EDUC7421 English Language Teaching Methodology: Nature Of Language

EDUC7421 English Language Teaching Methodology: Nature Of Language

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EDUC7421 English Language Teaching Methodology

Tasks:

Introduction

Unit 1 – Use the genre approach to teach English is concerned with the functional nature of language. It focuses on the language choices that are associated with a variety of social purposes of language use. Language analysis is an important skill that is related to how you prepare for teaching English. 

Unit 2 – Teaching English grammar addresses specific aspects of English grammar and is designed to familiarize trainees with a variety of grammatical concepts. Both of these units have a practical application to the following units: Teaching speaking, Teaching listening, Teaching reading and Teaching writing.

To complete these units:

1.TESOL Made Practical For All Situations:  Read Chapter 2 and 3.

2.TMPFAS Workbook: Complete the tasks in Unit 2 and 3 (this workbook section). 

3.Practice Teaching Task(s): Complete PTT 3

4.Complete all other tasks for the core units (see TESOL Study Guide for more information)

Assessment method and description

The assessment is competency based. This means that students will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and ‘competent’ or ‘not yet competent’ for units as a whole. Students need to be assessed as ‘satisfactory’ in all of the assessment tasks in order to be deemed ‘competent’ for the unit. If a student is graded ‘not yet satisfactory’ or ‘not yet competent’ they will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. 

All students have the right to appeal any assessment decision. See your RTO’s Student Handbook for information on appeals.

All assessment tasks will be retained by the Registered Training Organisation (RTO). If a student wishes to keep a copy of the assessment task then they need to make a copy prior to submission. 

Workbook Tasks

Students must provide clear, concise and reasonable answers / submissions for all of the workbook tasks within a unit. The purpose of the assessment is to see that a student:

Can understand and apply knowledge they have learnt in a theoretical situation

Can demonstrate knowledge of the unit content (see mapping below)

Can communicate the understanding and knowledge gained.

Practice Teaching Task 1:

Students must plan, deliver and evaluate an English Grammar lesson in accordance with the task requirements detailed in the Practice Teaching

Task. The purpose of the assessment is to see that a student:

Can understand and apply knowledge and skills they have learnt in a practical situation

Can practically demonstrate the knowledge and skills required to meet the unit requirements (see mapping below).

Task 2

Note the Field (F), Tenor (T) and Mode (M) for the following spoken and written communication events.

Tip: It’s very important to keep in mind the definitions of Field, Tenor and Mode as you do this task. If necessary, refer to the relevant section of your textbook.

Sometimes, students have difficulty with Mode, so the following information has been included to help. Also, keep in mind that Mode includes two aspects: (i) whether the communication is written or spoken, and (ii) the concept of space and time.

 

Distance in time and space – Once the principle is understood, it’s just a matter of working out each situation. Speaking directly (face to face) with someone is the closest form of communication. Communication events can get further and further away depending on the situation. 

Real time – Is when people are communicating with each other at the same time. 

Not real time (distant) – Is when one person communicates – talks/writes and the other doesn’t get the message until later.

Real space – Is when people are communicating with each other and are physically in the same place.

Not real space (distant) – Is when one person is communicating with someone else who is not physically with them.

There is quite a combination of Time/Space situations depending on what is happening. You will need to assess each communication situation independently.

For example 

You are having coffee with your friend. you are together at the same time and at the same place. therefore, it is real time and real space.

you phone your friend and she picks up the phone and you talk. you are talking at the same time, but you are not together at the same place/space. therefore it is real time but not real space.

You phone your friend and she doesn’t pick up the phone, so you leave a message which she listens to later. the message machine isn’t a communicant. it’s just a recording machine. so you do not speak to your friend directly. therefore it is not real time (because she wasn’t there at the time and only got the message later when you were off doing something else) and not real space.

 

Because of modern telecommunications, it is now possible to have a situation that is real space but not real time. if you are sitting next to someone and you are both on the internet on separate computers and you email that person and they pick it up a bit later, you are both still in the same place, but you are getting the message at a different time – not real time but real space. or you could pass a note to someone near you and they don’t look at it straight away but are still next to you, so not real time but real space. 

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