Communicative Methods (COURSE METHODOLOGY)

Communicative Methods (COURSE METHODOLOGY)

1. Cooperative Language Learning (CLL)

   • Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom.
   • Aproach
     • Language
       • Premise 1 (Weeks 1979)
         • "Born to Talk"
       • Premise 2 (Richards and Schmidt 1983: 117).
         • Human beings spend a large part of their lives in conversation, and for most of them conversation is one of their most meaningful and absorbing activities"
       • Premise 3 (Grice 1975)
         • conversation operates according to a certain set of agreed-upon rules of cooperation or "maxims"
       • Premise 4
         • casual, everyday conversational interaction one learns how these cooperative maxims are realized
       • Premise 5
         • participation in cooperatively structured interactive activities.
     • Learning
       • Students
         • develop communicative competence in a language by conversing in socially or pedagogically structured situations.
       • Activities that encourage critical thinking
   • Design
     • Objectives
       • More specific
     • Syllabus
       • used in teaching content classes,
       • the four skills,
       • grammar, pronunciation, and vocabulary.
   • Types of learning and teaching activities
     • Johnson et al., (1994: 4-5)
       • 1. Formal cooperative learning groups.
         • They last from one class period to several weeks
           • "specific task" students work together to achieve shared learning objectives.
       • 2. Informal cooperative learning groups
         • lasting from a few minutes to a class period
           • attention of students or to facilitate learning during direct instruction.
       • 3. Cooperative base groups.
         • These are long term, lasting for at least a year
           • members to give each other the support, help, encouragement, and assistance they need to succeed academically.
     • Olsen y Kagan (1992)
       • Positive interdependence
       • Group formation
       • Individual accountability
       • Social skills
       • Structuring and structures
   • Learner Roles
     • students have to learn to learn to work in a team.
     • Students are also directors of their own learning.
     • They are taught to plan, monitor and assess their own learning
     • Paired grouping ensures maximum time for both students to engage in learning tasks.
     • Paired tasks alternate roles involving tutors, verifiers, recorders, and information sharers.
   • Teacher roles
     • setting objectives, planning and structuring tasks, establishing the physical layout of the classroom, assigning students to groups and roles, and selecting materials and time (Johnson et al. 1994). and selecting materials and time (Johnson et al. 1994).
       • 1. Take existing lessons, curriculum and sources and structure them in a cooperative manner. cooperatively.
       • 2. Tailor cooperative learning lessons to your unique educational needs, circumstances, curricula, subject areas, and students.
       • 3. Diagnose the problems some students may have in work
   • The role of instructional materials
     • The same materials can be used as are used in other types of lessons but variations
     • Materials can be specially can be specially designed for AIC learning.
   • Procedure
     • Johnson et al. (1994: 67-68)
       • 1.The teacher assigns students to pairs with at least one good reader in each pair.
       • 2.Student A describes what he or she is planning to write to Student B,
       • 3.This procedure is reversed, with Student B describing
       • 4. The students individually research the material they need for their compositions
       • 5.The students work together to write the first paragraph of each composition
       • 6 The students write their compositions individually.
       • 7. When the students have completed their compositions, they proofread each other’s compositions,
       • 8. The students revise their compositions.
       • 9.The students then reread each other’s compositions and sign their names

2. Task-Based Learning (TBL)

   • It is an approach based on the use of tasks as the central unit of planning and instruction in language teaching
     • Approach
       • Language(VOCABULARIO)
         • is a means to create meaning In common with other realizations of communicative language teaching,
       • Learning
         • TBL
           • INPUT
           • OUTPUT
         • tasks enhance learner motivation and thus promote learning.
         • Specific tasks
           • can be designed to facilitate the use and the use and learning o
     • researchers support this approach
       • for example, Long and Crookes 1993
         • SLA research tools
         • form-focused activities offer better opportunities for language learning.
   • Objectives(Crookes 1993)
     • are determined according to the specific needs of each learner
   • Syllabus (Nunan 1989)
     • Real-world tasks
     • pedagogical tasks,
     • Design
   • Types of learning and teaching activities
     • Breen (1987)
       • TBKL ork plan enhancement
         • Skills
         • knowledge
         • which will contain
           • particular purpose
           • Content
           • Procedure
     • Willis (1996)
       • Label your sample tasks as follows
         • 1. listing
         • 2. sorting and classifying
         • 3. Comparison
         • 4. problem solving
         • 5. sharing personal experiences
         • 6. creative tasks
     • Pica, Kanagy y Falodun (1993) clasifican las tareas según el tipo de interacción
       • 1. Puzzle tasks
       • 2.Tasks with information gaps:
       • 3. Problem solving tasks
       • 4. Decision-making tasks:
       • 5. Opinion exchange tasks
   • Learner Roles
     • group participant
     • monitor
     • risk-taker and innovator
   • Teacher roles
     • selector and sequencer of tasks
     • preparing learners for tasks
     • consciousness-raising
   • The role of instructional materials
     • pedagogic materials
     • Realia
       • Television
       • Internet
       • Newspaper
   • Procedure
     • Pretask Activities
     • Task Activities
     • Posttask activities
     • Pretask Introduction to topic and task
     • The task cycle
       • Task
       • Planning
       • Report
     • Posttask listening
     • The language focus
       • Analysis
       • Practice

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