I entered for the fourth week lecture with full of expectations t learn something new but ‘Kwang! Kwang! Kwang!’ the server was down and we could not assess internet. So, we were asked to read chapter 2, 3 and 4 and do PowerPoint presentations on them. Hurmmm!
Chapter 2 is about identifying priorities and their implication. The writer suggests that primary schooling should place more importance on achieving primary goals rather than on content goals.
She identifies pleasures and confidence in using language, willingness to have ‘a go’ and daringness to communicate as attitude goals which are different from usual language teaching goals which are content goals such and structure, topics and functions. The writer also emphasises on authenticity and interactive of task whereby she believes that language teaching should provide room for children to observe, analyse and fit into language use.
Therefore, she proposes that language should be used for real communication and for genuinely giving and receiving real messages. Pupils in most second language seem to uphold a wrong conception that they need to understand every word used in order to learn the language because of teachers’ emphases on it. In reality, children only need to understand the gist as we are dealing more on whole message. Therefore, teachers should stop emphasizing on discrete language teaching. Instead they should check the overall idea and pupils’ facial expression to judge pupils’ understanding. Teachers also should know how to treat pupils’ mistake without causing any humiliation to pupils. This is because young learners are vulnerable to criticism and it might kill their positive self concept and confidence to learn and use the language. Language teaching can be done in two ways namely language exercises into real exchange and language lessons through the medium of the target language itself. For the first mean, a teacher need to combine real communication and restricted materials to teach language whereas in the second mean, teacher need to use simple language, facial expression, translating method and demonstration strategy. As a whole, this chapter talks about teaching objective and methods, assessment strategies and correct error correcting ways.
Chapter 2 is about identifying priorities and their implication. The writer suggests that primary schooling should place more importance on achieving primary goals rather than on content goals.
She identifies pleasures and confidence in using language, willingness to have ‘a go’ and daringness to communicate as attitude goals which are different from usual language teaching goals which are content goals such and structure, topics and functions. The writer also emphasises on authenticity and interactive of task whereby she believes that language teaching should provide room for children to observe, analyse and fit into language use.
Therefore, she proposes that language should be used for real communication and for genuinely giving and receiving real messages. Pupils in most second language seem to uphold a wrong conception that they need to understand every word used in order to learn the language because of teachers’ emphases on it. In reality, children only need to understand the gist as we are dealing more on whole message. Therefore, teachers should stop emphasizing on discrete language teaching. Instead they should check the overall idea and pupils’ facial expression to judge pupils’ understanding. Teachers also should know how to treat pupils’ mistake without causing any humiliation to pupils. This is because young learners are vulnerable to criticism and it might kill their positive self concept and confidence to learn and use the language. Language teaching can be done in two ways namely language exercises into real exchange and language lessons through the medium of the target language itself. For the first mean, a teacher need to combine real communication and restricted materials to teach language whereas in the second mean, teacher need to use simple language, facial expression, translating method and demonstration strategy. As a whole, this chapter talks about teaching objective and methods, assessment strategies and correct error correcting ways.
