TEACHING ENGLISH as a Foreign Language

Maria Dakowska

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ISBN/ISSN:

978-83-01-21512-5

DOI:

Wydawnictwo:

Wydawnictwo Naukowe PWN

Rok wydania:

2011

Liczba stron:

294

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Dakowska, Maria. TEACHING ENGLISH as a Foreign Language. Red. . Warszawa: Wydawnictwo Naukowe PWN, 2011, 294 s. ISBN 978-83-01-21512-5

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Dakowska, M.

T1 TEACHING ENGLISH as a Foreign Language

PB Wydawnictwo Naukowe PWN

PP Warszawa

YR 2011

SN 978-83-01-21512-5

Bibliografia BibTex:

@Book{ 42587, author = "Dakowska, Maria", editor = "", title = "TEACHING ENGLISH as a Foreign Language", publisher = "Wydawnictwo Naukowe PWN", year = "2011", address = "Warszawa", isbn = "978-83-01-21512-5" }

Bibliografia endNote:

TY - BOOK

AU - Dakowska, Maria

ED -

TI - TEACHING ENGLISH as a Foreign Language

PB - Wydawnictwo Naukowe PWN

CY - Warszawa

PY - 2011

SN - 978-83-01-21512-5

ER -

Netografia (standard APA):

Dakowska, Maria. TEACHING ENGLISH as a Foreign Language [baza danych online] Warszawa: Wydawnictwo Naukowe PWN, 2011 [dostęp: 23 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/teaching-english-as-a-foreign-language-maria-dakowska-42587.

językoznawstwo, języki obce, english, filologia

Podręcznik wykorzystuje najnowsze osiągnięcia językoznawstwa, psychologii uczenia się, dydaktyki i teorii komunikacji. Przedstawia problemy dydaktyki z punktu widzenia przyswajania języka. Kładzie nacisk na aktywną rolę ucznia w procesie dydaktycz...

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ISBN/ISSN:

978-83-01-21512-5

DOI:

Wydawnictwo:

Wydawnictwo Naukowe PWN

Rok wydania:

2011

Liczba stron:

294

XML:ISBN/ISSN:

ONIX MARC21

1. Foreign language teaching in a historical perspective18
PART ONE Where do our ideas on foreign language teaching come from?18
1.1. The role of Latin18
1.2. Grammar as the key to foreign language learning. The Grammar Translation Method19
1.3. Reactions to the Grammar Translation Method21
1.3.1. The Reform Movement23
1.4. The Natural and the Direct Methods24
1.5. The Reading Method27
1.6. The current view on the role of grammar29
1.7. The current view on the function of translation30
Topics and review questions33
1.8. The current view on the role of the text33
Further reading34
PART TWO Mainstream and alternative methods in TEFL in the second half of the 20th century36
2. Audiolingualism in teaching English as a foreign language37
2.1. Approach, method, technique37
2.2. Sources of audiolingualism37
2.2.1. Influences from psychology38
2.2.2. Influences from linguistics39
2.3. The Audiolingual Approach, Method and Techniques40
2.3.1. Five audiolingual slogans and their influence on the method of teaching41
2.3.2. Further characteristic features of the Audiolingual Method44
2.3.3. Characteristic techniques46
2.4. A critical look at the Audiolingual Approach, Method and Techniques48
2.5. The current view on drill, imitation, and repetition50
3. The Cognitive Code Learning Theory53
Further reading53
Topics and review questions53
3.1. Influences from psychology54
3.2. Influences from linguistics56
3.3. Five slogans of the Cognitive Approach and their implications for the Cognitive Method of foreign language teaching58
3.4. Further characteristic features of the Cognitive Method60
3.5. Closing remarks on the Cognitive Method63
3.6. The current view on the link between materials, meaning, and memory processes64
Topics and review questions65
4. Developments in foreign language teaching following the Audiolingual and the Cognitive Methods66
Further reading66
4.1. Pessimism regarding the search for an ideal method66
4.2. The eclectic orientation67
4.3. The alternative methods68
4.3.1. The Silent Way by Caleb Gattegno69
4.3.2. Total Physical Response by James Asher72
4.3.3. Suggestopedia by Georgi Lozanov74
4.3.4. Community Language Learning by Charles Curran77
Topics and review questions80
Further reading81
4.4. Focus on the learner81
4.5. Individual factors in foreign language learning83
4.6. Individualizing foreign language instruction85
4.7. The beginnings of Second Language Acquisition Research87
Topics and review questions88
Further reading89
PART THREE Communicative Language Teaching (CLT)90
5. The Communicative Approach to foreign language teaching91
5.1. Foundations of the Communicative Approach91
5.2. Interest in doing things with words91
5.3. The notion of communicative competence93
5.4. The importance of discourse in CLT95
5.5. The notion of role98
5.6. Developments in communicative syllabus design99
6. The Communicative Method and Techniques. Evaluating CLT102
6.1. The Communicative Method102
6.2. Criteria of communication in CLT102
6.3. Principles of the Communicative Method104
6.3.1. Further issues in the Communicative Method106
6.4. Typical activities and techniques108
6.4.1. Structured dialogue109
6.4.2. Jig-saw reading and listening109
6.4.3. Role-play110
6.4.4. Drama111
Further reading111
6.4.5. Simulation112
Further reading112
6.4.6. Project114
Further reading114
6.5. Evaluating CLT116
Further reading116
Topics and review questions122
Further reading123
7. Focus on verbal communication, learning, and reasoning124
PART FOUR The current perspective on teaching English as a foreign language124
7.1. The nature of communicative processes125
7.2. The main components of our learning ‘equipment’129
7.3. Strong ties between verbal communication and learning132
7.4. Language as a special code of verbal communication133
7.5. Reasoning processes available to the language learner134
Topics and review questions135
8. The whole-person involvement in verbal communication and learning136
Further reading136
8.1. The learner’s contribution to the dynamics of verbal communication and learning136
8.1.1. The role of cognitive resources137
8.1.2. Making communicative adjustments138
8.1.3. The learner’s creative and constructive involvement138
8.2. Personality factors139
8.2.1. The role of the learner’s personality139
8.2.2. The role of self-concept and self-esteem139
8.2.3. Communicative assertiveness141
8.3. The learner’s development along the lifespan142
Topics and review questions143
9. Conditions for foreign language learning. Input, interaction, feedback. The role of cultivation strategies144
Further reading144
9.1. Primary conditions for foreign language learning145
9.2. What can we learn from observing children?146
9.3. Secondary conditions for foreign language learning. Cultivation of language learning in the classroom147
9.3.1. The essential processes in foreign language learning and teaching148
9.4. A look back at the traditional approaches to foreign language teaching151
9.5. The nature of teaching – the role of the teacher152
9.6. Focus on form and accuracy154
9.7. The origin and role of the foreign language teaching method at the beginning of the 21st century155
Further reading157
Topics and review questions157
10. The development of the language learner in childhood and adolescence158
PART FIVE How communication and learning emerge158
10.1. Landmarks of development159
10.2. The first stage – infancy and toddlerhood161
10.1.1. Gradual emergence of verbal communication161
10.2.1. The psychosocial development161
10.2.2. Communication162
10.3. Early childhood (3–6 years)164
10.3.1. Language and communication in early childhood166
10.4. Middle childhood167
10.3.2. Play in early childhood167
10.4.1. Piaget’s stage of concrete operations167
10.4.2. The development of memory in middle childhood168
10.4.3. The development of thinking170
10.4.4. Language development170
10.4.5. Developing a sense of humour171
10.4.6. Gifted and creative children172
10.4.7. Personality and social development in middle childhood173
10.5. Adolescence174
10.5.1. Intellectual development in adolescence175
10.5.2. Personality development175
10.5.3. The search for identity, including sexual identity176
10.6. Resulting principles of foreign language teaching in childhood and adolescence177
Further reading179
Topics and review questions179
11. Spoken and written discourse180
PART SIX Foreign language skills in the context of verbal communication180
11.1. Comprehension and production as an integral part of verbal communication180
11.2. Differences between spoken and written discourse181
11.3. Authentic and didactic texts. Authentic and didactic tasks184
11.4. Stages in learning a skill in a foreign language188
Topics and review questions190
12. Receptive skills: reading comprehension191
Further reading191
12.1. Reading as a form of interaction191
12.2. Bottom-up and top-down processes in reading192
12.3. The learner’s angle on reading193
12.4. The levels of reading comprehension194
12.5. The teacher’s analysis of the text for its communicative and language learning ,potential197
12.6. Sources of difficulty in reading comprehension and strategies of dealing with them201
12.6.1. Increasing background knowledge201
12.6.2. Highlighting the genre203
12.7. Vocabulary and the reading passage204
12.8. Types of reading and their function in learning English as a foreign language206
12.9. Options in designing reading tasks. Pre-reading, reading, and follow-up208
13. Receptive skills: listening comprehension213
Further reading213
13.1. Functions of auditory input in foreign language learning214
13.1.1. The learner as a member of an audience214
13.1.2. The learner as an addressee215
13.1.3. Input for pronunciation216
13.2. Listening comprehension as an integral part of verbal communication218
13.3. Difficulties experienced by foreign language learners in listening comprehension tasks219
13.4. Guidelines for listening tasks221
13.5. Auditory input and various follow-up activities221
13.6. Activities aimed at developing listening comprehension223
13.7. The function of tapescript in listening comprehension tasks227
13.8. Options in designing a listening comprehension task228
14. Productive skills: speaking232
Further reading232
14.1. Speaking as an act of verbal communication233
14.2. Long-term investment in speaking235
14.3. The structure of conversation236
14.4. Abilites involved in participating in a conversation238
14.5. The role of anxiety in developing the speaking skill239
14.6. Cultivating articulacy in EFL241
14.7. Selected activities for the development of the speaking skill245
Further reading248
Topics and review questions248
15. Productive skills: writing249
15.1. Writing as an act of constructing a message249
15.2. Differences between experienced and inexperienced writers251
15.3. Long-term investment in the writing skill252
15.4. Learning to write versus process writing253
15.5. Sample activities in learning how to write in EFL255
15.6. Process writing259
15.7. Error correction in written work260
Topics and review questions262
Further reading263
Conclusions264
Additional terms268
References274
Index284
Name index290

1.4.TheNaturalandtheDirectMethods

askedmerelyforthesakeoflanguagepractice.Hestressedtheroleofcontext,for

example,theneedtoaskquestionssothatonewouldgiverisetoanotherbecause

thiscontinuitywouldguidethelearnersintheprocessofunderstanding.

AnimportantfigureinthecommercialimplementationoftheDirect

MethodwasMaximillianBerlitz(1852–1921),whoopenedhisfirstlanguage

schoolinProvidence,RhodeIsland,makingforeignlanguagelearningavailable

throughtheDirectMethodintheUnitedStatesandEurope.Theneedforlearn-

ingthespokenlanguagewassostrongatthattimethathisschoolsmushroomed

inEuropeandAmerica.Healsowrotetextbooksandreferencegrammarsforhis

method.Theteachersheemployedwereallnativespeakersofthetargetlanguage

andundernocircumstanceswasthestudent,snativelanguageallowedtobeused

intheclassroom.Theemphasiswasonoralworkwitheverydayphrasesand

vocabulary,onintensivepractice,ampleuseofthequestion-and-answertechnique

anddelayedintroductionofgrammaticalexplanations.TheBerlitzMethodwas

quitesystematicandreplicable.Berlitzhimselfwasproudthatthecoursesinvar-

iousplaceswerecoordinatedinsuchawaythatastudentleavingschoolinone

citycouldcontinueinanother.

CriticsoftheDirectMethodstressedthatitwasinsufficientlyfocusedon

grammaticalaccuracyandsystematicityandthatitputhighdemandsonthe

teachers,languageproficiencyandenergyresources.However,theDirectMethod

addressedthepracticalneedsoflanguagelearners(RichardsandRodgers,1986).

Belowisalistofitscharacteristicfeatures:

1.Theemphasisinthismethodwasonspeakingandlistening.

2.Correctpronunciationwasofprimaryimportance.

3.Themainformsofactivitywereoral,especiallydialoguesandquestion-and

answerexchanges.

4.Newmaterialwasfirstintroducedorally.

5.Vocabularywaschosenonthebasisofitspracticalityanditsmeaningwas

demonstrateddirectly,withtheuseofobjects,picturesandgestures.

6.Grammarofthetargetlanguagewastaughtinductivelyinavarietyoforal

activities.

Inmostgeneralterms,thecharacteristictenetsoftheDirectMethod

responsibleforitsnamecentreonusinglanguageratherthantalkingaboutit.

Morespecifically,insteadofexplanation,thesetenetsstressinteractionandfocus

onthelearner,sactiveinvolvement,aswellaspractice,theprimacyofspeechover

writing,theroleofthenaturalpaceofspeakingandtheuseofconnectedtext.

OneofthespecialistswhorecognizedthelimitationsoftheDirectMethod

wasHenrySweet.Hepostulatedtheneedfortheteachingmethodtohaveasound

andsystematiclinguisticbasis.Asaresult,hesawawaytocombinetheDirect

Method,especiallyitsemphasisonlanguagelearningfromtextandconversation

wherelanguagewasarbitrarywiththeformalfocusongrammarrulesofthe

GrammarTranslationMethodwherelanguagewaslogicallyorganized,oncondi-

tionthatthestudyofgrammarbemademorepracticalandlinkedtomeaningful

material.

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