EDU 344 + EDU611 +

EDU 612

Fall 2019
 Competency Based
 Outcome based
 Adaptive to the changing needs of students,
teachers & the community
 An application of the principles of
Competency Based Education to language
teaching
 Reemerged in some parts of the world as a
major approach to the planning of the
program.
 Offer teachers an opportunity to revitalize the
education & training programs.
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 Competency-Based (2)

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 Competency-Based (3)

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 Competency-Based (4)

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 Lexical

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 Lexical (2)

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 Lexical (3)

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 Lexical (4)

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 Lexical (5)

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 Lexical (6)
 There are at least four different types of
materials & teaching resources to support
lexical approaches:
Course packages of texts & tapes containing
real life situations.
Collections of vocabulary teaching activities.
Printouts of computer corpora in text format.
Computer programs that allow students to
carry out their own analysis.
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 Lexical (7)
 Teachers should find collocations in their
course books & add exercises that focus on
lexical phrases.
 They should also develop activities to help
students discover collocations from both the
class and real life. 
 Classroom procedures should involve:
 teaching individual collocations
 making students aware of collocations
 using collocations to restrict known vocabulary
 Storing collocations in a lexical notebook.
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 Content Based

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 Content Based (2)
 The role of content in other curriculum
designs:
 Immersion Education is a type of foreign
language instruction in which the regular
school curriculum is taught through the
medium of the foreign language which is
the vehicle for content instruction.

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 Content Based (3)
Learning outcomes of an immersion
program include:
Develop a high level of proficiency in the
foreign language
Develop positive attitudes towards those who
speak the foreign language and their culture
Develop English language skills aligned with
student age and abilities
Gain designated skills & knowledge

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 Content Based (4)
CBI is grounded on two central principles
People learn a second language more successfully when
they use the language as a means of acquiring information.
CBI reflects learners’ needs for learning a second
language.

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 Content Based (5)

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 Content-Based (6)
Type of learning & teaching activities:
Language skills improvement
Vocabulary building
Discourse organization
Communicative interaction
Study skills
Synthesis of content materials & grammar

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 Content-Based (7)

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 Content-Based (8)
Role of teachers:
 Varying the format of classroom instruction
 Using group work & team building techniques
 Organizing jigsaw reading arrangement
 Defining the background knowledge & language skills
 Helping students develop coping strategies
 Using process approaches to writing
 Using appropriate error correction techniques

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 Community Language Learning

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 Community Language Learning
(2)
 The learner strives to interact with the
language through identifying the sound
system, the meaning of the sentence, & the
grammar.
 Language is people, language is persons in
contact; language is persons in response.
 The interaction during language acquisition is
very important
 There are two types of interaction: learner-
learner and learner- knower.
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 Community Language Learning (3)
5 stages to learn a language

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 Community Language Learning
(4)
  There are some psychological
requirements for a successful learning
called: SARD:
S: Security
A: Attention & aggression
R: Retention & reflection
D: Discrimination

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 Community Language Learning
(5)
 No syllabus is distributed & the teacher relies on the
progression that is ‘topic-based.’
 The CLL syllabus emerges from the interaction of the
learner’s expressed communicative intentions & the teacher’s
translations of these into suitable utterances.
 The tasks used are:
 Translation: The learner whispers the intended sentence into
the teacher’s ear & she/he translates it into the target language.
 Group Work: Small group-discussion will be introduced to the
class.
 Recording: They record conversations in the target language.
 Transcription: Students transcribe the conversations to
examine the linguistic forms.

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 Community Language Learning (6)

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 Task Based
TBLT emphasizes the following points:

The focus is on process rather than product. For example, if

you want to put a puzzle together, the way you do it (the
procedure) is the most important thing in TBLT. The final product
is secondary.
Tasks should be communicative & meaningful.
Learners should interact & communicate to fulfill the task.
The tasks can range from being pedagogical or classroom
tasks to being real life activities.
Tasks are arranged according to difficulty.
The difficulty of a task depends on the previous experience of
the learner, the complexity of the task, the language required to
undertake the task & the degree of support available.

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 Task Based (2)
 Tasks provide both the input & output
processing necessary for language
acquisition.
 Task activity & achievement are
motivational.
 Learning difficulty is individualized
depending on the level the students. 

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 Task Based (3)
 Selection of tasks should be based on a careful
analysis of the real world needs of learners. 
 The syllabus should include real world task &
pedagogical tasks

Learner’s Role: 
 Group work
 Monitor: students should notice how language is used
in communication.
 Risk taker and innovator: students shouldn’t just stay
where they’re comfortable, they should take risks & be
creative & face difficult tasks.

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 Task Based (4)

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 Task Based (5)
 Pre-task activities : introduction to the topic
 Task activities: explanation of the lesson.
 Post-task activities: after task, activities are used to see if the
students have learned or not & if they had done the task
properly or not.
 
 An example of TBLT:
 Theme: Planning a vacation
 Tasks: Decide where you can go based on the “advantage
miles”
 booking a flight
 choosing a hotel
 booking a room

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 Task Based (6)

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 Task: Definition

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 Task Design (8)

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 Task Based (9)
 Tasks of different kinds can be designed for any topic or
suitable text.
 To increase relevant exposure to spoken English, fluent
speakers can be recorded doing the tasks and/or reporting
how they did them, thus providing spontaneous language data
for subsequent language study.
 This provides a sample interaction for learners to experience.
Having done their own task first, they will understand what
meanings are likely to be expressed in the task recording, so
as they listen, they can look out for the forms that act as a
vehicle for those meanings.
 The transcription then provides data for a subsequent focus
on grammar & lexical phrases.

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 Task Based (10)
 Tasks can be done singly, or in a series on
the same topic, with one task arising out of
another.
 Topic
 Listing
 Classifying
 Comparing
 Sharing personal opinions
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 Task Based (11)

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 Task Based (12)
 The TBL Framework was designed to help create optimum
conditions for natural language learning. The essential
conditions for learning are:
 Exposure to the target language in use, both spontaneous &
planned language, in spoken & written form.
 Opportunities to use the target language for expressing
meaning – both in private & in public situations, in pair & small
group interactions, monologue & writing.
 Motivation to engage with & try to understand the exposure &
to use what they know to communicate what they mean.
 Focus on language form to prevent fossilization & help
learners improve upon what they can do already.

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 Task Based (13)
  Pre-Task gives exposure to teacher talk, but brainstorming useful
topic words & phrases is a good way of involving students in this
phase 
 Task Cycle Learners use language in varying circumstances & are
exposed to others using it.
 The Task Phase gives opportunities for interactive spontaneous
use of language in the privacy of their pairs where mistakes don’t
matter.
 The Report Phase encourages a combination of accuracy &
fluency (learners don’t want to make mistakes in front of the class)
 The Planning Phase is the time for teacher input and advice.
Learners plan what to say at the report stage to correct mistakes to
strive to use “better” language & to focus on form.
 The Optional Listening Phase allows students to hear how fluent
speakers did the same task.

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 Communicative
 The origins of Communicative Language
Teaching (CLT) dated from the late 1960s.
 One needs to focus on communicative
proficiency rather than on the structured
teaching of language.
 Best to stress on the understanding &
expression of a language rather than on the
grammatical use of language.
 Ever since, CLT has expanded & was
conceived as an approach & not a method.
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 Communicative (2)
 Make communicative competence the
GOAL of language teaching.
 Develop procedures for the teaching of the
four language skills that acknowledge the
interdependence of language &
communication.
 The main purpose of the communicative
approach is COMMUNICATION.
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 Communication (3)
 Language is a system for the expression of
meaning.
 The primary function of language is to allow
interaction & communication.
 The structure of language reflects its
functional & communicative uses.
 The primary units of language are not merely
its grammatical & structural features but
categories of functional & communicative
meaning as exemplified in discourse. 
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 Communicative (4)
 Communication principle→ Activities that
involve real communication promote
learning. 
 Task principle→ Activities in which
language is used for carrying out
meaningful tasks promote learning.
 Meaningfulness principle→ Language that
is meaningful to the learner supports the
learning process.
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 Communicative (5)
Objectives
 
Integrative & content level. (Language as a means of
expression)
Linguistic & instrumental level. (language as an object
of learning)
An affective level of interpersonal relationships &
conduct (expressing one’s values & of others)
A level of individual learning needs. (based on error
analysis)
A general educational level of extra-linguistic goals.
(within school curriculum).

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 Questions

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