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 is taught actively through movement, the right brain “believes” the information and retains it, in the same way that skills such as swimming or riding a bicycle are remembered long term.
Asher sees TPR as directed to right-brain learning, whereas most second language teaching methods are directed to left-brain learning. Asher holds that the child language learner acquires language t
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
-