Professional Documents
Culture Documents
kalbos didaktika
Daiva Verikait
Santrauka
Usienio kalbos mokymo(si) proceso skm
pirmiausia priklauso nuo skmingo mokymo(si)
metod ir bd pa(si)rinkimo. Tinkamus mokymo(si)
metodus ir bdus galima parinkti tik tada, kai atsivelgiama student motyvacijos lyg, mokymosi
stili ir intelekto tip. Straipsnyje pateikiama isami mokymo(si) proceso skm lemiani faktori
analiz. Supaindinama su trij iuolaikini plaiai
naudojam angl kalbos mokymo(si) krypi komunikacinio kalbos mokymo (Communicative Lan-
Introduction
Various attempts to define the process of teaching and learning resulted in a number of definitions.
However, there is one common point that most
methodologists agree upon the process of teaching a
foreign language is a complex one. It usually involves
three major steps: the teaching acts of presenting
and explaining new material, providing practice and
testing. The success of the process of teaching and
learning largely depends on the participants teachers and students who have their own needs, roles,
and responsibilities. It is teachers responsibility to
identify and address the needs of their students.
The most extensive analysis of the human needs
was presented by Abraham Maslow in his paper A
ISSN 1392-8600
Summary
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Daiva Verikait
ISSN 1392-8600
kalbos didaktika
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Task-Based Learning
The idea of the Task-Based Learning (TBL) was
popularised by N Prabhu who, working in schools of
South India, claimed that students were just as likely
to learn language if they were thinking about a nonlinguistic problem than if they were concentrating
on particular language forms. Instead of a language
structure, students are presented with a task they have
to perform or a problem they have to solve.
Daiva Verikait
ISSN 1392-8600
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Conclusions
1. Success of the learning/teaching process largely
depends on a set of factors such as students motivation, appropriate selection of the teaching approaches,
methods, tasks and materials that are mostly determined by students psychological characteristics such
as learning style and type of intelligence.
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References
1. Ellis R. 2003. Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
2. Gardner H. 1999. Intelligence Reframed. New York:
Basic Books.
3. Harmer J. 2001. The Practice of English Language
Teaching. London: Longman.
4. Honey P. & A. Mumford. 1992. The Manual of Learning
Styles. London: Peter Honey.
5. Integruotas dalyko ir usienio kalbos mokymas. 2006.
Vilnius: MM vietimo aprpinimo centras.
6. Kelly M., Grenfell M., Allan R., Kriza C., McEvoy
W. 2004. European Profile for Language Teacher
Education A Frame of Reference. A Report to
the European Commission Directorate General for
Education and Culture.
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