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英语论文网:教学大纲A framework for Teaching and Learning: understanding key concepts, traditional approaches and methods

论文作者:留学生论文论文属性:建议书 proposal登出时间:2011-01-18编辑:anterran点击率:6696

论文字数:1909论文编号:org201101180918021927语种:英语论文 English地区:中国价格:免费论文

关键词:A frameworkTeaching and Learningunderstanding key conceptstraditional approachesmethods

Session 1   Week 2
英语论文网 A framework for Teaching and Learning: understanding key concepts, traditional approaches and methods  
Materials for language teaching are constantly changing and they reflect an eclectic approach to language learning and methodology.  This session reviews traditional methods and approaches in language teaching.  It presents a discourse-processing framework for language teaching and learning (Celce-Murcia).  This framework will form the theoretical basis for subsequent sessions that focus on the understanding of the nature of each of the four language skills and the teaching methodology that informs the design of instructional materials.   
Pre-reading Questions
1. To what extent is it possible for TESOL methodology to develop a ‘perfect method’ or ‘perfect approach’?
2. In what ways are the following terms defined in the readings?
methodology  approach  method   procedure technique
Session Pre-reading
Celce-Murcia, M. & Olshtain, E, (2004) pp2-18;+ pp 180-182 
Larsen Freeman, D.  (1986) Techniques and Principles in Language Teaching, Oxford U P. pp18-30

Richards, J.C, Renandya, A, (2002) Chapters 1+2 pp5-19

Richards, J.C, Rodgers, T.S (1986) Approaches and Methods in Language Teaching, Cambridge, Cambridge University Press.

Key concepts
methods   methodology     approach  discourse and discourse analysis 

top-down and bottom-up processing 


Further Reading
Nunan, D. (2000) Language Teaching Methodology, Malaysia, Longman (chapter 12)
Willis, J. Willis, D. (1996) Challenge and Change in Language Teaching, Oxford, Macmillan (sections 1 and 2)
Websites:
 http://www.cal.org/resources/digest/rodgers.html
http://coe.sdsu.edu/people/jmora/ALMMethods.htm


 
Session 2  Week 3
Teaching Grammar and Vocabulary    
The somewhat controversial role of grammar teaching has received more attention in recent years. Likewise, there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. This session will review recent research on the teaching of grammar and vocabulary. It will deal with questions of what grammar to teach and how to teach it, considering inductive and deductive approaches in an attempt to address the central challenge of how to focus on grammar without sacrificing a focus on meaning. Systematic and incidental approaches to teaching vocabulary will be covered and the implications of a ‘lexical approach’ in ESOL will be considered.
Pre-reading Questions     
1. Do learners have to consciously know the rules of grammar?
2. How do teachers select what grammar to teach and how do they decide how to sequence the grammar they teach?
3. Should all vocabulary learning be in context or is it possible to deliberately learn decontextualised words?

Key concepts
Consciousness raising     Noticing   Focus on forms and focus on form
Inductive v deductive approaches  The lexical approach    

Concordancers and grammar teaching Incidental and intentional vocabulary teaching

Session reading

Paltridge, B (2001) (particularly chapters 1,2 and 7)
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