the role of grammar in CLT

Topic 3: The role of grammar in CLT ELTM 1 – WEEK 5 REFLECTION –Task 1      !"" #$ %# "&'()*++" &'"**", / % #"" 01 #"2 3 (# # (###  TASK 1 Tick the extent to which you would agree or disagree with the following statements. Give reasons for your opinions (if possible). Statements Agree Neutr al Disagre e                ! " #    $  %  &        ' #      TASK 1 Statements Agree Neutra l Disagree    (                (      ! ( " #    $  %  )   &             ( ' #       NUNAN (1991) Roles of Grammar • 2 )45. • %2 )45. • %2 )45.6 )".   7   82894:&:;< Focus on form 4=0:;< Focus on form Types of instruction Learners’ attention directed at Comments on pros and cons  *+  ,-#. //%+   ,  . 01 2 1  3+ 1   3++ 4 ,-#. //%0+   +1   $3+5 ,-#. //%  5      $  Two principal ways to achieve focus-on-form (Ellis, 1994)  >%$   ?)@& #.  %% @)8'.A  % Deciding factors for grammar instrucon ! 3 * !$ 0  0 0 67  ) 0 / $ 6 8   4 4  ! 9 ) $ 4 ! 4 9 - ) : 3 8; 4  < 6 Topic 3: COMMUNICATIVE LANGUAGE TEACHING AND THE AUTHENTIC TEXT :#? ## > @ [...]... Study the table and write a report to your teacher, describing the CARD A CARD informationdoing a researchin the table B an official of the Statistics presented You are a student who is You are study about the origins of migrants to in 2001 Ask your partner, who is a Bureau of Statistics official for the following information: -The 10 countries that had the greatest number of migrants to in 2001 -The. .. in ELT: genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or practices (Tatsuki, 2006) AUTHENTICITY DEFINED (Cont.) Recent theories have increasingly viewed the authenticity of materials (text authenticity) in relation to learners’ needs and the context of use (situation authenticity ) - The authenticity of materials should not be at the. .. expense of their appropriacy and relevance to learners’ needs (learner authenticity) - Authenticity lies not only in the ‘genuineness’ of text, but has much to do with the notion of task (task authenticity) Types of task authenticity (Guariento and Morley, 2001) 1 Genuine purpose: real communicationnatural interaction in real time 2 Real world targets: buying a train ticket, renting an apartment, taking... 1: Discussion points:   1 What does “text authenticity” mean to you? What about “learner authenticity”? 2 Why is there a push for authenticity in CLT? 3 Can you name some of authentic materials that can be used in the classroom? 4 How useful do you think authentic materials are in the classroom? 5 What difficulties might arise when using authentic materials? AUTHENTICITY DEFINED - Authenticity (philosophy)... activities that are purposeful, meaningful and relevant to learners’ needs In this way, learners are stimulated to ‘authenticate’ even the materials that are not authentic in themselves • Be an ‘authenticating teacher’, take the role of a leader and the central element who gives the teaching material its authenticity; i.e it is the teacher who helps learners understand the materials, feel positive towards... From Wikipedia, the free encyclopedia Authenticity is a technical term in existentialist philosophy, and is also used in the philosophy of art and psychology In philosophy, the conscious self is seen as coming to terms with being in a material world and with encountering external forces, pressures and influences which are very different from, and other than, itself Authenticity is the degree to which... communicative purpose, and finally respond positively such that classroom communication develops and a real negotiation of meaning occurs For beginners: Study the table and answer the following questions: 1.Which country had the greatest number of migrants to Australian in 2001? Which had the smallest? 2.How many Australians were born overseas? Etc For intermediate learners: An information-gap activity:... Classroom interaction: put students in pairs or groups to discuss, evaluate, and report on the usefulness and appropriateness of teacher feedback and different kinds of homework tasks 4 Engagement: learners are ‘engaged’ by the task, genuinely interested in its topic and purpose, and understand its relevance Designing learner authentic tasks • Communicative materials need to provide learning activities... countries that had the greatest number of migrants to in 2001 -The percentage that the top 10 contributed to the total Australian population Etc Bureau of Australia Your partner is a student who is doing research about the origins of migrants to Australian in 2001 Answer his/ her questions, using the information given in this table ... despite these pressures AUTHENTICITY DEFINED (Cont.) Previously: authenticity and authentic are often used to describe language samples – both oral and written –naturalness of form, and appropriateness of cultural and situational context (Rogers & Medley, 1988) - Authentic materials: materials generated by native speakers and for native speakers are considered authentic (Rogers & Medley, 1988) - Authenticity . Topic 3: The role of grammar in CLT ELTM 1 – WEEK 5 REFLECTION –Task 1     . #"2 3 (# # (###  TASK 1 Tick the extent to which you would agree or disagree with the following statements. Give reasons for your opinions (if possible). Statements Agree Neutr al Disagre e     . COMMUNICATIVE LANGUAGE TEACHING AND THE AUTHENTIC TEXT :#? ## > @ TASK 1: Discussion points: 3    /