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T.25: The process of foreign language teaching and learning based on the…

- - - - :check: emphasis on individual learners
      - :check: Eclecticism :arrow_right: selecting materials & techniques from various sources since one teaching methodology will not be the most appropiate for all Ss.
      - :check: communication in a social context.
- - - - It places the responsibility for learning on the student. :male-teacher::skin-tone-2: assumes the role of facilitator.
        
        This approach strives to be individualistic, flexible, competency-based and varied in methodology
  - - - According to Mc Combs & Whisler
        
        :explode: Motivation: learning & achievement are enhanced because the whole learning process is built up around the characteristics of our :male-student::skin-tone-2: :female-student::skin-tone-3:
        
        :explode: All participants in the Educational system benfit from it (parents, Ss, teachers...)
        
        :explode: Changes in society requires changes in the role & functions of :school:
    - - 1. Learner's potential:Ss have their own interests, ideas & attitudes. :arrow_right: they'll be more motivated if they can see them reflected in their learning.
      - 2.Constant needs analysis: Activities are chosen to meet the current needs of its members. As pupils carry out an activity, we spot the problems they have and introduce suitable activities in the following lessons.
      - 3. Topicality: it allows to introduce topics the Ss are interested in.
      - 4. Previous learning experience: they will use their previous experiences as a basis for the new ones.
      - 5. Learners as authors: Ss are involved not only in using the materials but also in preparing them.
      - 6. The element of surprise: they can't predict how the lesson will develop & how the materials they have produced will be used.
      - 7. Peer teaching & correction: Learner-centred encourages them to work together & learn from each other.
      - 8. Group solidarity: when Ss work on activities based on their interest they will cooperate rather than compete.
    - - Basic principle: curriculum objectives can only be achieved if the didactic programmes are centred around learner's needs.
        
        1. :male-student::skin-tone-2:s who value their own experience as a resource for a new learning are better learners. Learning to learn comp.
        
        2. Thnking about thinking Successful learners can reflect on how they think and learn and select appropiate learning strategies & monitor their progress.
        
        3. Learning is a meaningful process the meaningful process is possible when pupils make the effort to connect the new information. Ausubel, meanignful learning theory.
        
        4. Learning is an active process: Ss have an active role & are responsible in this process.
        
        5. Learning is carried out by different styles: Learning is more effective when it takes into account different domains, such as physical, intellectual, emotional and social. Gardner's theory of multiple intelligences
        
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    - - 4.1 METHODOLOGY
        
        Nunan :silhouette: all aspects of the curriculum process, including methodology, are informed by data about and from the learner
        
        this change in perspective supposed for Communicative Language Teaching to become a reality. :arrow_forward: a communicative curriculum uses tasks which can be linked with the real word.
        
        When making use of both: communicative & pupil-centred approach, :male-teacher::skin-tone-2:s can face up different :male-student::skin-tone-2:s
        
        Concrete learners: they prefer learning by games, pictures, videos...
        
        Analytical learners: they prefer studying grammar, English books, etc.
        
        Communicative learners: they enjoy learning by observing and listening, talking, etc.
        
        Authority-oriented learners: they like the teacher to explain everything, write the information down in a notebook, etc.
        
        This highlights the importance of Ss negociating topics, contents, etc.
      - 4.2 MATERIALS
        
        Nunan: the materials should reflect the outside world
        
        For this purpose the materials should be authentic or at least, simulated authentic. Authentic materials are those which have been produced for purposes other than to teach lg.
        
        4 types of authenticity
        
        1- authenticity of goal. 2-authenticity of environment. 3- Authenticity of text & 4-authenticity of task.
        
        the most important is the learner authenticity :arrow_right: the realisation & acceptance by the learner of the authenticity of a given task, text, set of materials or learning activities
        
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      - 4.3. ASSESSMENT & EVALUATION
        
        By letting :male-student::skin-tone-2:s to reflect on their progress, they adopt a role of active agents during the learning process.
        
        The teacher must provide with a feedback that allows for improvement.
        
        Elemnts of assessment that promotes learning
        
        :check: It focus on learning processes.
        
        :check: Reduce stress and anxiety of evaluation experiences.
        
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      - 4.4 ROLES OF THE :male-teacher::skin-tone-2:
        
        Principles:
        
        Provide :male-student::skin-tone-2:s with effective learning strategies.
        
        Help :male-student::skin-tone-2:s to identify the way in which they learn best
        
        Encourage :male-student::skin-tone-3:s to decide their own learning goals & monitor their own learning :arrow:right: lifelong learning. Goals of Agenda 2030 (ODS 4)
        
        Roles:
        
        Harmer :silhouette:
        
        3. Organiser: :male-teacher::skin-tone-2: tell Ss what they are going to do. They also arange materials and :timer_clock:
        
        4. Prompter: :male-teacher::skin-tone-2: sometimes need to encourage students to participate & help them to work out an activity.
        
        2.Assessor: :male-teacher::skin-tone-2: correct Ss mistakes & organise feedback.
        
        5. Participant: it might be interesting for :male-teacher::skin-tone-2: to participate in the activities, especially in situations.
        
        1. Controller: we are totally in charge of our class.
        
        6. Resourcer: :male-teacher::skin-tone-2: should be ready when Ss need help. This help should be given after the Ss have done a previous effort.
- - - - 1. Intrinsic motivation:
        
        It is concerned with what takes place inside the classroom.
        
        3 factors that influence children's motivation
        
        The physical conditions of the classroom: relax atmosphere, free of fear, stimulating decoration, space divided in functional zones, etc.
        
        The method: adapted to the Ss needs and interest.
        
        The teacher's attitude: give clear instrctions, be fair in rules and punishments or rewards, avoiding the continuous failure, etc.
        
        It is facilitated on tasks that :male-student::skin-tone-2:perceive as interesting and personally relevant and meaningful, appropiate in complexity and on which they believe they can success. :heavy_plus_sign: facilitated on tasks comparable to real life
      - 2. Extrinsic motivation:
        
        It is connected to the outside of the classroom.
        
        it appears when the student carries out the action in order to get an external reward or to achieve an specific purpose.
        
        Gardner & Lambert :silhouettes: 2 main reasons to learn a foreign lg
        
        :one: Integrative motivation: when the student is attracted by the foreign culture & desires to integrate himself into that culture.
        
        :two: Instrumental motivation: when the learning of a foreign lg. is an instrument to achieve a purpose. E.g to pass an exam.
  - - - :one: Learning is about making & mantaining connections.
      - :two: Learning is enhanced by taking place in a compelling situation that balances challenge and opportunity to success.
      - :three: Learning is an active search of meaning
      - :four: Learning is done by individuals who are tied to others as social beings.
      - :five: Learning is a cummulative process that involves the whole person.
      - :six: Learning is affected by the educational climate in which it takes place.
      - :seven: Learning requires feedback, practice and opportunities to use knowledge.
      - :eight: Much learning takes place informally & incidentally
      - :NINE: Learing requires a particular context and individuals' experiences.
      - :keycap_ten: Learnig involves the ability of individuals to monitor their own learning.
  - - - 2.target skills & awareness development: break large tasks into steps, sequence the steps, give Ss specifics about what is to be done.
        
        3. Let Ss learn how to summarize
        
        4. Use suplementary materials: flashcards, audiovisuals,etc.
        
        5. Learn about learning from each other: make use of discussions, debates,etc.
        
        6. Focus on how do I learn?
        
        7. Focus on what you can learn from exam results or other activities
        
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