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13-IDEAS didactica de las lenguaenfoque comunicativo.pdf
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1
EVOLUCIÓN DE LA DIDÁCTICA DE LAS LENGUAS. TENDENCIAS TEN DENCIAS ACTU DE LA DIDÁCTICA DEL INGLÉS COMO LENGUA EXTRANJERA. EXTRANJE RA. LO ENFOQUES COMUNICATIVOS 1. INTRODUCTION: TAKING A METHODOLOGICAL POSITION 1.1 Ecl Eclect ectici icism sm as a point point of of depart departure ure 1.2 Ter Termin minolo ologic gical al dis distin tinct ction ionss 2. EVOLUTION OF FOREIGN LANGUAGE LEARNING AND TEACHING 2.1 Tra Trajec jecto tory ry of FLL FLL in the the Ancie Ancient nt Worl Worldd 2.2 Dir Direct ect-ap -appro proac ach, h, natur natural al method method 2.3 Early 20th centu century ry innova innovation tions: s: The Berli Berlitz tz School School 2.4 Early 20th cent century ury innov innovatio ations: ns: Basic Basic Engl English ish 2.55 Au 2. Audi dioo-li ling ngua uall meth method od 3. CURRENT TRENDS IN FLL 3.11 Li 3. Ling ngui uist stic ic found foundat atio ions ns 3.22 Ta 3. Task sk-B -Bas ased ed Ap Appr proa oach ch 3.3 Human Humanistic istic appr approach oaches es and metho methodolog dologyy 3.4 Com Commun munica icativ tivee app approa roache chess 3.5 The Functio Functionalnal-noti notional onal method method in the the European European Framew Framework ork 4. STUDY GUIDE 5. BIBLIOGRAPHY
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1.
INTRODUCTION
1.11 Ec 1. Ecle lect ctic icis ism m as a poi point nt of of depa depart rtur uree
Foreign language teaching has gone through innumerable transformations, each of responding to the different epoch’s preconceptions of language purpose, language natur learning process. Language teaching and learning has followed closely the linguistic tre vogue, with direct implications into the way it was to be learnt, the balance between lan skills and clear expectations as to student performance. In order to take the right critical po we need a deep understanding of all these constitutive aspects because every moment planning will be faced with similar reflective processes. Our methodological decisions w from the “What textbook is best” to “what should I do with this student’s concrete perform and these should be 100% informed with the options available in the “methodological marke
In general, it is sound and wise to pronounce us as supporters of “eclecticism”. This m that we advocate for a solution that will be diverse, reflective of all learning s summarizing all the achievements in the history of FLL. For us, it is even more fundamen approach our students with a humanistic approach and recognize that they are con individuals, identical to no one and with their own necessities. Eclecticism is, in this re the most versatile, open-minded tool at our disposal.
1.22 Te 1. Term rmin inol olog ogic ical al di dist stin inct ctio ions ns
In our reflective processes as language professionals and in the development of this essa important to distinguish three terms that may overlap but may not be considered synonym all: -
Approach: body of theories, assumptions and notions about language on which w our teaching decisions.
-
Method: it is the approach in practice, defined by the consistency and continuity teaching decisions
-
Technique: activities, protocols that we use in the actual class.
Realizing that these three elements move in a scale will help us define our teaching sty top-down approach (we take an approach and we act accordingly) or bottom-up (we teach a come to certain linguistic conclusions).
2.
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EVOLUTION OF FOREIGN LANGUAGEUseful LEARNING AND Not useful TEACHING
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Cuerpo de Profesores de Enseñanza Secundaria. Inglés. Vol. I
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an almost bilingual in Greek and Latin civilization among the learned classes beca somehow imitative culture was extremely depending on the humanistic bases of the Gree Aristotle). This was accomplished through the sheer effort of grammar study, supplem conversation, as in the case of Cato the Elder, who is said to have learnt Greek this way ag
Another reason than purely commercial was now promoting language study: Knowl cultural prestige. However, a long way was still to be walked before definitive mileston progression of FLL: the first study on foreign languages as such would not occur unti Harvard University.
A. Grammar-Translation B. History
As we mentioned before, the Romans approached a reputed language like Greek grammar study and hard work. For more than fifteen centuries this would be the only a but modeled on Latin.
Latin became the lingua franca in the western world as it was the means of commun an influential sector in society, the church. Speaking with God took place in Latin, an speaking with the King and his officials. Therefore, a matter of social prestige was the f person was fluent in Latin or not. This consideration was held until the 19 th century, w distinctions in the settings where the language was to be used. Grammar schools, structure in the UK, received their name from the prevalence that was given to Latinas and means of instruction. You're Reading a Preview
C. Concept of language within Grammar-Translation Unlock full access with a free trial.
Language is contained in books and the model is the usage of literary authors and sources. From this perspective, language is aWith set Free of rules Download Trialto be memorized, drilled and practice. It is a conception of language that places use as subservient of rules. The stand highly authoritative with institutions like the language academies dictating what lan supposed to be.
D. Main instructional features
a) Language skills: they are completely unbalanced, placing an absolute stress on wr means to reflect on language and incorporate the rules into the speaker’s knowled
up toand vote on this title b) Grammar role: students follow the grammar Sign charts repeat structures in exercises (the Latin rote). Useful Not useful
c) Language content: Language is unfiltered and students face the task of tr unabridged texts in the original language.
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b) Syllabus: the syllabus follows the literature pieces set as model and object of Grammar questions will be mostly addressed as they appear. c) Activities: as the name suggests translations and oral drilling.
d) Assessment: the assessment was based on the accuracy of translation and faithfuln the assumed intention of the text. The value of a translation was more about semanti about language itself.
F. Criticism
The main criticism is that oral and conversational skills are not dealt with. It is in fact di to think how every speaker would jump from translation into more casual communi exchange because there was no explicit instruction in this respect.
The model of linguistic competence that is implicit in this approach does not accou sociolinguistic or strategic aspects, leaving the acquisition of cohesion notions to the intuit the skilled reader.
In addition, the mother tongue was widely used for presentation and clarification of ling content. It wastes the authenticity of the metalinguistic context in a classroom, one of the authentic in a foreign language class environment.
G. Application to our classes
Translation offers a valuable experience to non-beginning students if texts are adequ graded and their content compensates for the lack of interaction in the activity. The fact Reading a Preview translation is a very conscious andYou're reflective activity that requires a continuous eff contrasting syntactic structures and refining our perception of the meaning of words. Trans Unlock full access with a free trial. supports reading strategies like the use of context clues to verify meanings and understan functions behind texts. Download With Free Trial
2.2 Direct-approach, natural method A. History: a clash of cultures
One of the first accounts of this method is connected to the discovery of America. Christ Columbus took with him some natives in order to show them in the Spanish Court and have learn Spanish. It is possible to say that the origins of the Direct Method are precisely the l capac translation or scaffold to facilitate language learning. It occurs tothis thetitle natural Sign upthanks to vote on people to communicate and infer meanings. Useful Not useful In the 19th century there was enough frustration with the simplicity and roughness purists of Grammar-Translation and freethinking linguists like Blackie set out to criticise
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