tefl2011_lesson02 studying the language
TRANSCRIPT
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TEACHING ENGLISH AS A FOREIGN LANGUAGE
What do we teach?
Language
Components/Knowledge
LanguageSkills
Structure/Grammar
Vocabulary
ListeningReading
Speaking
Writing
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StudyingLanguageComponents
STUDYING LANGUAGE
COMPONENTS
to increase knowledge of thelanguage system so that thelonger-term aim of improvingproductive and receptive skills
can be achieved
a stage in a lesson where studentsand teacher are on (theconstruction of) a specific featureof the language in order tounderstand it better)
The Goal
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The morphology of forms (e.g. is and am are forms ofto be, but *amnt is not)
The syntax of phrases, clause, and sentences (e.g.the rules of questions formation or the construction of
if-sentences). Vocabulary, including the meanings of words, their
lexical grammar (e.g. enjoy can be followed by an ingbut not by an infinitive), and collocation rules (e.g. wesayeven-handedand not *even-footed).
The meaning and functions that phrases andsentences con convey
Pronunciation Spelling
FOCUS OF STUDYING LANGUAGE COMPONENTS
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Techniques of Studying Languageare used to ensure that students
understand : the meaning of a language form;
h
ow it is used on exch
anges ortexts;
its construction.
LANGUAGE STUDY TECHNIQUES
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1. DEMONSTRATION:
we can demonstrate the language formswhichwe want students to study by offering
them a situation which shows the languagein action and then modeling the languageourselves.
The language can be used in a text whichclearly shows what it means;
We can also use pictures or various items of
realia to demonstrate meaning
LANGUAGE STUDY TECHNIQUES
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2. EXPLANATION: we can explain the construction of language in
diagrams using the board or overhead projector.
We can use finger-pointing to showhowconstractions are made, e.g:
LANGUAGE STUDY TECHNIQUES
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2. EXPLANATION: we can use explanation in English (at higher level),
e.g. We dont use words or phrases which refer to aspecific time in the past (yesterday or last week)
with the present perfect. We can explain in Bahasa Indonesia, but this can
detract from the English atmosphere of the class.
In a traditional model, explanation is frequentlygiven by isolating and distorting bits of thelanguage which the teacher is modelling.
LANGUAGE STUDY TECHNIQUES
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3. DISCOVERY:
Students can be encouraged to understand newlanguage forms either by discovering them for
themselves in a text, or by looking at grammaticalevidence in order to work out a grammar rule.
In order for us to have confidence that discoveryleads to real understanding, we need to be availablefor students to check withus whether theyhaveworked things out clearly.
LANGUAGE STUDY TECHNIQUES
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4. ACCURATE REPRODUCTION:
We ask students to repeat new words, phrases, orsentences in a controlled way, correcting them
when they get things wrong and showing approvalwhen they use the form correctly.
This way not only allow them to try out the newlanguage, but the teachers feedback also serves as
further demonstration and explanation of the newforms
LANGUAGE STUDY TECHNIQUES
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5. IMMEDIATE CREATIVITY: When students show an understanding of
the meaning, use, and construction of the
language form we are focusing on, we can askthem to create their own sentences using thelanguage form.
Th
is will give indication, to both
studentsand the teacher, ofhow well the languageform has been understood.
LANGUAGE STUDY TECHNIQUES
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6. CHECK QUESTI
ONS: We can use check questions to see if students have
understood meaning and use.
Example: If students are learning to use past
continuous sentences such as At eight oclock shewas watching television we can measure theircomprehension by asking: Did she start watchingtelevision at exactly eight oclock or before?
If they are working with as as comparisons insentences such as Amir isnt as tall as Udin, we canask Whos taller? To check their understanding ofthe language
LANGUAGE STUDY TECHNIQUES
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The status of language study depends on why andwhen it occurs. It may form the main focus of alesson, for example: the main focus of the lessonis the teaching of relative clauses (or the future
continuous, or ways of suggesting) and designthe lesson around this central purpose.
Language study may not be the main focus of alesson sequence, however, but may be only one
element in a bigger design (e.g. listeningpractice).
Teacher needs to decide when should the focus ofany necessary language forms take place: before,durin , or after the erformance of a
LANGUAGE STUDY in LESSON SEQUENCE
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1. Introducing new language:
Topic: Light in Space
Language focus: sh
ould/sh
ouldnth
ave doneLevel: intermediate/upper intermediate.
Warming-up questions:
What is science fiction?
Have you ever read science fiction?
What would you expect to find in a science fiction
text?
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Now read the following text. While youare doing this you must find outinformation such as :
- how many people are in the spacestation at the beginning and end of thetext?
-Are they women or men?
- How long have they been there?
EXAMPLES OF LANGUAGE STUDY ACTIVITIES
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EXAMPLES OF LANGUAGE STUDY ACTIVITIES
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EXAMPLES OF LANGUAGE STUDY ACTIVITIES
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EXAMPLES OF LANGUAGE STUDY ACTIVITIES
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Comprehension Questions:1. What is the light?
2. What has happened to the spacestation and why?
EXAMPLES OF LANGUAGE STUDY ACTIVITIES
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Tasks:- Write a list of thins that people did that
were bad or not sensible
Example:
Rosie was rude to Cathy
EXAMPLES OF LANGUAGE STUDY ACTIVITIES
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Tasks 2:- Make a sentence about event (1) using
should not
Example:
Rosie was rude to Cathy
Rosie shouldnt have been rude to Cathy
EXAMPLES OF LANGUAGE STUDY ACTIVITIES
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Tasks 3:-Tell stories of things in the past which
you should/shouldnthave DONE.
EXAMPLES OF LANGUAGE STUDY ACTIVITIES