To enable student to communicate in the target language
Linguistic forms
Meanings
Functions
+
Choose appropriate form, given the social context.
Manage the processof 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
of interaction for the learner.
- Authentic spoken language provides a challenge for the learner to try to understand language as native speakers actually use it.
- With listening exercises, teachers can be provided with the means for drawing learners' attention to new forms in the language.
A2. Top-down and bottom-up processing
▣ Top-dow
oflanguage 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
■ Tasks provide both the input and output processing
■ Task activit
of Whole Language Approach
"A whole-language approach represents a philosophy about reading rather than anyone instructional method. According to this philosophy, language is a natural phenomenon and literacy is promoted through natural, purposeful language function. It has as its foundation current knowledge about language development as a constructive, meaning-oriented process in which languag
of commands
Once a foundation in listening comprehension has been established, speech evolves naturally
Directed to right-brain learning
Right-hemisphere activities must occur before the left hemisphere can processlanguage for production
An important condition for successful language learning is the absence of stress.
Asher has elaborated an accou