recording language patterns and collocations. Grammar is acquired by a process of observation, hypothesis and experiment. That is, the ObserveHypothesise-Experiment cycle replaces the Present-Practice-Produce Paradigm.
grammar explanation. Intensive and extensive listening and reading in the target language. Teachers create the environment. First and second language comparisons and translation carried out chunk-for-chunk, rather than word-for-word aimed at raising language awareness: Guessing the meaning of vocabulary items from context. Repetition and recycling of activities. The language activities consistent with a lexical approach must be directed toward naturally occurring language and toward raising learners awareness of the lexical nature of language. Students as discourse analyst or discoverers Working with dictionaries and other reference tools.
theory in which students are viewed as mentally active participants in the teacher-students interaction. described by the application of prior knowledge to new problems, the search for meaning in incoming information, higher level thinking and the developing ability to adjust ones own learning (special methods or TRICKS)
CALLA model recommends ways in which the teacher can make the most of this mental activity by asking students to reflect on their own learning and expand a strategy approach to learning and problem solving (learning strategies)
The
Strategy Instruction
Strategies provide students with tools to work different tasks.
Enable learners to manipulate information by categorizing, summarizing or linking new concepts to prior knowledge. Useful for declarative knowledge
Enable learners determine which learning strategies are best suited to a given task. Useful for procedural knowledge.
Cognitive
Meta cognitive
Social Affective
Help students to control their emotions in order to work with their classmates or other people to apply cognitive skills
Cross Linguistic
Enables students to represent information on their prior knowledge of their native language to understand information in English
Types of knowledge
All these types of knowledge are stored in the long term memory to be used for life.
Declarative Knowledge
Consist on what we know or declare. Includes facts, dates, etc and it is best learnt through linking old with new information to form associations. Consist on the things that we know how to. Includes processes and procedures. It is best learnt through practice applied on meaningful tasks.
Procedural Knowledge
Metacognitive Knowledge
language through the language. Subjects matters taught using the target language. Language Experience Approach: My life is my learning. Based on reading and writing of experiences. Whole language: Four skills ONE language. Based on interaction with literature and opportunities to use language in communicative purposes. Process writing: Thinking about the writing process. Cooperative learning: There is no I on a TEAM. Provides active practice of language and context.
Cognitive instruction: Critical thinking through
is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening. Students may receive as much as 90% of their in-school information through listening to instructors and to one another. Listening is a very active skill because as people listen , they process what they hear and connect it to already known information.
Put emphasis in mimicry and memorization of drills. Oral before written language
All teaching is done in L2 using everyday language. Grammar is taught inductively, there is a focus on speaking and listening.
Predicting
Inferring
Monitoring Clarifying
Principles
happens in real time. Different from written language. Language learners need to recognize that speaking involves three areas of knowledge: Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation. Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building). Social and cultural rules and norms (turntaking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
Students learn through the act of communication. Comprehensible input is necessary for real intake to happen. The goal is intelligibility.
Weak version
Strong version
Principles
goal of reading is COMPREHENSION. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials become appropriate classroom materials, because reading them is one way communicative competence is developed.
Reading Processes
Bottom - up Students start with the foundations of language: Phonics, letter recognition, words, etc Graded reader approach. Intensive reading: Short passages with textbook activities. Top - down The comprehension resides on the reader. Meaning generating activities. Literature based approach Integrated with writing. Extensive reading: Read longer texts with no focus on assessment. Interactive Model It combines elements of top down and bottom up. Integrates extensive with intensive reading. Selection of texts is quite important.
Principles
Teach how to comprehend: Reading strategies and skills
Work on increasing reading rate
allows writers to explore thoughts and ideas, and make them visible and concrete. "Good writing does not just happen. The best writers spend a great deal of time thinking, planning, rewriting, and editing. The teaching of writing was thought to be the teaching of correct spelling, punctuation and grammar Then trends like expressivism, cognitivism , social constructivism appeared as a response to different needs of science and society. Lately a principled eclecticism approach came to light considering the best of each trend.
Principles
past mastering English grammar was considered to master the language. In the 70 s a new trend led by Krashen argued that grammar instruction was unnecessary and that exposure to comprehensible input was enough to acquire the rules. Late approaches like focus on form and consciousness raising center on communication adding grammar within meaning focused activities.
Principles
Use tasks that integrate grammar and communication. CONTEXT Focus on procedural rather than declarative knowledge.
Types of materials
Coursebooks. Supplementary materials: CDs, PPTs, flashcards, dictionaries, websites, graded readers, storybooks, flip charts, posters, etc.
made Worksheets,
Coursebooks
The term coursebook is used to mean a textbook of which the teacher and, usually, each student has a copy, and which is in principle to be followed systematically as the basis for a language course . (Ur; 1996)
Limitation.
Homogeneity. Over easiness for teachers.
practice. Grammar explanations and practice. Recordings for listening practice. Listening and speaking communicative tasks. Reading and writing communicative tasks. Short and long reading texts. Dictionary work. Review of previously learnt material. Some entertaining or fun activities.
Supplementary materials
Books are considered as the conventional and primary learning materials. While books are the central technology of education (Barth and Mithchell 1992), there are also other tools and sources which have now become necessary in education. Some of these includes CDs, websites, e books, etc. Other sources of learning contents are supplementary reading materials such as big books, graded readers.
spaced. Begin with short and clear instructions including an example. Be clear and attractive to look at. Have a balanced and varied layout. Be clearly do able by the learners on their own.
Gather data
Implement changes
Interpret data
Evaluate results Act on evidence