Course 1 Module 5 COMPREHENSIBLE INPUT
There are many excellent suggestions to ensure comprehensible input in the articles byHedge and Coelho, but the ones that I personally need to focus on are the following:
1.Are my lessons meaningful-relevant to the learners' interests?
2. Do I provide feedback?
3. Do I teach key words before a lesson?
4. Do I recycle new words?
5. Do I provide visual support?
6. Do I utilize graphic organizers?
7. Do I record relevant notes on the board to reinforce learning?
8. Do I avoid using passive verbs when speaking?
9. Do I give clear instructions?
10. Do I allow for oral rehearsal of key ideas?
Wednesday, 17 October 2012
Saturday, 13 October 2012
COURSE 1-Module 4-Least Appealing Language Methods
In my opinion, the least appealing language methods are Grammar Translation, Suggestopedia, and TPR.
1)Grammar Translation focuses on reading and writing to the exclusion of listening and speaking skills. Students do not learn how to effectively communicate. The focus is on structure and the class is teacher controlled. However, I have learned thousands of words of vocabulary by translating individual words when reading literature. As well, grammar translation's focus on the target language's culture also promotes cultural awareness through rich literature.
2)Suggestopedia isn't a method in which I think students can learn all they need to know about a language. Doing dialogs with soft music and low lighting is not possible in many classrooms. Students may also not take learning seriously in such a setting. However, I think Suggesestopedia could be used as an aid to teach certain scenarios like restaurant dinning.
3)TPR couldn't be used to teach many abstract verbs or abstract vocabulary which limits what students could learn. Learning a language entails more than using the imperative. It also focuses on kinesthetic learners to the exclusion of other learners.
In my opinion, the least appealing language methods are Grammar Translation, Suggestopedia, and TPR.
1)Grammar Translation focuses on reading and writing to the exclusion of listening and speaking skills. Students do not learn how to effectively communicate. The focus is on structure and the class is teacher controlled. However, I have learned thousands of words of vocabulary by translating individual words when reading literature. As well, grammar translation's focus on the target language's culture also promotes cultural awareness through rich literature.
2)Suggestopedia isn't a method in which I think students can learn all they need to know about a language. Doing dialogs with soft music and low lighting is not possible in many classrooms. Students may also not take learning seriously in such a setting. However, I think Suggesestopedia could be used as an aid to teach certain scenarios like restaurant dinning.
3)TPR couldn't be used to teach many abstract verbs or abstract vocabulary which limits what students could learn. Learning a language entails more than using the imperative. It also focuses on kinesthetic learners to the exclusion of other learners.
Wednesday, 3 October 2012
COURSE 1-Module 3 Blog: My Definition of Competence
At the beginning of the module, I felt that competence was the ability to express oneself in reading, writing, and speaking so that people could understand approximately 70% of what was communicated and that the student could understand approximately 70% of what was communicated.
However, I've revised my definition so that competence includes not only being able to basically converse with someone, but it also includes sociolinguistic and strategic competence. These are often overlooked in considering competence. In my former definition, the emphasis was on discourse, and grammatical competence.
After reading the article by Bagaric and Djigunovic, I realized that one can have all the vocabulary and conjugation skills to speak, but if they cannot communicate it in a socially/culturally appropriate manner, and do not have the strategic competence to know what to do when they are stuck, they are lacking in true competence.
At the beginning of the module, I felt that competence was the ability to express oneself in reading, writing, and speaking so that people could understand approximately 70% of what was communicated and that the student could understand approximately 70% of what was communicated.
However, I've revised my definition so that competence includes not only being able to basically converse with someone, but it also includes sociolinguistic and strategic competence. These are often overlooked in considering competence. In my former definition, the emphasis was on discourse, and grammatical competence.
After reading the article by Bagaric and Djigunovic, I realized that one can have all the vocabulary and conjugation skills to speak, but if they cannot communicate it in a socially/culturally appropriate manner, and do not have the strategic competence to know what to do when they are stuck, they are lacking in true competence.
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