Module 1 Conceptual Framework PDF

**Module 1 Conceptual Framework** ***What wil be tested?*** - The insights of **three key concepts** in Richards' and Rodgers' (2014) conceptual framework - **"*Approach*"** (nature of language and nature of language learning), - **"*Design*"** (objectives, syllabus, teaching/learn...

**Module 1 Conceptual Framework** ***What wil be tested?*** - The insights of **three key concepts** in Richards' and Rodgers' (2014) conceptual framework - **"*Approach*"** (nature of language and nature of language learning), - **"*Design*"** (objectives, syllabus, teaching/learning activities, roles of teachers, learners and instructional materials) - **"*Procedure*"** (specific techniques and resources for presenting, practicing and producing the target language as well as those for learning assessment); - The tenets of **key theories**: - the ***nature of language*** (structural, functional, interactional and socio-cultural views) - the ***nature of language learning*** (behaviorism, cognitive-code learning, creative-construction hypothesis, skill learning, interactional theory, constructivism and social constructivism). I. **The early days** - Late 19^th^ century: Linguists and lang specialist -\> sought to improve quality of teaching language - General priciples: - How lang is learned (\~ Nature of Lang learning) - How lang are is represented and organized in memory (\~ Nature of Lang and Lang learning) - How lang itself is constructed (\~ Nature of Lang) - Application: - Approaches to programs, materials - Selection and Sequencing of vocab and grammar - **Edward Anthony (1963) model:** - **Anthony's model evaluation:** - **Strengths:** \+ Simplicity and comprehensiveness \+ Distinguish principles and practices - **Weaknesses:** \+ Insufficient attention to the nature of a method \+ Insufficient attention to roles of L and T, role of instructed materials \+ How an A can be realized in a M ? \+ How M and T are related ? - **Mackey (1965) model** - Focus: M and T - Only concern with analysis of textbooks and their organizations (selection, gradation, presentation, repitition) II. **Richard & Rodgers's model of A -- D -- P** - Revised and extended Anthony's model - Areas for extended: M and T - **Comparison of 3 models** +-----------------+-----------------+-----------------+-----------------+ | | Anthony (1963) | Mackey (1965) | Richard & | | | | | Rodgers (2014) | +=================+=================+=================+=================+ | Approach | Theories of L | Not give | Theories of L | | | and L learning | | and L learning | +-----------------+-----------------+-----------------+-----------------+ | Design | Referred as M | How teaching | Called Design. | | | | content is | | | | Overall plan | selected, | Specify | | | for selection | graded, | objectives, | | | and | sequenced and | syllabus, types | | | presentation of | recycled in | of learning | | | L points | Textbooks | tasks & | | | | | teaching | | | | | activities, | | | | | roles of | | | | | learners, roles | | | | | of teachers, | | | | | role of | | | | | instructional | | | | | materials | +-----------------+-----------------+-----------------+-----------------+ | Procedure | Referred as T | Not Given | Procedure. | | | | | | | | Specific | | Specific | | | strategies or | | activities with | | | activities that | | sequences, | | | can foster | | interaction | | | learning | | patterns, | | | objectives | | resources | | | | | | | | | | - Teach and | | | | | help | | | | | Learners | | | | | practice | | | | | target | | | | | learning | | | | | content, | | | | | and assess | | | | | their | | | | | learning | | | | | outcomes | +-----------------+-----------------+-----------------+-----------------+ III. **APPROACH** - A refers to: - Theories about the nature of language - Theories about the nature of language learning - A: philosophy, belief system that a M reflects 1. **Theory of language** - Lang is complex and is studied from [dif perspectives] - **4 key models** that influenced lang teaching methods and approaches - **Short version from Gemini:** - **Focus:** The [underlying structure] of language, including grammar, vocabulary, and phonology. - **Teaching approach:** Emphasizes drills, exercises, and memorization to help students master the rules of the language. - **Example:** Traditional grammar-translation method, where students learn grammar rules and translate sentences from one language to another. - **Focus:** The [communicative purpose] of language, how language is used in real-world contexts. - **Teaching approach:** Emphasizes meaningful communication and authentic language use. - **Example:** Communicative language teaching (CLT), where students engage in activities that simulate real-life communication situations. - **Focus:** The role of [interaction] and [negotiation] in language learning. - **Teaching approach:** Emphasizes pair work, group work, and teacher-student interaction to facilitate language learning. - **Example:** Task-based language teaching (TBLT), where students complete tasks that require them to use the target language for a specific purpose. - **Focus:** The [social] and [cultural] [context] of language learning. - **Teaching approach:** Emphasizes the importance of cultural understanding and the use of authentic materials. - **Example:** Content-based language teaching (CBLT), where students learn the target language through the study of a subject matter, such as history or science. - **Emphasis:** The role of interaction and negotiation in language learning. - **Key idea:** Language is learned through social interaction and communication. - **Focus:** How language is used to build relationships, convey meaning, and negotiate understanding. - **Examples:** - Pair work activities where students interact with each other to complete a task. - Group discussions where students share ideas and perspectives. - Teacher-student dialogues where students ask questions and seek clarification. - **Emphasis:** The communicative purpose of language and how it is used in real-world contexts. - **Key idea:** Language is a tool for achieving goals and communicating needs. - **Focus:** How language is used to express thoughts, feelings, and ideas in different situations. - **Examples:** - Role-plays where students practice using language in different social situations. - Task-based activities where students use language to complete a specific task. - Authentic materials like newspapers, magazines, and videos that showcase how language is used in real-life contexts. 2. **Theory of language learning** - Second lang acquisition -\> theories how lang is learned - **Key focus:** The role of [culture and social interaction] in shaping cognitive development and learning. - **Perspective:** Language is a cultural tool that is shaped by and shapes social and cultural practices. - **Emphasis:** The importance of cultural tools (e.g., language, artifacts, symbols) in mediating learning and development. - **Key concepts:** Zone of proximal development, scaffolding, and internalization. - **Key focus:** The role of [interaction and negotiation] in language learning. - **Perspective:** Language is a tool for social interaction and communication. - **Emphasis:** The importance of face-to-face interactions and negotiation processes in language acquisition. - **Key concepts:** Interactional routines, negotiation of meaning, and scaffolding. - **Cultural context:** [Sociocultural theory] places a stronger emphasis on the [role of culture and cultural tools] in shaping language learning. [Interactional theory], while recognizing the importance of cultural context, focuses more on the [specific interactions] between individuals. - **Cognitive development:** Sociocultural theory views language learning as a process of cognitive development that is shaped by social and cultural factors. Interactional theory, while acknowledging the cognitive aspects of language learning, emphasizes the social and communicative functions of language. - **Cultural tools:** Sociocultural theory highlights the importance of cultural tools (e.g., language, artifacts, symbols) in mediating learning. Interactional theory focuses more on the specific interactions between individuals and the negotiation processes involved in communication. - **Sociocultural learning theory** emphasizes the role of culture, social interaction, and cultural tools in shaping language learning. - **Interactional theory** emphasizes the role of face-to-face interactions, negotiation processes, and the social functions of language in language acquisition. **Sociocultural Learning Theory** - **Example 1: Apprenticeship:** A child learns a craft (e.g., carpentry) by observing and assisting a skilled adult. The adult provides guidance and support, scaffolding the child\'s learning. This example illustrates the importance of cultural tools (e.g., the craft) and the role of a more knowledgeable other in facilitating learning. **Distinguishing Sociocultural Learning Theory and Interactional Theory: Examples** **Sociocultural Learning Theory** - **Example 1: Apprenticeship:** A child learns a craft (e.g., carpentry) by observing and assisting a skilled adult. The adult provides guidance and support, scaffolding the child\'s learning. This example illustrates the importance of cultural tools (e.g., the craft) and the role of a more knowledgeable other in facilitating learning. **Interactional Theory** - **Example 1: Negotiation of meaning:** Two learners are trying to understand a new word. They discuss the word\'s context, pronunciation, and possible meanings. Through their interaction, they negotiate the meaning of the word and deepen their understanding. This example illustrates the importance of face-to-face interaction and negotiation processes in language acquisition. IV. **DESIGN** 1. **Objectives** - Specify Learning outcomes to achieve - Process-oriented outcomes Vs. Product-oriented outcome - Accumulate knowledge Vs. Become proficient 2. **Syllabus** - Selection and organization of content - Decision about choice of lang content: - Traditionally: Syllabus -\> product-centered \> process-centered - Taxonomies of syllabus type: 10 3. **Types of teaching and learning activities** - The objectives defined are attained thru the instructional process - A method advocate dif types of activities -\> Distinguish dif methods - Dif philosophies at the level of A may be reflected both in the use of dif kinds of activities and in dif uses for particular activity types - Dif in activity type in M may also involve dif arrangements and groupings of learners 4. **Learners' role** - How learners are regarded -\> Their contribution to the learning process - Types of activities, degree of control over learning content, patterns of groups, degree of influence, learners as processor, performer, initiator, prob-solver, etc. 5. **Teacher roles** - Teachers roles are related to: - Some less teacher-directed learning demands more demanding role for teacher - Confident enough to step back from the front and adopt the role of facilitator - For some methods, role of teacher has been specified 6. **Role of instructional materials** - The role of instructional materials → Decisions concerning - **the primary goal of materials** (e.g., to present content, to practice content, to facilitate communication between learners, to enable the learners to practice content without the teacher, etc.), - **the form of materials** (e.g., textbook, audiovisual, computer display, etc.), - the **relation** materials hold to **other sources of input** (i.e., whether they serve as the major source of input, or only as a minor component of input), - **the abilities of the teacher** (e.g., competence in the language, degree of training, etc.). V. **PROCEDURE** - How M realizes its A and D in [classroom behavior ] - How tasks and activities are integrated into lessons and used as the basis for teaching and learning - Dimensions: - the use of teaching activities (drills, dialogues, information gap activities, etc.) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language: - the ways in which particular teaching activities are used for practicing and producing language; - the procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences; - the interaction patterns in the classroom context; and - the teaching aids and resources