applied linguistics for language teachers

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prezentatsiya powerpoint image1.jpg image2.jpg image3.jpg image4.jpg image5.jpg image6.jpg image7.jpg image8.jpg image9.jpg image10.jpg image11.jpg image12.jpg image13.jpg image14.jpg image15.jpg image16.jpg image17.jpg image18.jpg image19.jpg image20.jpg image21.jpg image22.jpg image23.jpg image24.jpg image25.jpg image26.jpg image27.jpg image28.jpg image29.jpg image30.jpg image31.jpg image32.jpg image33.jpg image34.jpg image35.jpg image36.jpg image37.jpg image38.jpg image39.jpg image40.jpg image41.jpg image42.jpg image43.jpg image44.jpg image45.jpg image46.jpg image47.jpg image48.jpg image49.jpg image50.jpg image51.jpg image52.jpg image53.jpg image54.jpg image55.jpg image56.jpg image57.jpg image58.jpg image59.jpg image60.jpg image61.jpg image62.jpg image63.jpg image64.jpg image65.jpg image66.jpg image67.jpg image68.jpg image69.jpg image70.jpg image71.jpg image72.jpg image73.jpg image74.jpg image75.jpg image76.jpg image77.jpg image78.jpg image79.jpg image80.jpg image81.jpg image82.jpg image83.jpg image84.jpg image85.jpg image86.jpg image87.jpg image88.jpg image89.jpg image90.jpg image91.jpg image92.jpg image93.jpg image94.jpg image95.jpg image96.jpg image97.jpg image98.jpg image99.jpg image100.jpg image101.jpg image102.jpg image103.jpg image104.jpg image105.jpg image106.jpg image107.jpg image108.jpg image109.jpg image110.jpg image111.jpg image112.jpg a aga institute as p nunst course: applied linguistics for approaches language teachers and methods in language teaching summary of approaches and methods * in language teaching > * x | mr. vath vary | * …

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parts interlocks ¥ describe how people acquire their knowledge of land makes statements about the conditions which will promote successful learning method: - the practical classroom realization of an approach ¥y includes various procedures and techniques procedure ¥y an ordered sequence of techniques. y richards and rodgers (2001) used the term procedure to encompass “the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method” ¥ first you do this, then you do that.... techniques: y asingle activity rather than a sequence ¥ implementational —that which actually takes place in a classroom y used to accomplish an immediate objective. summary approach procedure mr. vath vary [ approach a. a theory of the nature of language — an account of the nature of language proficiency an account of the basic units of language structure b. a theory of the nature of language learning — …

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rials ~ primary function of materials the form materials take (e.g., textbook, audiovisual) — relation of materials to other input — assumptions made about teachers and learners procedure a. classroom techniques, practices, and behaviors observed when the method is used — resources in terms of time, space, and equip- ment used by the teacher — interactional patterns observed in lessons — tactics and strategies used by teachers and learners when the method is being used approaches and methods figure |. summary of elements and subelements that constitute a method (adapted from j. c. richards & t. s. rodgers, 2001). mr. vath vary oceaure (techniques/acti vities): deductive © inductive; bilingual @ monolingual transmissive @dialogic instructive © constructivist the nature of language: form © function cognitive affective: the type of syllabus: system © skills; segregated @ integrated the nature of learning: analytic @ experiential accuracy @ fluency +g common terms in the …

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echnique (also commonly referred to by other terms). any of a wide variety of exercises, activities, procedures, or tasks used in the language class- room for realizing lesson objectives. teaching by principles to language pedagogy wa auwate learning pearson grammar- methods * first known as prussian method in the u.s. and known as the classical method since it was first used in the teaching of the classical languages, latin and greek. * the goal of language learning is to read its literature (archaic words). * classes are taught in l1, with little active use of l2 * reading and writing are the major focus (no attention to speaking & listening) * reading of difficult classical texts is begun early. * much vocabulary is taught in the form of lists of isolated words and learning of vocabulary based on bilingual word lists, dictionary, and memorization (translation equivalents) * grammar is taught …

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part of the passage and then translate into their l1 what they have just read; . t helps ss with suitable translations in case they lack the required vocabulary: . after finishing reading and translating the passage, t asks l2 learners in their l1 if they have any questions. questions and answers are communicated using l1; . tasks ss to write down answers to the comprehension questions at the end of the passage. the questions are l1 and answers should be in l1 as well; . after answering the questions, t asks each s to read the question and their answer to that question. if the answer is not correct, t selects another s to supply the correct answer, or t gives the right answer. mr. vath vary reaction to gtm * was proposed as a reaction to the grammar translation method in terms of its approach to grammar teaching, …

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