Syllabus Design And Methodology: Second and Foreign Language Teaching
Rod Ellis (2002) is of the view that two of the major
questions that need to be considered in L2 teaching are:
- Should we teach grammar at
all?
- If so, how should we teach it?
Answer the above questions, evaluating the arguments
and evidence in coming to your own conclusions.
Although this question covers a lot of ground, it is
fairly straightforward. In the first part you should place the question in its
historical context, and review the evidence that exists about the effectiveness
of formal instruction. In the second part, you should address the variety of
ways in which language can be taught (explicitly, inductively etc.), the
methods which make use of these (PPP, C-R etc.) and the learning theories which
underpin them.
Suggest Reading
DeKeyser, R. (1998). ‘Beyond focus on form: cognitive perspectives on
learning and practising second language grammar.’ In C. Doughty & J.
Williams (eds.). Focus on Form in Classroom Second Language Acquisition. Cambridge : Cambridge University
Ellis, R. (2002).
‘Grammar teaching – practice or consciousness-raising?’ In Richards, J. &
W. Renyanda (eds.). Methodology in Language Teaching. Cambridge :
Cambridge
University
Fortune, A. (1992). ‘Self-study grammar practice: learners’ views and
preferences.’ English Language Teaching Journal, 46(2), pp. 160-171.
Norris, J. & Ortega, L. (2000). ‘Effectiveness of L2 instruction: A
research synthesis and quantitative meta-analysis .’ Language Learning,
50, pp. 417-528.
Swan, M. (2002).
‘Seven bad reasons for teaching grammar – and two good ones.’ In Richards, J.
& W. Renyanda (eds.). Methodology in Language Teaching. Cambridge:
Cambridge University Press.
No comments:
Post a Comment