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Documente Cultură
CHALLENGING TRENDS
KUMARAVADIVELU (2006)
This study traces the major trends in TESOL
methods from 1991 to 2006 in terms of three
perceptible shifts:
a) from communicative language teaching to
task-based language teaching
b) from method-based pedagogy to
postmethod pedagogy
c) from systemic discovery to critical discourse
The paper focuses on the nature and scope of the
transition from awareness to awakening, along with the
contributions and consequences associated with it.
c) Macrostrategic Framework
(Kumaravadivelu, 1992, 2003)
Three-Dimensional Framework
Code-Communication
dilemma
Explicit/Implicit
dimension
Dimensions of Stern’s Framework
1) The L1-L2 connection, concerning the use of
the first language in learning the second.
2) The code-communication dilemma,
concerning the structure-message
relationship.
3) The explicit- implicit option, concerning the
basic approach to language learning.
First dimension of Stern’s framework
Intralingual-crosslingual strategies that remain
within the target language and target culture as
the frame of reference for teaching.
The intralingual strategy relates to coordinate
bilingualism, where the two language systems
are kept completely separate from each other.
Crosslingual strategy believes in compound
bilingualism, where the L2 is acquired and
known through the use of the L1.
Second & Third dimensions
Second dimension: explicit focus on the
formal properties of language ( from
grammar to communicative properties).
Particularity
Practicality
Possibility
Particularity: facilitates the advancement of a
context-sensitive, location-specific pedagogy
based on a true understanding of local, social,
cultural, and political particularities.
CLT TBLT
Method Postmethod
CLT TBLT: Chances & Challenges
Chances Challenges
CLT has become more Relationship between form &
sociolinguistically oriented , meaning and its attendant
issue of how the learner’s
TBLT is more attention resources are
psycholinguistically oriented allocated is not clear.