Self-assessment is a complex and delicate stage in learner training - just think of its problematic relationship with formal, external measures of assessment: Then we briefly discuss with the students if they think some or all of these strategies could be useful in their current reading and studying tasks, in L2 in L1, or even across the range of their school subjects.
Listen to the different recordings in the last five minutes of future classes. The students then have to use the context to think of a suitable word that will fill each gap.
Basically, independent learners know how to make the most of their cognitive processes. Or can I just add an element of learner training to my everyday classroom work?
I will start by providing some background considerations, a frame of reference to clarify why today there is such a widespread interest in the topic of learner independence. Students of all ages including adults, suddenly come to life. Same as 3 above. Is it something that could be relevant to the learners?
It is only when it is departmentalized and used as an end in itself that it will appear to be boring and a waste of time. If you have to teach more than seven or eight there is a good chance the text will be too difficult. As such, the aim of the Dogme approach to language teaching is to focus on real conversations about practical subjects, where communication is the engine of learning.
Instead of a videotape, we could use a photostory or a cartoon in which we have deleted the captions and the words in the speech bubbles. For example, before a nurse gives a real injection, they have punctured many a piece of fruit to hone their technique. The complete subject index contains more than 3, entries.
Ask learners to describe a book they like in such a way to make others want to read it. Repeat the first bit again. Learners can be trained to infer meaning of difficult words from context.
Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system. These small independent steps are signs of positive confidence and hope.
Learning objectives began to be defined, not just in terms of strictly linguistic criteria, but rather in terms of the sociocultural and professional needs of specific groups of learners.This module provides a description of the basic principles and procedures of the most recognized and commonly used approaches and methods for teaching a second or foreign language.
Dear Colleague: With my pioneer research in the past 50 years, we learned a lot about acquiring languages by observing infants. For example, infants do not start life speaking their native language.
Resources CAELA Network Briefs Teaching Pronunciation to Adult English Language Learners. Kirsten Schaetzel, Georgetown Law Center, Washington, DC. Language Awareness/Learning Awareness in a Communicative Approach: A key to learner independence Luciano Mariani.
Perspectives, a Joumal of TESOL-Italy. Volume XVIII, Number 2, December The purpose of this paper is to discuss why and how training learners for independence can become a valuable component of a communicative approach to language learning.
I will start. Approaches and Methods in Language Teaching Third edition is an extensive revision of this highly successful book. As in previous editions, both major and alternative approaches and methods are surveyed, with the section on current communicative approaches updated to include new material on CLIL, text and genre-based teaching.
Literature has been a subject of study in many countries at a secondary or tertiary level, but until recently has not been given much emphasis in the EFL/ESL classroom.Download