2_Teaching methodology.pptVIP

Relationship of Form and Function Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus, but remain as important components of language that enable the learner to accomplish those purposes. Fluency and Accuracy A focus on students’ “flow” of comprehension and production and a focus on the formal accuracy of production are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. At other times the students will be encouraged to attend to correctness. Part of the teacher’s responsibility is to offer appropriate corrective feedback on learners’ errors. Focus on Real-world Contexts Students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom. Classroom tasks must therefore equip students with the skills necessary for communication in those contexts. Autonomy and Strategies Involvement Students are given opportunities to focus on their own learning process through raising their awareness of their own styles of learning (strengths, weaknesses, preferences) and through the development of appropriate strategies for production and comprehension. Such awareness and action will help to develop autonomous learners capable of continuing to learn the language beyond the classroom and the course. Teacher Roles The role of the teacher is that of facilitator and guide, not an all-known font of knowledge. The teacher is an empathetic “coach” who values the students’ linguistic development. Students are encouraged to construct meaning through genuine linguistic interaction with other students and with the teacher. Student Roles Students in a CLT class are active participants in their own learning process. Learner-centered, coo