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This paper discusses a Teaching English to Speakers of Other Languages (TESOL) method appropriate for use in classrooms in China and offers a methodological framework with teaching principles. This method combines the communicative approach to language teaching with the more traditional grammar method. TESOL approaches in China are influenced by the national College Entrance Examination and the new Syllabus of China, and teaching methods must be in sync with these guides and encompass the theory of communicative language teaching. This new emphasis on communicative use as well as conscious cognition of language use may be called the communicative-cognition method. Using this approach, the teacher should only act as facilitator, advisor and monitor, co-communicator, and evaluator, while students should act as communicator. Emphasis should be on increased vocabulary teaching, ensuring that the student is the center of all classroom work, and increased practice without teacher explanation or interference. (Contains 14 references.) (NAV)

Descriptors: Cognitive Processes, Communicative Competence (Languages), English (Second Language), Foreign Countries, Grammar, Instructional Innovation, Language Usage, Second Language Instruction, Teacher Role, Teaching Methods











Autor: Liao, Xiaoqing

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8583&id=ED397653



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