language
■ Langage is a means of making meaning
■ Multiple models of language inform TBI
- structural, functional, interactional models
■ Lexical units are central
- lexical phrases, sentence stems, prefabricated routines, and collocations
■ Focus on conversation
- speaking and trying to communicate is basic for SLA in TBI
▣ Theory of learning
To enable student to communicate in the target language
Linguistic forms
Meanings
Functions
+
Choose appropriate form, given the social context.
Manage the process of negotiating meaning with their interlocutors
Q2. What is the role of the teacher? And students?
Facilitator
Adviser
Co-communicator
Communicator
Responsible manager of their own learning
Communicator
Re
language function. It has as its foundation current knowledge about language development as a constructive, meaning-oriented process in which language is viewed as an authentic, natural, real-world experience, andlanguage learning is perceived as taking place through functional reading and writing situations." (p. 458) (Lapp, D. & Flood, J. (1992). Teaching reading to every child. (3rd ed.). New
language forms in the listening script.
- T shows the dialog on the screen and lets Ss read them aloud in pairs.
- Ss say just a menu.
- Ss watch the video clip
- Ss speak out the expressions in the video clip
- Ss listen to the CD and answer to the question on page 38.
- Ss practice the key expressions in pairs.
10’
(15)
learn’ – learn to respond automatically without too much hesitation and thinking
8. Drills
1. Backward-up drill
- Used when a long line of a dialog is giving students trouble. Teacher breaks down the line into several parts. Students repeat a part of the sentence. Following teacher’s cue, students expand what they are repeating part by part until the entire line.
2. Chain drill
-