VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1, 2, 3, [4] ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 08:39:32 06/14/03 Sat
Author: Luciano Santos Valadares
Subject: Task 6

TASK 6

DESCRIBE THE DESIGN OF A PROTOTYPICAL COMMUNICATIVE COURSE.

1. OBJECTIVES
The instructional objectives for a particular course would reflect specific aspects of communicative competence according to the learner’s proficiency level and communicative needs. The main objective is the effective communication, and help learners to become effective users of the foreign language. Language is acquired through interaction as well as learned from the teacher.

2. TYPES OF LEARNING AND TEACHING ACTIVITIES
The range of exercise types and activities compatible with a communicative approach is unlimited. The activities planned in a Communicative course focus in the ability to interact and communicate. Classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing. Allwright (1977) places a screen between students and gets one to place objects in a certain pattern: this pattern is the communicated to students behind the screen.

3. LEARNER AND TEACHER ROLES
The learners must participate at their level of skill and comprehension, and to act as an independent participant, practicing the language. Learners learn to see that failed communication is a joint responsibility and not the fault of speaker or listener. Similarly, successful communication is an accomplishment jointly achieved and acknowledge.

Breen and Cadlin describe teacher roles:
1- To facility the communication process between all participants in the classroom;
2- Act as an independent participant within the learning – teaching group;
3- Researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, counselor and group process manager.

4. THE ROLE OF INSTRUCTIONAL MATERIALS
There are a variety of materials that are used in a Communicative Language Teaching. Richards and Rogers consider three kinds of materials: text-based, task-based and realia.
They must promote interest or discussion, and be relevant to the students’ needs.

5. THE INTERACTION BETWEEN STUDENTS AND TEACHERS
Teachers and students must be confidents. Teachers must give opportunities to students to focus on their own learning process through the understanding of their own styles of learning.

- RICHARDS, J. & RODGERS, T. Approaches and methods in Language teaching. Cambridge: Cambridge University Press, 1986
- http://coe.sdsu.edu/people/jmora/L2MethodsMMdl/sld001.htm

[ Next Thread | Previous Thread | Next Message | Previous Message ]
[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.