Terminology Syllabus: *content of a teaching programme * what is to be learned Method: *how the teaching is to be conducted/ facilitated * techniques by which

T presents syllabus Approach * integrated set of theoretical and practical beliefs embodying both syllabus & method * this is the 'why', what T values *principles to decide the appropriate context & procedures: - theoretical/ philosophical principles - psychological principles - socio-political educational principles * comprehensive *learning in wider context: - socially (in the education system) - individually (person's self development) Revolution in lg teaching Wilkins and Van Ek (1970's) - structural syllabuses - content of courses for adults Communicative Approach (CA) - use of real tasks in classroom - less emphasis on correction - more emphasis on S's autonomy, receptive skills & communication Lexical Approach - argue for a change of approach questioning the present values in lg teaching - decreased role for sentence grammar * increased role for: - word grammar (collocations, cognates) - text grammar: + sub-sentential pattern + sentential pattern + supra sentential pattern learning without analyses - more central, even defining role for lexis - rejects the Present-Practise-Produce paradigm _> Observe-Hypothesise-Experiment cyclical paradigm Structures * out of fashion * it's equaled with grammar * role: allow the S to produce a novel lg. to estimate that a particular piece of lg will be possible without having met it before

Functions * social purpose of an utterance /wilkins/ Would you like a cup of tea? understanding it without structural analysis

Notions * no exact definition * regrouping structures under categories of meaning * specific notions - not vocab * general notions Behaviourism * general learning theory by Skinner * learning is formed by imitation, reinforced by repetition * 2 categories: - successful performance encourages future successful performance - incorrect performance (=errors) should be avoided -> Programmed learning lock step view of syllabuses and progress -> building brick approach Models and Targets Model lg: *lg in the textbook, in the classroom *lg worthy of study * lg presented to the student as examples of how English is/can be used Target lg: * objective of the teaching programme * lg which the S will be able to use Do they coincide or not? - theoretical problem Basic Dichotomies and Polarities 1. Spoken lg - written lg dialogues in textbooks are closer stylistic to written written lg is not spoken lg written down 2. Vocab & Grammar Vocab: set of sentence frames with slots into which appr. vocab or words can be fitted -> vocab is not only the words but the lexical items as well: 'by the way' Grammar: structures, sentence patterns, diff. verb forms, prepositions and bits of lg which are practiced in grammar exercises 3. Receptive & Productive Skills * not active or passive skills -listening, reading - receptive -speaking, writing - productive * importance of listening like in L1 4. Competence & Performance - tacit kn. of lg structure - process of encoding which is unconscious and and decoding not subject to

introspectional report - cannot be observed - abstract idealisation - native speaker comp.?

- can be observed

5. Usage and Use - lg which conformed to the - functional and contextual codified paradigms of the lg appropriacy utternance - independent of context - possible sentence or not Can/ could you come tommorrow? 6. Signification and value - expresses the codified meaning - contextualised meaning of a word /found in dict./ Could you pass that please? - de-contextualised meaning 7. Cohesion and coherence - gr.linking of one part of a text - 'hanging together' to another without direct gr.links 'Can you play tennis tomorrow?' No, I'm afraid I can't. I've broken a string in my racket, I've got to go to hosp. won't be able to fix it.

and I

8. Classroom and the 'Real World' - classr. is not the Real w. - you do many things outside the cl.r. BUT- for the lesson the cl.r is your real w. - cl.r is part of real w. - old fashioned syllabuses ignored real w. lg. - Lexical Approach (LA) suggests building a large vocab 9. Product and - any lg which the S creates - result of a process - static - T are product-oriented Process - developing dynamic concept - learning is process-oriented

10. Accuracy and Fluency - the 'right' lg - ability to use the lg. - forming correct sent. - out fluency comes accuracy 11. Learning and Acquisition / according to Krashen/: *Learning consists of the development of conscious L2 kn through formal study. It is always conscious. *Acquisition consists of the spontaneous process of rule internalization that results from natural lg use. It is unplanned and unconscious. *Big debate: - learning is testable, acq. is not - learning can be unconscious too *Krashen refers with acq. to structure and function rather than vocab and lexis. 12. Input and - lg presented through reading and list. Intake - the lg. which the S benefits from

*Not all input will result intake. *A S's perception of English is a dynamic concept, influenced by the S's intake not the T''s input. *Necessary criteria for input to be potential intake: - it should be comprehensible -S's attitude, motivation and the authenticity is important as well * Classroom need to be input rich 13. Teaching and learning - traditional cl.rs: teacher-centered methodology - nowadays: learner-centered methodology = more developmental, process orientated view of lg. and learning The T's Mind-set 1. From written to spoken lg. 2. From speaking to listening 3. From product to process 4. From short-term to long-term aims 5. From answers to questions 6. From explanation to exploration 7. From knowledge to skill 8. From accuracy to communication 9. From structure to lexis 10. From sentence to text 11. From (atomistic) parts to (holistic) wholes 12. From planned certainty to unguided uncertainty 13. From T centered to Learner centered 14. From recipes to theory Ideas of Lexical Approach 1. Lg. consists of grammaticalised lexis, not lexicalised grammar 2. Time is an essential lexical concept. 3. For lg. teaching, co-text is more important than situation. 4. Lexical patterns can be more powerfully generative than structural patterns. 5. De-lexicalised verbs are powerful generators. 6. Semantic content is inversely proportional to generative power. 7. Metaphor is lexically patterned. 8. Diff. pattern-generating systems require diff. pedagogical treatment. 9. Inadequately grammaticalised interlanguage is fully acceptable. 10. Lg is inherently Here-and-Now user-centered. Principles of LA 1. Early emphasis on receptive skills, esp. listening is essential. 2. De-contextualised vocab learning is a fully legitimate strategy. 3. The role of grammar as a receptive skill must be recognised. 4. The importance of contrast in lg. awareness must be recognised. 5. Ts should employ extensive, deictic lg. for receptive purposes. 6. Extensive writing should be delayed as long as possible. 7. Non-linear recording formats are intrinsic to the LA 8. Reformulation should be natural response to S error. 9. Ts should always react primarily to the content os S lg. 10. Pedagogical chunking should be a frequent classroom activity.