In my opinion, both are necessary depeding on the king of purpose you need to achive. According to COOK (1989) there are good reasons for focusing on sentence level-study:
Teaching formal grammatical knowledge and skills that provide the basis for communication
Proficiency in specific aspects of pronunciation, grammar and vocabulary can be easly assessed and diagnosed
‘abstract’ sentences are still the best material for L instruction as they isolate the L from the complexities of a particular context
Formal languages rules underpin well-formed sentences and need to be understood and recognized
The treatment of language as sentences has been sucessful in Ll in revealing how L works
It is more difficult to stablish rules and constrains about what is communicatively effected beyond sentece-level
Some arguments for a focus on text:
Communicative competence requires more than producing and understanding sentences
Test, in the form of scrpted dialogues, are commonly used in LT
This dialoges should alsointroduce learners to some of the features of ‘real-life’ discourse
Focusing on discourse and texts helps students to notice and analyse authentic and appropiate usage of L
Discourse-based activities enable students to extend their communicative repertoire and prepare them more effectively for communication in the Tg L outside the classroom
I checked your blog and noticed you have not been a very active blogger. What a shamed. You did a good job in April but then your posting dropped. I think this a good way to be thinking, reflecting and changing your own teaching paradigms. That is what an MA is all about. Hope you will show me more on this next time. I appreciate your comments and participation during my seminar. Carry on and give a chance to think that a blog is a way to keep yourselves producing: a path to become true members of a teacher community.
In my opinion, both are necessary depeding on the king of purpose you need to achive. According to COOK (1989) there are good reasons for focusing on sentence level-study:
ResponderEliminarTeaching formal grammatical knowledge and skills that provide the basis for communication
Proficiency in specific aspects of pronunciation, grammar and vocabulary can be easly assessed and diagnosed
‘abstract’ sentences are still the best material for L instruction as they isolate the L from the complexities of a particular context
Formal languages rules underpin well-formed sentences and need to be understood and recognized
The treatment of language as sentences has been sucessful in Ll in revealing how L works
It is more difficult to stablish rules and constrains about what is communicatively effected beyond sentece-level
Some arguments for a focus on text:
Communicative competence requires more than producing and understanding sentences
Test, in the form of scrpted dialogues, are commonly used in LT
This dialoges should alsointroduce learners to some of the features of ‘real-life’ discourse
Focusing on discourse and texts helps students to notice and analyse authentic and appropiate usage of L
Discourse-based activities enable students to extend their communicative repertoire and prepare them more effectively for communication in the Tg L outside the classroom
Hi Geidy:
ResponderEliminarI checked your blog and noticed you have not been a very active blogger. What a shamed. You did a good job in April but then your posting dropped. I think this a good way to be thinking, reflecting and changing your own teaching paradigms. That is what an MA is all about. Hope you will show me more on this next time. I appreciate your comments and participation during my seminar. Carry on and give a chance to think that a blog is a way to keep yourselves producing: a path to become true members of a teacher community.
Suggested assessment: 37