Competence
As the 21st Century Teacher
Проблемна тема:
«ТВОРЧЕ СПРЯМУВАННЯ ДІЯЛЬНОСТІ ВЧИТЕЛЯ НА
створення та забезпечення
МОТИВАЦІЇ УЧНІВ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ З МАКСИМАЛЬНИМ УРАХУВАННЯМ
їх індивідуальних ЗДІБНОСТЕЙ, використовуючи
педагогічні технології».
I
I
Some beliefs about language teaching
Belief 1
• L2 learning means mastering grammatical
rules and vocabulary
• Grammatical rules must be taught through
the learner’s L1
• Vocabulary is best learnt on the basis of
equivalence with items in L1
• The teacher’s / learner’s L1 is the most
appropriate medium of classroom
communication
• Spontaneous L2 use is not part of what
happens in the classroom
• In due course the learner should have the
wherewithal to use the L2 for purposes of
communication
Belief 2
• L2 learning is a matter of acquiring verbal
habits
• Learners acquire verbal habits (L2 structures
and their transformations) by drill and
practice
• Efficient habit formation does not require
introspection and analysis; thus there is no
need for the explicit treatment of linguistic
form
• Efficient habit formation is impeded by use of
the learner’s L1: new meanings must be
conveyed visually
• After repeating lots of drills many times over,
the learner should be able to use the L2 for
communicative purposes
• Spontaneous L2 use is not usually part of
what happens in the classroom
Belief 3
• L2 learning is a matter of mastering functions
and notions
• Functions and notions are best presented in
dialogues and practised as role plays
• Listening and speaking are more important
than reading and writing
• It is appropriate for learners to use someone
else’s words when they speak the L2 in the
classroom
• Explicit treatment of linguistic form may or
may not play a useful role (cf. “weak” and
“strong” versions of the communicative
approach)
• If linguistic form is described, analysed or
explained, it should be done in the learner’s
L1
Belief 4
• Teachers can tell learners many things about
language, but they cannot tell them language
itself
• L2 learning arises from the learner’s
sustained attempts to use the L2 for her own
communicative purposes
• L2 learning thus depends crucially on L2 use
• L2 learning is optimal when the learner is
fully involved, has access to a wide range of
discourse roles, initiating as well as
responding, and is encouraged to think about
what she is doing
• In other words, L2 learning is optimal when
learners are autonomous
