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HD Brown's Teaching by Principles - Chapter 3, Part 1
Transcript of HD Brown's Teaching by Principles - Chapter 3, Part 1
What we learned from past experiences:
An enlightened, eclectic approach
The Postmethod Era:
Toward Informed Approaches
Part 1: “Postmethod”
We need to be “cautiously eclectic in making enlightened choices of teaching practices that [are] solidly grounded in the best of what we [know] about second language learning and teaching.” (p. 40)
What we need:
Not a new Method, but rather a unified approach and effective tasks and techniques
A variety of principles of learning and teaching (“a theoretically well-informed global understanding of the process of learning and teaching” p. 43)
An approach results from:
A combination of
An approach is constantly evolving, as a result of:
Own experience as learner
Own experience as teacher
Observation of other classes
Readings / study
Your approach will change according to:
New experiences / observations
New results in SLA research + different interpretations of results
Choices tailored to specific contexts
In a specific context...
Should the course focus on meaning or grammar?
Will your students learn best by analysis or intuition?
Would it be better to think directly in the L2 or to use translation for the L1?
Will your students benefit from immediate or long-term rewards?
Should you be tough and demanding or gentle and empathetic?
Should your feedback be given frequently or infrequently,?
Should a communicative course give more attention to accuracy or fluency?
Q. 3: In preparation for Chapter 4, can you formulate some assertions about language learning that could be included in a description of an approach to language teaching? For example: age and acquisition; inhibition; memorisation strategies; intelligence and success in L2 learning. Can you think about principles that would be relatively stable across many acquisition contexts?