Language teaching through (Integrative approach (Definition and concept…
Language teaching through
Teachers and learners' role
assume the role of facilitator and monitor
student centered learning
apply more than one language skills during language leaning
learners prosper all four skill uniformly (i.e learners vocabulary can be enhance through reading and simultaneously they can improve in their writing and at the same time they can practice the correct usage of the vocabulary)
boosts the motivation and confidence of the learners since language is language is used as a mean of interactions and communications.
decreasing teacher's talking time and increasing students' talking time.
Definition and concept
emerge after communicative approach
propose that skills should be taught intergratedly
exposes ESL/EFL learners to authentic language and challenges them to interact in a natural way in the language
involves the testing of language in context
focus on ability to use language
effectively for communicative purposes
using a language involves the integration of all of
concerns primarily on meaning and the communicative competence
s expect that students use a variety of
language items (e.g. writing an essay instead of asking learners to choose the correct tense of a verb)
many language elements in the completion of a task.
Definition and concept
sets as its goal the teaching of communicative competence.
aspects of communicative competence
Knowing how to use language for a range of different purposes
Knowing how to vary our use of language according to the setting and the participants (when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication)
Knowing how to produce and understand different types of texts
(e.g., narratives, reports, interviews, conversations)
Knowing how to maintain communication despite having limitations in one's language knowledge (e.g. through using different kinds of communication strategies)
activities focus is on practicing language in a real-life/ authentic context
focus on using language resources to complete a task (e.g. puzzles, games, map-reading)
focus on using linguistic resources to collect information (e.g. student-conducted surveys, interviews)
focus on sharing their stand on different topic(s) (e.g. public speaking, debate)
focus on transferring information into another form (e.g. listening to other learners describing someone and they draw, listening to learners reading an instruction and put it in a graph)
focus on deriving some new information from given information through the process of inference, practical reasoning
Teachers and learners' roles
assume the role of facilitator and monitor.
develop a different view of learners’ errors
reflect on language teaching.
participate in cooperative, collaborative classroom activities
Make real communication the focus of language learning.
Provide opportunities for learners to experiment and try out what
Be tolerant of learners’ errors as they indicate that the learner is
building up his or her communicative competence.
Provide opportunities for learners to develop both accuracy and
Link the different skills such as speaking, reading, and listening
together, since they usually occur so in the real world.
Let students induce or discover grammar rules.
measure of how the learners are able to use language in real life situations
band scales need to be developed to evaluate the results since it is a subjective matter.
often very context-specific, thus, teachers need to test on what they are learning.
address obvious definite audience.
PRODUCTIVE SKILL (writing and speaking) emphasis is placed on appropriateness rather than on ability to form grammatically correct sentences (fluency over accuracy)
RECEPTIVE SKILL (reading and listening) emphasis is placed on understanding the communicative intent of the speaker or writer rather than on picking out specific details.
evaluated on the extent to which they simulate real life communicative situations rather than on how reliable the results are. this affect the reliability since there is no control on feedback and other factors but it is done to compensate the realism.
able to measure all integrated skill of learners
prepares learners with real life situations
help pupils in getting score (e.g. pupils might not be proficient in speaking but can write well)
carefully drawn up and well established criteria