tefl2011_lesson02 studying the language

8/7/2019 TEFL2011_Lesson02 Studying the Language

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TEACHING ENGLISH AS A FOREIGN LANGUAGE

What do we teach?

Language

Components/Knowledge

LanguageSkills

Structure/Grammar

Vocabulary

ListeningReading

Speaking

Writing


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StudyingLanguageComponents

STUDYING LANGUAGE

COMPONENTS

to increase knowledge of thelanguage system so that thelonger-term aim of improvingproductive and receptive skills

can be achieved

a stage in a lesson where studentsand teacher are on (theconstruction of) a specific featureof the language in order tounderstand it better)

The Goal


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The morphology of forms (e.g. is and am are forms ofto be, but *amnt is not)

The syntax of phrases, clause, and sentences (e.g.the rules of questions formation or the construction of

if-sentences). Vocabulary, including the meanings of words, their

lexical grammar (e.g. enjoy can be followed by an ingbut not by an infinitive), and collocation rules (e.g. wesayeven-handedand not *even-footed).

The meaning and functions that phrases andsentences con convey

Pronunciation Spelling

FOCUS OF STUDYING LANGUAGE COMPONENTS


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Techniques of Studying Languageare used to ensure that students

understand : the meaning of a language form;

h

ow it is used on exch

anges ortexts;

its construction.

LANGUAGE STUDY TECHNIQUES


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1. DEMONSTRATION:

we can demonstrate the language formswhichwe want students to study by offering

them a situation which shows the languagein action and then modeling the languageourselves.

The language can be used in a text whichclearly shows what it means;

We can also use pictures or various items of

realia to demonstrate meaning



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2. EXPLANATION: we can explain the construction of language in

diagrams using the board or overhead projector.

We can use finger-pointing to showhowconstractions are made, e.g:



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2. EXPLANATION: we can use explanation in English (at higher level),

e.g. We dont use words or phrases which refer to aspecific time in the past (yesterday or last week)

with the present perfect. We can explain in Bahasa Indonesia, but this can

detract from the English atmosphere of the class.

In a traditional model, explanation is frequentlygiven by isolating and distorting bits of thelanguage which the teacher is modelling.



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3. DISCOVERY:

Students can be encouraged to understand newlanguage forms either by discovering them for

themselves in a text, or by looking at grammaticalevidence in order to work out a grammar rule.

In order for us to have confidence that discoveryleads to real understanding, we need to be availablefor students to check withus whether theyhaveworked things out clearly.



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4. ACCURATE REPRODUCTION:

We ask students to repeat new words, phrases, orsentences in a controlled way, correcting them

when they get things wrong and showing approvalwhen they use the form correctly.

This way not only allow them to try out the newlanguage, but the teachers feedback also serves as

further demonstration and explanation of the newforms



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5. IMMEDIATE CREATIVITY: When students show an understanding of

the meaning, use, and construction of the

language form we are focusing on, we can askthem to create their own sentences using thelanguage form.

Th

is will give indication, to both

studentsand the teacher, ofhow well the languageform has been understood.



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6. CHECK QUESTI

ONS: We can use check questions to see if students have

understood meaning and use.

Example: If students are learning to use past

continuous sentences such as At eight oclock shewas watching television we can measure theircomprehension by asking: Did she start watchingtelevision at exactly eight oclock or before?

If they are working with as as comparisons insentences such as Amir isnt as tall as Udin, we canask Whos taller? To check their understanding ofthe language



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The status of language study depends on why andwhen it occurs. It may form the main focus of alesson, for example: the main focus of the lessonis the teaching of relative clauses (or the future

continuous, or ways of suggesting) and designthe lesson around this central purpose.

Language study may not be the main focus of alesson sequence, however, but may be only one

element in a bigger design (e.g. listeningpractice).

Teacher needs to decide when should the focus ofany necessary language forms take place: before,durin , or after the erformance of a

LANGUAGE STUDY in LESSON SEQUENCE


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1. Introducing new language:

Topic: Light in Space

Language focus: sh

ould/sh

ouldnth

ave doneLevel: intermediate/upper intermediate.

Warming-up questions:

What is science fiction?

Have you ever read science fiction?

What would you expect to find in a science fiction

text?


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Now read the following text. While youare doing this you must find outinformation such as :

- how many people are in the spacestation at the beginning and end of thetext?

-Are they women or men?

- How long have they been there?

EXAMPLES OF LANGUAGE STUDY ACTIVITIES


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Comprehension Questions:1. What is the light?

2. What has happened to the spacestation and why?



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Tasks:- Write a list of thins that people did that

were bad or not sensible

Example:

Rosie was rude to Cathy



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Tasks 2:- Make a sentence about event (1) using

should not

Example:

Rosie was rude to Cathy

Rosie shouldnt have been rude to Cathy



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Tasks 3:-Tell stories of things in the past which

you should/shouldnthave DONE.


tefl2011_lesson02 studying the language

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