Combining Approaches
-
Upload
bubba-burnett-rae -
Category
Documents
-
view
228 -
download
0
Transcript of Combining Approaches
Combining Task-based Language
Teaching with Traditional Approaches
NFLTRA National Teaching Demonstration
Nanjing 25 November 2007
Fusion TeachingFrancis Doogan & Maria Bjorning Gyde
Today’s presentation
Principles – H.D. Brown
Principles - Ellis
TBL advantages and questions
Learning in a Chinese context
Why is the CHC approach different?
How do we best adapt TBL for China?
What is good teaching? Brown, H.D.
The Post Method Era
Automaticity
Meaningful Learning
Anticipation of
Reward
Intrinsic Motivation
Strategic Investment
Language Ego
Self Confidence
Risk taking
Culture
L1 Interference
Interlanguage
Communicative
Competence
Brown, H.Douglas.1994.
General Principles for Successful
Instructed Learning. Ellis, R.
Formulaic Expression
Rule Based Competence
Meaning
Form
Implicit & Explicit Knowledge
Inbuilt syllabus
Extensive Input
Output
Interaction
Individual differences
Assessment – free and controlled
The benefits of TBL
Focuses on use of language for real ocuses on use of language for real communication.communication.
Based on student needs and interestsBased on student needs and interests
Draws on all linguistic resourcesDraws on all linguistic resources
Motivating: context, communication, Motivating: context, communication, outcomesoutcomes
Integrates all four skills Integrates all four skills
Suits different learning stylesSuits different learning styles
Develops communicative fluency & accuracyDevelops communicative fluency & accuracy
Combines with a more traditional approachCombines with a more traditional approach
TBL – some questions
Less structured syllabus?
Inductive learning style?
Insufficient focus on form?
Linguistic short cuts for quick completion?
Time consuming?
Extensive input?
Lexical resources?
Knowledge provided by peers?
Current exams?
What makes the CHC
approach to study successful?
Teacher centered classes
Models
Focus on detail
Deductive style
Focus on memorization
Focus on practice
Culture
What do we need to consider?
Methodology in English language education
needs to be appropriate to the social context
within which it is to be used (Holliday)
Where the first language is close to English,
there are more commonalities to recognize in
the new language and guessing is more likely
to be fruitful. (TESOLANZ Ministry of Education, NZ)
TBL favours an inductive approach
(guessing)
How efficient is it for Mandarin
speakers to guess about English?
Sounds
Structure and directionality of words, sentences
Script
Cultural/Conceptual framework
Do we need to adjust the balance in TBL
to suit China?
Which works where?
Bottom up
Focus on Accuracy
Structural analysis
Teacher Centred
Use of Models, Memorisation and understanding
Translation
Pre-viewing
Focus on Product
Top down
Focus on Fluency and Communicative ability
Learner Centred
Awareness raising and Noticing
Lexical chunks
Extensive skill development
Focus on Process
Can we have it all?
How much should we adapt the learning approach in China?
Communicative language teaching – a cautionary tale
How much should we try to focus on the classroom?
Conclusion
The CHC approach has clear strengths
We need to carefully adapt techniques to ensure teaching & learning are efficient
The classroom may be the best place for teaching
Outside class may be the best place for learning
Bibliography
Brown, H. Douglas (1994) Teaching by Principle: an
Interactive Approach to Language Pedagogy. Prentice Hall Regents.
Ellis, R. (2005) Instructed Second Language Acquisition: A Literature
Review. Report to the Ministry of Education, NZ.
Holliday, A. (1994). Appropriate Methodology and Social Context,
Cambridge: Cambridge University Press
Ministry of Education NZ. http://www.tki.org.nz/e/tki. Retrieved 20 Nov
2007