Академический Документы
Профессиональный Документы
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Assumption: accuracy in
pronunciation is prioritised
over intelligibility
R1 - because the
language can be
controlled
R2 - there is no defective
language
R3 - the examples of the
target language will be
clear
R4 - because context
provides meaning
R5 - because it is similar
to learning L1
Assumption - it is helpful to
allow learners to listen and read
at the same time
R1 - because writing a
record will aid memory
R2 - because teacher
can check correctness of
form student has
recorded
Assumption: It is important to
focus on discourse/adjacency
pairs/responses
R1 - Because requests on
their own are not so
useful
R2 - Learners can both
use them and respond to
them
R3 - responses are part
of the use
Assumption: It is important to
focus on style
R1 - because learners
need to be aware that
language is appropriate
to different situations
R2 - it's part of knowing
the meaning/use of
language
R3 - particularly
relevant to this target
language
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Assumption: it is useful at
times to focus solely on form
and not deal with meaning
R1 - It is easier for
learners to focus on one
area at a time
R2 - a step by step
approach builds
learners' confidence and
avoids overloading them
R1 - because engaging
with the language aids
retention
R2 - allows the teacher
to check how much
learners know
R3 - it is motivating for
the learners to check
what they know and
discover what they don't
know
R1 - because learners
will not always have a
teacher on hand to help
them
R2 - because it forces
them to take
responsibility for their
own learning
R3 - helps their learning
outside the classroom
Assumption: it is useful to
expose the learners to the
language receptively before they
produce it
R1 - Because learners
may notice the language
R2 - It replicates what
happens in real life
Assumption: It is useful to
focus on form/highlight
problems of form through
focused exercises/focus on
accuracy
R1 - because students
will learn better if there
is an explicit focus on
points of difficulty/form
they need to consider
R2 - makes students
aware of what they are
learning
R3 - many students
expect an explicit
language focus
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Assumption: it is useful to
have a task which doesn't
focus on target language even
if the prime reasons for the
text is linguistic / learners
need to understand meaning
of a text before focusing on
target language
Assumption: It is useful to
organise material around a
theme (the future and genetic
engineering) and the skills
and language areas are built
into this theme
Assumption: It is valuable to
categorise language according
to meaning/function
R1 - because categorising
language in this way
makes it easier to focus on
its use and appropriacy
R2 - helps learners store
the language efficiently
R1 Because functional
language has high
surrender value for
learners
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Assumption - learners
should be given a task when
listening/reading
Assumption: need to
activate interest/schemata
Assumption: Students
need different exponents
for the same function/
upper-intermediate
students already have
knowledge of basic
exponents
Assumption - students
should understand the
meaning of the text before
they focus on language
items
Assumption: Teaching
language through
integrated skills is effective
because
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R1 - students need to be
able to operate without a
teacher/after the course
has finished
R2 - they may also
remember things better if
they have found them out
for themselves
R3 - because it forces them
to take responsibility for
their own learning
R4 - helps their learning
outside the classroom
Assumption: The
importance of learnertraining since
R1 - it helps learners to
become more aware of their
own strategies and find
ways to develop these so
they become better
language learners
R2 - this can also
encourage greater learner
autonomy so that learners
can continue their learning
after the end of their course
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Assumption: The
importance of
progressing from
known to unknown
and a progression of
challenge since
Assumption: The
value of collaborative
learning as
Assumption: The
value of
personalisation as
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