Академический Документы
Профессиональный Документы
Культура Документы
-developed
by Charles Curran in the 1970s
-primary insights from Rogerian counseling theory
Maskowitzs Humanistic Techniques which engages the whole person: blend what students feel, think, and know with what they are learning in target language self actualization and self-esteem help to foster a caring climate emotions and feelings as well as linguistic knowledge and behavioral skills
Language Alternation;
(another language teaching tradition which CLL is linked ) - Mackey: A message, lesson or class is presented first in the native language and then, in the target language before overhears.
Approach;
Theory of Language;
+
the Interactional view of language
La Forges Alternative Theory; beyond the structuralist view of language which means Language as a Social Process. Communication; Not just a message, Not just the uniderectional transfer, Speaker = listener = subject and object of the message.
Verbal
Sender Message Receiver
is persons in response.
La Forge
Stages;
in stage 1; dependent in stage 2; self-assertive in stage 3; resentful & indignant in stage 4; tolerant
in stage 5; independent
Design
- Objectives
encouraging the students to take more
responsibility
learning how to learn from one another
using the target language communicatively
The Syllabus
the teaching of oral proficiency a topic based course progression emerging from the interaction between learners and teachers
detailed and specific grammar and lexical points isolated by the teacher
Learning Activities
-Translation
-Group work
-Tape-recording -Transcription
-Listening
-Free conversation
Roles of Learners
-Being a member of the community, -Listening carefully -Telling messages independently -Repeating messages without any hesitation -Expreesing feelings, frustration -Being counselor of other learners
Roles of Teachers
Instructional Materials
-a textbook isnt necessary -developed by the teachers as the course develops -projector, tape recorder -scripts for conversations developed by the students.
Procedure
-informal greeting -statement of the goals and guidelines
-sitting in a circle
-conversations and messages given by the student in
the L1 -Translation of it into the target language by the teacher -repetition for the tape recorder
learned by repeating Reflection Elements of Spelling, Grammar, Capitalization Asking questions about the lesson Copying sentences from the board with notes on meaning/usage.
Weaknesses
a lack of grammatical syllabus unclear objectives