Дипломная работа: Ways of teaching foreign languages
- There is a limited amount of error correction, and meaning is emphasized over form.
- Input is simplified and made comprehensible by the use of contextual cues, props, and gestures, rather than through structural grading (the presentation of one grammatical item at a time, in a sequence of 'simple' to 'complex').
- Learners usually have only limited time for learning. Sometimes, however, subject-matter courses taught through the second language can add time for language learning.
- Contact with proficient or native speakers of the language is limited. As
with traditional instruction, it is often only the teacher who is a proficient speaker. In communicative classrooms, learners have considerable exposure to the second language speech of other learners. This naturally contains errors which would not be heard in an environment where one's interlocutors are native speakers.
- A variety of discourse types are introduced through stories, role playing, the use of 'real-life' materials such as newspapers and television broadcasts, and field trips.
- There is little pressure to perform at high levels of accuracy, and there is often a greater emphasis on comprehension than on production in the early stages of learning.
- Modified input is a defining feature of this approach to instruction. The teacher in these classes makes every effort to speak to students in a level of language they can understand. In addition, other students speak a simplified language.
3.2 Classroom comparisons
In this activity we are going to look at transcripts from two classrooms, one using a traditional audiolingual, structure-based approach to teaching, and the other a communicative approach. Audiolingualteaching is based on the behaviourist theory of learning which places emphasis on forming habits and practising grammatical structures in isolation. The communicative approach, in contrast, is based on innatist and interactionist theories of language learning and emphasizes the communication of meaning. Grammatical forms are only focused on in order to clarify meaning. The theory is that learners can and must do the grammatical development on their own.
With each transcript, there is a little grid for you to check off whether certain things are happening in the interaction, from the point of view of the teacher and of the students. Before you begin reading the transcripts, study the following definitions of the categories used in the grids:
1 Errors
Are there errors in the language of either the teacher or the students?
2 Error correction
When grammatical errors are made, are they corrected? By whom?
3 Genuine questions
Do teachers and students ask questions to which they don't know the answer in advance?
4 Display questions
Do teachers and students ask questions they know the answers to so that learners can display knowledge (or the lack of it)?
5 Negotiation of meaning
Do the teachers and students work to understand what the other speakers are saying? What efforts are made by teacher? By the students?
T eacner/student interactions
In the following excerpts, T represents the teacher; S represents a student.
Classroom A: An audiolingual approach
(Students in this class are 15-year-old Uzbek speakers.)
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Errors |
Teacher |
Student |
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Feedback on errors | ||
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Genuine questions | ||
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