Slides Flashcards
(24 cards)
Deductive Approach
- Rule’s First
Deductive (Pros)
- Direct
- Time Saving
- Respects Maturity + Cognitive Process
- Analytic Learners
- Teacher NOT need anticipate (as arise)
Deductive (Cons)
- Inappropriate for young (-metalanguage)
- Teacher-centered classroom
- Explanation not as memorable as demonstration
- Promote idea language learning = Rules learning
Deductive Approach
Rules presented SHOULD
- true
- clearly present what do / not cover
- clear
- simple (xSubrules)
- concepts students familiar with
- revelant to Ss needs and problem
Inductive Approach
- Examples lead to rules
Inductive (Pros)
- More likely to fit mental
- Cognitive (+ memory)
- Problem solving = + practice
- Autonomy
Inductive (Cons)
- Objective of language learning ≠ learning rules
- Working out rule ≠ practicing rule
- Mistakes
- ++ Lesson Planning
- (aspects/modality)
Why teach grammar
- implicitly
- exposition w/out alienation
- Acquisition = Most important mean
Why teach grammar
- explicitly
- If significantly different than L1
- Logical-Mathematical + Verbal-Linguistic Respon well
Explicit or implicit?
as required
- teach elements of language
- develop communication
(introduce + practice)
How to choose approach?
Explicit vs. Implicit
- Age
- Intelligences/Styles
- Difficulty/Differences
Purpose of practice activities
Accuracy
Fluency
Restructuring
Accuracy
What helps
- Attention to Form
- Familiarity
- Thinking time
- Feedback
Fluency
What helps
- Attention to meaning
- Authenticity
- Comm. Purpose
- Chunking
- Repetition
Restructuring
What helps
- Problematizing
- Push
- Scaffolding
3 Layers of Context
Co-Text
Situation
Culture
PPP
Presentation
Practice
Production
Accuracy to fluency
Alternative Model
Task Based
Task
Teach
Task
Fluency to Accuracy
PPP (the model)
Language learned by bits
Grammar Knowledge Proceduralized
Prez and Practice (Traditional language teaching)
Alternative Model (the model)
Language (lumps and leaps)
Accuracy after Fluency
Grammar develops through exposure + interaction
PPP (an activity)
T explains GR point
Exercises done to develop accuracy
Production task for fluency
Alternative Model (an Activity)
Communicative Task to perform
T finds language features to improve
Features taught + practiced
L reporforms w/ new features
Teacher’s choice of feedback strategy depends on:
Error types
Activity Type
Learner Type
Two Essential characteristics of Good language Practice Task
Clear Objective
Active Language Use
