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I am directing this question at both TESOL and TEFL teachers. I expect the former to give quite different answers to the latter.
What is your opinion on this topic? Are we in a post-method era where rather than methods we are just using other means for teaching a foreign language, e.g. macrostrategies understood as
general plans derived from currently available theoretical, empirical, and pedagogical knowledge related to L2 learning and teaching. A macrostrategy is a broad guideline based on which teachers can generate their own location-specific, need-based microstrategies or classroom procedures. In other words, macrostrategies are made operational in the classroom through microstrategies. Macrostrategies are considered theory-neutral, because they are not confined to underlying assumptions of any one specific theory of language, learning, and teaching, discussed in Part One. They are also considered method-neutral because they are not conditioned by a single set of principles or procedures associated with language teaching methods (Kumaravadivelu, 2008:201).
I am conducting research in English as a second language in Uruguay.
I was wondering if anyone knows what tests I could use to measure the two teaching approaches used locally. One is a form of CLIL and the other one is a sort of MALL.
- Some English speaking strategies to deal with a class of 40 students.
- How can these strategies be measured to be effective?
As we know that theoretically there are at least four sub-competencies in Communicative Language Teaching & Learning to be achieved by language learners: linguistic competence, sociolinguistic competence, strategic competence, and discourse competence. Further, there is also an approach, Genre-Based Approach (originated from the SFL school), used as a means to achieve the overall goal of communicative competence.
My questions are:
1). How should the teachers be prepared to use the GBA? Should they know the concept of CLT first? Or no?
2). How can the teachers teach each of the sub-competence by using GBA?
3). Which language skill (listening, reading, speaking, or writing) can be achieved mostly by using GBA, and why?
Most EFL course are designed in such as if we may want to to take our students from level 0 to 10. We never give much thought to the fact that one forgets acquired or semi-acquired language skills. In fact SLA course meant to give EFL teachers the main foundations of theory and practice on SLA, do not appear to include a section on second language attrition. Isn´t time that we gave serious consideration to how we take learner from 0 to 10 but also factor in how much should be invested in re-learning and maintaining any given level of "achieved" proficiency? Likewise, don't pressing facts call for inclusion of attrition as acomponent of SLA courses for EFL teachers-to-be?