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Goals for Today

Learn about the goals of foreign language instruction and the principles of proficiency-oriented methodology, including opportunities for practice, functional tasks, responsiveness to student needs, and cultural understanding.

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Goals for Today

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  1. Goals for Today • Know the definitions of the terms method, methodology, approach, syllabus, technique, activity. • Understand the concept of proficiency as an organizing principle. • Be familiar with Hadley’s five hypotheses about proficiency-oriented teaching, especially as they relate to formal grammar instruction and error correction. On Teaching a Language

  2. Questions for You • What are some of your own good and bad experiences in language teaching? • What do you think the goal(s) of Foreign Language Instruction should be (e.g. fluency, correctness, survival ability?) On Teaching a Language

  3. Terminology • Methodology • Method • Approach • Syllabus • Technique • Activity • Eclecticism • Proficiency as an “organizing principle” (Hadley) On Teaching a Language

  4. Proficiency-oriented Methodology: Five Working Hypotheses

  5. Hypothesis 1 • Opportunities must be provided for students to practice using language in a range of contexts likely to be encountered in the target culture. On Teaching a Language

  6. Hypothesis 1 - Corollaries • Corollary 1: Students should be encouraged to express their own meaning as early as possible after productive skills have been introduced in the course of instruction. • Corollary 2: Opportunities must be provided for active communicative interaction among students. • Corollary 3: Creative language practice (as opposed to exclusively manipulative or convergent practice) must be encouraged in the proficiency classroom. • Corollary 4: Authentic language should be used in instruction wherever possible. On Teaching a Language

  7. Hypothesis 2 • Opportunities should be provided for students to practice carrying out a range of functions (tasks) likely to be necessary in dealing with others in the target culture. On Teaching a Language

  8. Hypotheses 4 • Instruction should be responsive to the affective as well as the cognitive needs of students, and their different personalities, preferences, and learning styles should be taken into account. On Teaching a Language

  9. Hypothesis 5: • Cultural understanding must be promoted in various ways so that students are sensitive to other cultures and are prepared to live more harmoniously in the target-language community. On Teaching a Language

  10. Homework • Read pp. 105-130 • Answer question #3 on page 130 On Teaching a Language

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