The Educational Approach to Language Teaching

Mikołaj Rychło

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ISBN/ISSN:

978-83-01-15478-3

DOI:

Wydawnictwo:

Wydawnictwo Naukowe PWN

Rok wydania:

2008

Liczba stron:

122

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Rychło, Mikołaj. The Educational Approach to Language Teaching. Red. . Warszawa: Wydawnictwo Naukowe PWN, 2008, 122 s. ISBN 978-83-01-15478-3

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Rychło, M.

T1 The Educational Approach to Language Teaching

PB Wydawnictwo Naukowe PWN

PP Warszawa

YR 2008

SN 978-83-01-15478-3

Bibliografia BibTex:

@Book{ 1774, author = "Rychło, Mikołaj", editor = "", title = "The Educational Approach to Language Teaching", publisher = "Wydawnictwo Naukowe PWN", year = "2008", address = "Warszawa", isbn = "978-83-01-15478-3" }

Bibliografia endNote:

TY - BOOK

AU - Rychło, Mikołaj

ED -

TI - The Educational Approach to Language Teaching

PB - Wydawnictwo Naukowe PWN

CY - Warszawa

PY - 2008

SN - 978-83-01-15478-3

ER -

Netografia (standard APA):

Rychło, Mikołaj. The Educational Approach to Language Teaching [baza danych online] Warszawa: Wydawnictwo Naukowe PWN, 2008 [dostęp: 03 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/the-educational-approach-to-language-teaching-mikolaj-rychlo-1774.

gramatyka, języki obce, filologia obca, angielski

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ISBN/ISSN:

978-83-01-15478-3

DOI:

Wydawnictwo:

Wydawnictwo Naukowe PWN

Rok wydania:

2008

Liczba stron:

122

XML:ISBN/ISSN:

ONIX MARC21

Acknowledgements8
Introduction10
Chapter 1. General education in foreign language teaching15
1.1. Features of the educational approach15
1.2. The educational approach and aim-centred methodology17
1.3. The educational approach versus the Common European Framework18
1.4. The educational approach versus task-based language teaching22
Chapter 2. The content of texts as a potential for general education and cognitive motivation24
2.1. Introduction24
2.2. Educational versus uneducational texts25
2.3. Four factors of educational texts27
2.4. The topic content and motivation29
Chapter 3. Grammar in the educational approach33
3.1. Introduction33
3.2. Grammar as a vehicle for general education35
3.3. Langacker´s conception of grammar as an image and an attempt at applying it in language education38
3.4. The importance of grammatical constituency41
3.5. Conclusion46
Chapter 4. Popper´s world 3 and the higher functions of language47
4.1. World 3 and the creative aspect of the human mind47
4.2. The higher functions of language49
4.3. The borderline between the descriptive and argumentative functions of language52
4.4. The argumentative language and the content of arguments54
4.5. Practical application of the theory56
4.6. Conclusion62
Chapter 5. Authenticity in language use63
5.1. Introduction63
5.2. Authentic language use versus authentic materials64
5.3. Authentic language use versus the information gap67
5.4. Language which is bound to result in simulations and language which holds promise for students´ authentic language use in classroom conditions68
5.5. The potential of general education for achieving authentic language use (cognitive appeal)69
Chapter 6. Learning71
6.1. Introduction71
6.2. Learning variables71
6.3. Meaningful learning74
Chapter 7. Grammar learning in the educational approach and second language acquisition research79
7.1. Introduction79
7.2. Does instruction make any sense79
7.3. Skill acquisition theory as the basis for grammar learning81
7.4. A critical discussion of a few claims from the fi eld of SLA83
Chapter 8. Teaching88
8.1. Introduction88
8.2. Syllabus88
8.3. Explicit explanation of grammar89
8.4. Text creation90
8.5. Educational texts92
8.6. Advance organisers92
8.7. Reading and listening with cognitive appeal95
8.8. Argumentative writing96
8.9. Discussions96
8.10. Error correction97
Appendix - examples of longer educational texts99
1. Texts in which factual knowledge dominates99
A. A lecture on the History of English99
B. The First Moon Landing100
C. The Man who Pestered Everyone by Asking "Why"101
2. Texts which provoke one to refl ection102
A. How to Grow Old from Portraits from Memory by Bertrand Russell102
B. Plato´s Allegory of the Cave102
C. An extract from One Flew Over the Cuckoo´s Nest105
3. Texts which appeal to emotions108
A. Choose her108
B. Second stoning verdict handed down in Nigeria108
4. Literary texts109
A. The Tyger by William Blake109
B. Annabel Lee by Edgar Allan Poe110
C. God Rest You Merry, Gentlemen111
Glossary113
References115
Internet references118
Name index119

Introduction

6.Studentsaregivenalotofpracticebutnonethelessdonotreallyunderstandtherules

ofthetargetlanguage.

Manyteachersandforeignlanguageteachingspecialistssharetheobservationslisted

above.Someoftheseproblemsaswellastentativesolutionstotheseproblemswereno-

ticedbytheauthorofthisbookwhileteachinginLiceumOgólnokształcącenr3inGdańsk

(2001–2005)aswellasinZespółSzkółZawodowychnr3inGdańsk(1997–2002)and

whileorganisingteachingpracticeplacementsattheUniversityofGdańsk(2004tothe

present).

Asregardstheﬁrstproblem,HannaKomorowska(2004:137–148)discussestheprob-

lemofthechoiceoftopiccontentandlinguisticdevices.Thetendencyistoteacheasy

languageandusetrivial,low-broworalmostzerocontent.Thereasonswhichareusually

giventoexplainthistendencyincludethepracticalneedsofusingthelanguageineveryday

situationsandmotivatingstudentsbygivingthemsimplethingstostudy.Thereasonscan

becomparedtotheruleswhichgoverntelevision:commercialismsupersedesthemission

becausetheformeriseasier.Thisproblemisparticularlycrucialatschool,wheretherole

oftheteachershouldbetoencouragestudentstodevelopinsteadoflettingthemstayatthe

samelevel.

Thesecondproblemisparticularlyconspicuousinthecaseofthestudentswhohave

passedtheFirstCertiﬁcateinEnglish(FCE)ortheCertiﬁcateinAdvancedEnglish(CAE).

Manyheadteachersandlearnersthemselvesseelittlepointinfurtherlanguageeducation.

Withstudentshavingnodifﬁcultyincommunicationandtheadvancedlevelrequirements

havingbeensatisﬁed,compulsoryEnglishclassesseemsuperﬂuous.Theconclusionthat

maybedrawnfromtheseobservationsisthatsomelearnerslosetheirmotivationtostudy

andsometeacherslosetheirmotivationtoteachoncestudentscancommunicateinevery-

daysituationsintheforeignlanguage.ReachingthelevelofFCEorCAEisnotbad.Mo-

tivation,however,frequentlydwindlesmuchearlierifcommunicationisregardedasthe

ultimateaim.Studentscancopewithmosteverydaysituationsattheintermediateleveland

neithersophisticatedlanguagenorcorrectnessisessentialforthispurpose.

Thethirdproblemarisesfromarrangingcommunicativeactivities.Dividingtheclass

intogroups,movingchairsandtheeventualgroupworkresultinquitealotofchaosand

timewastage.Itisalsotime-consumingtoexplaintothestudentswhattheyaresupposed

todo.Asaresultofrejectinggrammar,learnersarefrequentlyatalosswhenitcomesto

expressingtheirideas.Consequently,studentsworkinginpairsorgroupsfrequentlyuse

theirmothertongueandteachersﬁnditdifﬁculttocontrolsomanystudentsspeakingsi-

multaneously.Whatismore,notallstudentscontributeequallytospeakingtasks.Thereare

somestudentswhotendtodominatetheinteractiontakingplacewhileothersusuallysay

nexttonothing.

Thefourthproblemisconnectedwithsimulatedcommunication,whichoftentakes

placeinclass.Eventhoughteachersendeavourtomakethecommunicationasnaturalas

possiblebybringinginvariousgadgetsandauthentictexts,itisdifﬁculttointroducethe

realneedtocommunicatewhenstudentsaretopractisesituationsattheairport,forexam-

ple.Inthiscase,thetaskinevitablybeginswiththephrase"Imaginethatyouareatthe

airport…,”whichmakesthelanguageusesimulated.Itstillseems,however,crucialto

givethestudentsomeopportunitiestousethelanguageauthenticallyinclass.

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