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  • English Didactis III. Introduction

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    1. The document outlines the goals and content of an English didactics course, including learning about different language teaching methods, uncovering thoughts that guide teaching actions, and introducing new techniques. 2. It discusses the importance of being aware of the beliefs, attitudes, values and awareness that link thoughts to actions in the classroom. A coherent language teaching method connects one thought-action link to another through systematic principles and procedures. 3. The document introduces the "doubting game" and "believing game" as ways to analyze methods, and explains that a method can be shaped by a teacher and student's understanding, expectations and sociocultural context. It assigns reading of a chapter on the Grammar-Translation

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    1. The document outlines the goals and content of an English didactics course, including learning about different language teaching methods, uncovering thoughts that guide teaching actions, and introducing new techniques. 2. It discusses the importance of being aware of the beliefs, attitudes, values and awareness that link thoughts to actions in the classroom. A coherent language teaching method connects one thought-action link to another through systematic principles and procedures. 3. The document introduces the "doubting game" and "believing game" as ways to analyze methods, and explains that a method can be shaped by a teacher and student's understanding, expectations and sociocultural context. It assigns reading of a chapter on the Grammar-Translation

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    5 views11 pages

    English Didactis III. Introduction

    Uploaded by

    Alumno Alumno
    1. The document outlines the goals and content of an English didactics course, including learning about different language teaching methods, uncovering thoughts that guide teaching actions, and introducing new techniques. 2. It discusses the importance of being aware of the beliefs, attitudes, values and awareness that link thoughts to actions in the classroom. A coherent language teaching method connects one thought-action link to another through systematic principles and procedures. 3. The document introduces the "doubting game" and "believing game" as ways to analyze methods, and explains that a method can be shaped by a teacher and student's understanding, expectations and sociocultural context. It assigns reading of a chapter on the Grammar-Translation

    Copyright:

    © All Rights Reserved
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    of 11

    UNIVERSIDAD

    MESOAMERICA
    NA
    ENGLISH DIDACTICS III.
    Mgtr.Edna Ajtujal
    1
    GOALS
    1. To learn about many different language teaching methods
    2. To help you uncover the thoughts that guide your own
    actions as a teacher
    3. To introduce you to a variety of techniques, some of which
    will be new

    2
    THOUGHT - IN - ACTION LINKS
    It is very important for you to become aware of the thoughts that guide your
    actions in the classroom.

    Beliefs

    Attitudes

    Values

    And awareness as well

    3
    A COHERENT SET
    A. A method is the link between thoughts and actions that is
    common to them all.
    B. Links are made in methods, and that is the connection
    between one thought -in- action link and another.
    C. A method is a coherent set of such links in the sense that
    there should be some theoretical or philosophical
    compatibility among the links

    4
    Doubting game and believing game
    Elbow (1973) believes that: doubting and believing are games
    because they are ruled - governed , ritualized processes,
    which are not real life.

    Doubting game requires logic and evidence.

    5
    The believing game
    The believing game asks us to put on the eyeglasses of
    another person _ to adopt his or her perspective_ to see the
    method as the originator sees it. It requires a willingness to
    explore what is new.

    6
    WHAT are methods?
    A. Methods are prescriptions for classroom behavior, and
    that teachers are encouraged by textbook publishers and
    academic to implement them whether or not the methods
    are appropriate for a particular context.
    B. A method is a way of teaching a language which is based
    on systematic principles and procedures.

    7
    Any method is going to be shaped by a teacher’s own
    understanding, beliefs, style and level of experience.

    Also by who the students are, their and the teacher’s


    expectations of appropriate social roles, the institutional
    constraints and demands, and factors connected to the wider
    sociocultural context in which the instruction takes place.

    8
    Techniques and principles in
    language teaching
    DIANE LARSEN-FREEMAN

    Second Edition

    OXFORD

    UNIVERSITY PRESS

    9
    Assignment

    A. Read chapter 2. The Grammar-Translation Method


    B. Work on Activities A and B by answering the questions in
    your notebook.
    10
    11

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