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Procedure. The last level of conceptualization and organization within a method is what we will refer to as procedure ⇐ ПредыдущаяСтр 4 из 4 The last level of conceptualization and organization within a method is what we will refer to as procedure. This encompasses the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method. It is the level at which we describe how a method realizes its approach and design in classroom behavior. At the level of design we saw that a method will advocate the use of certain types of teaching activities as a consequence of its theoretical assumptions about language and learning. At the level of procedure we are concerned with how these tasks and activities are integrated into lessons and used as the basis for teaching and learning. There are three dimensions to a method at the level of procedure: (a) 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; (b) the ways in which particular teaching activities are used for practicing language; and (c) the procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences. Essentially, then, procedure focuses on the way a method handles the presentation, practice, and feedback phases of teaching. Here, for example, is a description of the procedural aspects of a beginning Silent Way course based on Stevick (1980: 44-5): 1. The teacher points at meaningless symbols on a wall chart. The symbols represent the syllables of the spoken language. The students read the sounds aloud, first in chorus and then individually. 2. After the students can pronounce the sounds, the teacher moves to a second set of charts containing words frequently used in the language, in cluding numbers. The teacher leads the students to pronounce long numbers. 3. The teacher uses colored rods together with charts and gestures to lead the students into producing the words and basic grammatical structures needed. Of error treatment in the Silent Way Stevick notes:When the students respond correctly to the teacher's initiative, she usually does not react with any overt confirmation that what they did was right. If a student's response is wrong, on the other hand, she indicates that the student needs to do further work on the word or phrase; if she thinks it necessary, she actually shows the student exactly where the additional work is to be done. (1980: 45) Finnocchiaro and Brumfit (1983) illustrate how the procedural phases of instruction are handled in what they call a notional-functional approach. 1. Presentation of a brief dialogue or several mini-dialogues. 2. Oral practice of each utterance in the dialogue. 3. Questions and answers based on the topic and situation in the dialogue. 4. Questions and answers related to the student's personal experience but 5. Study of the basic communicative expressions used in the dialogue or one 6. Learner discovery of generalizations or rules underlying the functional 7. Oral recognition, interpretative procedures. 8. Oral production activities, proceeding from guided to freer We expect methods to be most obviously idiosyncratic at the level of procedure, though classroom observations often reveal that teachers do not necessarily follow the procedures a method prescribes (see Chapter1). The elements and sub elements that constitute a method and that we have described under the rubrics of approach, design, and procedure are summarized in Figure 2.1. Drilling is a technique used in different approaches, which are based on the 3 major learning theories. How and why is it carried out in each theory? Illustrate your answer with practical examples. Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice. What drilling is
In all drills learners have no or very little choice over what is said so drills are a form of very controlled practice. There is one correct answer and the main focus is on 'getting it right' i.e. on accuracy. Drills are usually conducted chorally (i.e. the whole class repeats) then individually. There is also the possibility of groups or pairs of students doing language drills together. What drills can be useful for
For the teacher, drills can:
What we should drill
If we believe that drilling helps our learners memorise language, we should also drill useful and common language chunks to help them internalise them. This would include many common phrases such as,
Drilling of structures per se seems much less likely to be useful because of the mental processing that is required to apply grammar rules accurately, particularly if it is a new piece of language for the learners.
It shouldn't be used too much however; if boredom sets in it is unlikely to be useful at all. 59 60
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