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• Here, the focus is on language learning
Language Teaching
• The grammar-translation method • Features: rote learning and application of
the learned rules in translation exercises both into and out of the new language; accuracy and huge glossaries • Linguistic background: prescriptive grammar, and sentence analysis • Shortage: ignorance of discourse level, oral fluency, and daily expression
Chapter 12
Applied Linguistics
• Once the teacher speaks, he is placed in the frame of language
• Observe the way teachers teach language, we know his/her view of language
approach in SLA
Testing
• Main types of language tests
·Achievement and proficiency tests ·Subjective and objective tests ·Discrete-point and integrative tests ·Criterion-referenced and norm-referenced tests ·Language aptitude tests ·Diagnostic tests
Language Teaching
• Communicative language teaching • Features: multi resources, language as
and for communication, help to build communicative competence • Linguistic background: multi facets of linguistics • Challenges: change in teacher role, learner role, materials, techniques, attitude
Language Teaching
• The direct method • Features: sole use of the new language and
memorization of the language patterns presented orally, multimodal expression of language, short dialogues • Linguistic background: development of phonetics, to think in the new language • Shortage: no reading and writing, short of vocabulary, accuracy , not suitable for adults
• Functional language teaching • Features: teach people what functions the
various linguistic forms fulfill, what language does, emphasis on fluency • Linguistic background: speech acts, SFL • Shortage: In what order should functions be taught? How to correspond functions to forms?
• Testing should never be allowed to override teaching its importance.
Language Teaching
• Situational language teaching • Features: language structures in social
context, new expression in relevant context • Linguistic background: London school,
Introduction
• Definition the application of linguistic findings to
language teaching
• In this chapter, we will confine ourselves to the influence of linguistics on language teaching and language testing, leaving other areas for more advanced courses.
Two basic questions
• How should language be defined/constrained so that it will be possible to determine what to teach?
• How may language learning itself be characterized?
Language Teaching
• Other approaches • Total physical response to coordinate
speech and action • Silent way: teachers be silent • Suggestopedia: learning in relaxation • The natural approach: naturalistic
Language Teaching
• The audiolingual method • Features: habit formation, pattern drill,
form more important than meaning. Language learning is a process of learning structures or habits through conditioning. • Linguistic background: structuralism in language and behaviorist psychology • Shortage: ignorance of meaning, out of context, no fluency
meaning-oriented and sociological aspect of language • Shortage: hard to define situation, the conflicts between complexity of situation and grammar
Language Teaching
• Principles of language tests
·Validity( content and construct) ·Reliability (test and score) ·Practicality
Summary
• As to language teaching approaches, all the approaches have their merits as well as demerits. A competent teacher should be one who knows when to use which one to whom for how long.
Language Teaching
• The grammar-translation method • Features: rote learning and application of
the learned rules in translation exercises both into and out of the new language; accuracy and huge glossaries • Linguistic background: prescriptive grammar, and sentence analysis • Shortage: ignorance of discourse level, oral fluency, and daily expression
Chapter 12
Applied Linguistics
• Once the teacher speaks, he is placed in the frame of language
• Observe the way teachers teach language, we know his/her view of language
approach in SLA
Testing
• Main types of language tests
·Achievement and proficiency tests ·Subjective and objective tests ·Discrete-point and integrative tests ·Criterion-referenced and norm-referenced tests ·Language aptitude tests ·Diagnostic tests
Language Teaching
• Communicative language teaching • Features: multi resources, language as
and for communication, help to build communicative competence • Linguistic background: multi facets of linguistics • Challenges: change in teacher role, learner role, materials, techniques, attitude
Language Teaching
• The direct method • Features: sole use of the new language and
memorization of the language patterns presented orally, multimodal expression of language, short dialogues • Linguistic background: development of phonetics, to think in the new language • Shortage: no reading and writing, short of vocabulary, accuracy , not suitable for adults
• Functional language teaching • Features: teach people what functions the
various linguistic forms fulfill, what language does, emphasis on fluency • Linguistic background: speech acts, SFL • Shortage: In what order should functions be taught? How to correspond functions to forms?
• Testing should never be allowed to override teaching its importance.
Language Teaching
• Situational language teaching • Features: language structures in social
context, new expression in relevant context • Linguistic background: London school,
Introduction
• Definition the application of linguistic findings to
language teaching
• In this chapter, we will confine ourselves to the influence of linguistics on language teaching and language testing, leaving other areas for more advanced courses.
Two basic questions
• How should language be defined/constrained so that it will be possible to determine what to teach?
• How may language learning itself be characterized?
Language Teaching
• Other approaches • Total physical response to coordinate
speech and action • Silent way: teachers be silent • Suggestopedia: learning in relaxation • The natural approach: naturalistic
Language Teaching
• The audiolingual method • Features: habit formation, pattern drill,
form more important than meaning. Language learning is a process of learning structures or habits through conditioning. • Linguistic background: structuralism in language and behaviorist psychology • Shortage: ignorance of meaning, out of context, no fluency
meaning-oriented and sociological aspect of language • Shortage: hard to define situation, the conflicts between complexity of situation and grammar
Language Teaching
• Principles of language tests
·Validity( content and construct) ·Reliability (test and score) ·Practicality
Summary
• As to language teaching approaches, all the approaches have their merits as well as demerits. A competent teacher should be one who knows when to use which one to whom for how long.