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SLA

what do these classroom techniques tell us about the T's assumptions re SLA?

TECHNIQUEASSUMPTION
Having a weekly test Learning (& teaching) is done in quantifiable ‘chunks’.
Self-correction gestures (e.g. using fingers to represent words then touching the finger/word that is in need of correction) ss learn to correct themselves, pronunciation very important, T- talk minimal: SILENT WAY
Ss study example sentences & decide on ‘the rule’ Cognitive work involved- discovering patterns. (rule formation, rather than habit formation- Chomsky)
Ss do a substitution drill (T: coffee, ss: would you like a coffee?, T: tea, ss: would you like a tea?) Structural patterns are taught using repetitive drills. Language use can become automated: AUDIOLINGUAL METHOD
The T uses some pictures (e.g. of holiday destinations) before giving the ss a text to read (about a popular holiday destination) Learners bring their own knowledge to the classroom- their SCHEMA, which needs activating
Ss are asked to translate sentences into their L1, little emphasis on speaking Language only has value as a mental activity (e.g. Latin in UK public schools): GRAMMAR TRANSLATION METHOD
T takes time during or after various activities to allow students to express how they feel about the learning experience Ss’ are central to the learning process: SUGGESTODPEDIA
Baroque music is played softly in the background Affective factors important & can be a block to learning: SUGGESTODPEDIA
T gives ss a list of words to memorise for the next lesson T in charge & knows what ss need. Mental effort required in learning: AUDIOLINGUAL METHOD
T asks s to identify set phrases, collocations in a text (rather than grammar) "Language is grammaticalised lexis, not lexicalised grammar"(Lewis 1993): LEXICAL APPROACH
Doing a role play (e.g. ‘in the restaurant’) Language use should be related to the real world: COMMUNICATIVE METHOD
Created by: Nigel-B
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