Theory of Learning
Acquisition?
Learning?
Think
The Definitions of Acquisition and Learning
Acquisition refers to the unconscious development of the target language system as a result of using the language for real communication.
Theory of language
A pedagogically influential analysis of communicative competence by Canale and Swain. There are four dimensions of communicative competence are identified: Grammatical competence: Refers to the linguistic competence and it is the domain of grammatical and lexical capacity. Sociolinguistic competence : Refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction.
Conclusion
We can conclude that the latter approach is free, the less control, and the use of the language is flexible, the sentence pattern is various. Therefore, these dialogues appear natural, fluent. It embodies the communicative features.
Teaching Conclusion
Introduction
The term “Communicative Language Teaching” covers a variety of approaches all focus on helping learners to communicate meaningfully in a target language. Howatt distinguishes between a “strong” and a “weak” version of Communicative Language Teaching:
Facilitator, Guider, Counselor, Organizer
The Application in Practical Teaching
Look at the picture and compare the two practical methods
1. Question-Answer Method
Discourse competence : Refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text.
The “weak” version which has become more or less standard practice in the last ten years, stresses the importance of providing learners with opportunities to use their English for communicative purposes and, characteristically, attempts to integrate such activities into a wider program of language teaching.
Teacher : What's that under the yellow car. Student : Oh, it's a dog. But it is in the car, not under the car, and it is beside the girl with orange hair.
Teacher : Where is the dog in the picture? Student : It is in the car in the picture.
2. Communicative Language Teaching Approach
If the language teacher use prepositions such as beside, next to,under, in etc. Then the dialogues may be as follows:
Strategic competence : Refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication.
Difference between the “weak” version and the “strong” version
The “weak” version could be described as ‘learning to use’ English.
The “strong” version entails ‘using English to learn it’.
Teacher : Where is the man in the picture? Student: Hecture.
Teacher : Where is the woman in red in the picture? Student: She is on the (yellow) car in the picture.
The “strong” version of Communicative Language Teaching, on the other hand, advances the claim that language is acquired through communication, so that it is not merely a question of activating the development of the language system itself.
Communicative Language Teaching
Communicative Language Teaching
Introduction Theory of language and theory of learning The application of Communicative Language
Conclusion(continued)
Communicative Language Teaching is best considered an approach rather than a method. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures. These principles include: -- Learners learn a language through using it to communicate. -- Authentic and meaningful communication should be the goal of classroom activities. -- Fluency is an important dimension of communication. -- Learning is a process of creative construction and involves trial and error.
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Learning is the conscious representation of grammatical knowledge that has resulted from instruction.
Learner roles: Negotiator, Participant
Teacher roles:
Teacher : Where is the man? Is he in the car? Student : No, he is not in the car. He's beside the car. The woman with blonde hair is next to him.
Teacher : The girl with orange hair is under the car, the yellow car. Student: No, she is in the yellow car. she is not under the yellow car.