TKT - Unit 15 - Approaches to language teaching
Terms in this set (10)
Presentation, Practice and Production (PPP)
View of language learning: language is learnt by first seeing new language in a context which shows its meaning, practising it in controlled and guided conditions, then using it in freer conditions which give the learner less language support.
View of language learning: language is learnt by learning chunks as whole and complete units. Chunks need to be noticed by learners in order to be learnt, i.e. learners need to become aware of chunks and focus on them.
functions are the most important aspect of language.
as for PPP
View of language learning: the best way to learn language is to use it in interaction, rather than to learn about it.
View of language learning: language is learnt by analysing and applying grammatical rules.
Total Physical Response (TPR)
View of language learning:
● Learners learn by being exposed to language. Comprehension comes before production.
● Learners often need a silent period (a period of time during which learners hear language rather than produce it, as babies do) to take in language, so they should not be forced to speak before they are ready.
● Language is learnt best when it is accompanied by doing things physically.
● Learning takes place when learners are relaxed.
View of language learning: learners learn language best if they work out patterns and rules of language themselves rather than being given them by the teacher.
View of language learning: language is learnt best if presented to learners through interesting topics which help them increase their knowledge of the world.
Content and Language Integrated Learning (CLIL)
View of language learning:
● Language is learnt mainly through acquisition and through using it. Language does not need to be obviously focused on.
● Language is learnt best when you use language to learn something else.
When to use which approach
The best approach to use depends on who your learners are and what your teaching conditions are. Consider learners' age, level of English, motivation to learn, expectations of learning, previous learning experience.
You may use one approach one week and a different approach the next, or they may include in one approach practices typical of another
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