JSP 2010-2011

UNIT 7.DIDACTIC APPROACHES

JSP 2010-2011

To show different aspects taking part in the didactic approaches to language teaching.

To know the European Council approach towards language teaching and learning and the repercussion in the didactic approach.

To become aware of the different competences taking part in the communicative competence.

To reflect about our own didactic approach.

AIMS OF TODAY

JSP 2010-2011

Initial questionnaire: discussion. (15 min.) Teacher’s speech on the topic (30 min.) Task 1: Questionnaire for group work (30

min.) Task 2: Questionnaire for group work (40

min.) Task 3: Writing a composition at home.

METHODOLOGY

JSP 2010-2011

Which methodological and organizational measures should be taken in a school to put into practice a multilingual programme?

One of the main objectives of linguistic learning is that it should be useful for communication. What do you think of this statement? Do you think it has always been so?

“What we know of a language is directly related to the context where we have learnt it”. Do you agree with this statement? If not, according to you, what consequences will it have in the teaching of languages?

INITIAL QUESTIONNAIRE

JSP 2010-2011

What does the statement “Language has to be the instrument and the object of learning” mean?

Do you agree with the following statement: “Good levels of language cannot be achieved with hours of language and the textbook”? If the statement is true, how can it be achieved? What does the curriculum say about this?

INITIAL QUESTIONNAIRE

JSP 2010-2011

AN ACTION-ORIENTED APPROACH

We learn by doing.

Any act of language learning or teaching is concerned with the following dimensions:

Individual’s general competencesCommunicative language competence

Language activitiesDomains

Strategies, Tasks and TextsLanguage processes

Contexts

DIDACTIC APPROACHES

JSP 2010-2011

COMPETENCE: knowledge, skills and characteristics that allow a person to perform actions.◦ KNOWLEDGE: Empirical knowledge and Academic

knowledge◦ SKILLS AND KNOW-HOW: ability to carry out

procedures◦ EXISTENTIAL COMPETENCE: individual

characteristics, personality traits and attitudes.◦ ABILITY TO LEARN: a mixture of the previous

items.

INDIVIDUAL’S GENERAL COMPETENCES

JSP 2010-2011

RECEPTIVE ACTIVITIES:◦ Listening◦ Reading

PRODUCTIVE ACTIVITIES:◦ Speaking◦ Writing

INTERACTIVE ACTIVITIES:◦ Conversation ◦ Mediation

LANGUAGE ACTIVITIES

JSP 2010-2011

Strategy: organised, purposeful and regulated line of action to carry out a task.

Task: purposeful action to achieve a given result. Text: any sequence of discourse related to a

specific domain. The action-oriented approach is centred on the

relations between:◦ The use of strategies linked to one’s competences◦ The perception of the situation or context (domain)◦ The task or tasks to be accomplished

The relationship between strategies, tasks and text depends on the nature of the task.

STRATEGIES, TASKS, TEXTS

JSP 2010-2011

Broad sectors of social life in which social agents operate.

Public domain: ordinary social interaction Personal domain: family relations and

individual social practices. Educational domain: learning context. Occupational domain: activities and

relations in the exercise of a job.

DOMAINS

JSP 2010-2011

Acquisition or learning? How do learners learn?

◦ Sufficient meaningful input exposure = acquisition. ◦ Sufficient meaningful input exposure + active

participation in communicative interaction = acquisition.

◦ Studying language rules and vocabulary = comprehesion and use (conscious learning)

Learners do not necessarily learn what teachers teach.

Conscious learning + sufficient practice

LANGUAGE PROCESSES

JSP 2010-2011

COMMUNICATIVE COMPETENCE

Linguistic competence

Sociolinguistic competence

Pragmatic competence

JSP 2010-2011

An uneven and changing competence. Allows language switching. Not the simple addition of monolingual

competences. Promotes the development of linguistic and

communicative awareness and metacognitive strategies.

Speeds up subsequent learning.

PLURILINGUAL COMPETENCE

JSP 2010-2011

1.- Do you think any of this approaches is more relevant than the rest to teach a language?

2.- It is the same in L1, L2 or L3?3.- Which approaches do you normally follow

in your everyday lessons?4.- Dou you use them because of the level of

the students, because of the aims of the curriculum, because of the type of textbooks?

TASK 1. QUESTIONNAIRE

JSP 2010-2011

1.- The role of teachers, learners and media.2.-Tasks, activities and texts.3.- Communicative strategies.4.- General competences.5.- Vocabulary and lexical selection.6.- Grammatical competence.7.- Formal exercises.8.- Pronunciation.9.- Orthography.10.- The learner’s sociolinguistic competence.11.- The learner’s pragmatic competence.12.- Errors and mistakes.

TASK 2. DISCUSSION

JSP 2010-2011

a) Conclusions of group work for the blog.b) Writing:

a) Do you think that working on the curricular basic skills means a significant change in our nowadays job?

b) From your viewpoint, which are the main challenges our educational system has for the 21st century? What do you think our pupils will need to become good citizens, competent, …?

TASK 3. HOMEWORK

JSP 2010-2011

REMEMBER: NEXT SESSION IS ON

APRIL, 12THTHANK YOU

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