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    9 Second Language Learning and Language Teaching Styles PDF

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    KarGarcia Luis

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    198 _Genera models of 2 luring Discussion topics ips eran aon Docu cs Drala eseirnaletaty salamat poms sea ‘int feeds nse SOE cae 4. Horemytp potion efoma puget son wy raneeee ihc ete an erent fist gee at Bears a a oa aan pe conto 2 5 Further reading “Teaching splciont of he UG mul ae discus a Cook 198) “Te tt nel Gm 2a a ImCOK and Nowe (199) Chomys Unters Gramm, wl ver 3M aecoum of sone 12 models in Mls and Me (1998) Second lng suming Thorens sein vere 9 2 eng Carb Rnd n Spit 19898) Conor Send ange Ling The Compan Mol sd hippie model ae Scene {rican Cook (1983) Ligaies ahd Second Language Acq Eimnetonsn i saege ors Sn hn (08) ons Se sond nguge Sion The mul-compeence model I weed ens Cook oon 9 Second language learning and language teaching styles This chapter toks at cme general question of teaching methodology in he light of SLA research. I comes established mots of testing the ‘esearch tht hasalready been olin in ascve reversing the dtection OF Ne lest chapter roceding from teaching to 2 leaning. “Teaching metho? is sed inthis books a brood cover term forthe fer ‘actives hat boon in language teaching. Vasonssugsson ve bec ‘ut forward over the years for making the erm mea! more peeic oF ‘handoning it The tadttonal distinction between overall approaches, such ‘the cal app, metteds, sb athe lingual mete, ao teaching ‘eciniges soc as drills (Anthony. 1963) Ricans and Rosey (1986) Ses approaches av related trough desig to predures. Mare (1989). he ter hand, als abou! four overall teaching ssepe the eee stat 2, whch relies rimanly on Fstening: the communiaive rata in which studs lean by atempting to communis he reconstructive seri ‘which the tude patties in econstcive activites sed en fs snd the eclectic saegy. which combines two or more ofthe ethers Allen 199) distinguish expen activites which ely on language we whi ‘uation rom analytic acts which we language sly ad practice, “Toavoid the various ascitions and ead tha these ens Sn usethemareneuiral terms teachngtechniga’ and Yaching sive Theat nt of contac withestudensistetesching teskniqe an me in Cpt {Thasa rare dil ia which sudent intensively patne'a srt sone 'ccnigue; dita is ancther, information gap exerhes anata sor ‘techies Clark (1984) pus i isabel for wht we do techies ‘Teachers combine these techniques in various ways within apical each ‘ngs Pats scr withaepaton dslogac an erole pay ahd 900 et teandhingua tye with ts dependence on te spe lanes nese "ie and on sete, Pu fancuonst dil witha information pop ences snd rlepay and you gt the communicative se wh ts broad ssurptons boa the importance of communicative sks nth casroom. A teaching syle ‘sa loosely connected set of teaching ecnues believed t share he same goals of language teaching and the sme views of inguage nd 1.2 enning ‘The word ‘sie’ ply reflects the element of fashion and etangebity leaching sntended not as an academe with aprvisedeton bat a 200_12 learning and language teaching ses abo vetlel tw ca we ey 0 a tang A eat Sho might fee ily stching frm one “neha” wo another oe in ming “ets witha oa scons sscompuncionaboutchangng ste there ino ennona commitment to tye ath Wink men ih ite a 2 SES eommen | geiariocceweem 3 fhugemenneomacmte eee : (G\Teryeremcting a tens ovr peosy a Pirchererartinlaeee : totitiemee striae a —|— Hii ‘aang rte sow sah ost Qu esl ee wg Eiger curc ae scans cae et | Res ace seam tenga nye ama ente saremuseope Theacadenie sie 201 ‘This chapter looks tive mi aching les the academic teaching style ‘common in academic astoons: the ailing sie tha emtasies src ‘ured oral practice the communicative se ht sme a iracton between ‘ope Boh inthe classroom al case he master EFL se which onbins aspects ofthe Ast tee: and aly, ther sss that lok beyond langue is. These five syles are tose abe fora wide range of teaching ‘ater than kart visions. The hla the ea tht fer is single ‘ray of teaching tht suits ll stats and al euchers; body hs the Hh {© ay that one method i the only ove fr sour stents in our ivan, ‘Teachers shoul alvays remember tht despite the mass of advice they se elven. they have achoie™ Before we fok a hese styles in dei sel tases one's own sympathies for paricular sys by fling inthe questonnie in Box 1 ‘Thins «way ino tinking about aching sles. ota een pyetologk- cates, 9A _The academic syle Focusing questions +90 yeu grarear oxsanaon shoul eB th oi l the nso? {Dou nk waning tse tl srcom acy det? * Do eu so any vauete sig acts ht are rary are dao’ monnngs? Kerword grammar-ranslaton metho vatoral aate s/o wahr wich cod hasty ampnalongormarevpanaton and tarcaton 2a war tebe An advanced language lesson In an aeademic contest fien consists of Teallng ext taken fm newspaper os source: fr example the lea ‘ory om ihe frontpage of today's newspaper unde the headline "PM seeks new curbs en stkes The teacher lead the staat houph te text set tence by sentence. Some ofthe cultural background. is clea by the teaches, say th cote of legislation abou sts in England, Words that ive problems are expnined or tasted into the student fest langtass by the teacher o¢ via the soe detonries~ "loved hog" opps’ ‘ay: Grammatical points of interest are discussed wit these, sich ss Ae we ofthe passive vice i sitar proposal tthe Conserve lec ‘ion manifesto was also shelves The students go ono fila sara terete onthe pusive. esas for homework the) haa the essa? Io thei rt arg ‘Oreste secondary school In oe els he pps are being eed on their 20212 tearing and anguage teaching ses omework. The teachsr has wate a series of sentences om the boud: “The ld hs (crosloesolrosnng the rad, The boy vas (helphepede. jing) i father’ and sn, The teacher seks them "What's "chil" "A nou "Mihas"erss"? A vets What's crowed"? "Past parcpe' So what do swe say?” Te boy has crossed the mad "Goad I the cls next door the Pup aves sor text writen onthe oor In song the wea snes; he Mowers come oo nd everyoods fui eter Hat wpter i over” The teaches as What f-ing’? "A noun’ ‘What's “spring” Arabic?” "Rab "So frow do we ulate in ping” “The ore spets of thee earn athe the wef xs of teional gramme an ef tarseion, Conse ndertanding of amar and ava ew ofthe inks between he dest andthe cond language are een alto Tearing The aa Teaching sei sometimes known a he grunmna— trrsaton mtd fortis reason The ste simian conept Maron's fevorstuetve suey) or Allen ef ols asaytic acivies. his time Trnoured way of teaching foreign language in Wester culture, popular in ‘Secondary schools a widespread inthe teaching of advanced students in ‘ery stone ron the wri. Ines Coleman (1995) sath when Ne Came into English uiversty teaching he Fund he grmataslaion tend ane cry the most popular approach o langue teaching inthe tniversities The aademie syle can involve apes of lapguage otter thin runmar A teacher expan how to apologize inthe target anguage When Sou bun nto someone om the sca yOu say "sery"; 8 teacher describes ‘Mere opt the tongue oak the sound in thik’ bth ofthese are Tlipping tno an academe syle where the pops have to understand the icine explanation here applying in thet ow speech The grammar Explanation fecag Is a ancestor of the Foc on Fax (Fon) apa ‘ined in Chapter 2. Te ference is that in he academe syle grammar al the main poof the lesson, “Fanslaion the congonent ofthe tle hat has ad the est fst on ional EFL teaching, For historia edsons EFL as vould the Hist an {ug beth in melody and nthe course hooks prdoeed in Bean. One Fens the hue in many emis of expat nave speaker eachers wh ‘io mot know the rt lngage of he dons. Theater is the prevalence ‘within Brain oF muting EFL classes whe te Teter would be quite habe ose the may st langges in the las. So the vanltion compo ea academic cashing tends tobe found in counties hat us locally po ‘ved tras wih eal teaches the secondary school sons meno Shove wee actully observed in Gaze whore foegn course backs and mative Speakers of Ents are shoe supply "The sctleme syle dows not ety teach people to use the langue fe some extern purpose outside the lasso TO se the division made in {Cher Fetes nteratna lal ad maonl wal, the cael is ‘stensby smo pins de eal goal of L2 faring san academic Sthjec. in ther won, ie ans 10 cree Tinguate competence ~ shee The academic sie 203 language knowedgs inthe sade mins rater thn something to be wed ‘recy In ston, toe last train the edt to ik bot 8 ‘spec other clues and ain tes educational adage, Bu he sean se fs nevertheless spose 0 prepare he stent fo the acual ase uf langage. BY developing eae Knowledge the den ‘xeatully becomes able owe she second langage in aie Saons ox Sie the classroom. While the stl des ot ety pst guage we in the classroom, tims to provide a basis for language ase when the suet requires c Henetheundcubie poptlriy of grarimerooks among stents th, despite the lack of expt grammar ih most comers teaching ‘methods, cosine to bebe ha i il Rel hem, "The atadonc sy aces the aoqustion of competence as geting Holo a ition es a st of vocabulary. spas. hes, lg! cers Of lista grammatical pints and voabuly ems nc of the fst ouses Lover taugksPresee day Ents for Foreign Srdens (Canin 1968) orga ined arama “semence pate sich Joba has 3 book and "ow wont Sich 3Joha Brown The syle ves what people Know about the Language ‘ae han what hey comprehend or poficeSfaents are sen a aah Started of anguage rate tan commanictive ay diet. The ane progreses fm conte consis understanding of agus o automate eowcsing Of speech wit thinking. ss sre i the ls chater. The Tange teaching clasoom is silr to clasrooms in ther school hc, ‘vith the teacher a foun of knowles and aie “The academe aie = apprepcnte fora sosiety ora individual that ets scademis knowiee of te second langunge 3 desrable objective nd that ‘ols vada view of he canroom nf te eacer sole strengths ‘aco my siad the flea allen san preset some sees, unlke {he nonstletn approach of oder ays, and the sears wih which ‘ews langege teaching the pupae enn ot jut haw to gst het ‘allway ston but how io understand ispoant messages commncted in “we laneuage, prety tug iter The inks wo ersre 3, thes value. “Cue” taht abe high ear” poetry snd ety Ta than the Tow elt” pop asad otal Tonga the tne | was aught Lac, I arly appre this cere has embed with incina way tht te Tonetona! Febc sum hus et Ove tal expe ‘he way that atin quoaons come ood: Heroes ine “Cai a an Imam mutant tans mire curt (ose who aed ares the seas cans the wether he sous pie thn any English rains ndecd ‘town by Marlowe's ue oF tin Fast Or the fat ht Rad ied ‘Cicero's speeches gave me ano motel or appreciating Fide Casts de "sting defence athe eiboal of hese scused ne atc nthe Moncado {racks other words, eerily hve had my valeowtof kang Latin ‘crs of individ gals ‘One weakress inthe academic seis ts dscpion of lngsage. As alia ea (1964) pointed many Ses 9, ou shoul ot conde he 204 12 leaming and anguage aching ses ‘of grammar inthe clastom if people bave mot we prope grammar ‘Te lngstic coment aly tadtenal gamma, caer than more rece cr more compeehensive approaches, as we saw in Chapter 2 semetimes at ‘avanged eves it vertres to the deserve arma ation in Eglish— {sn ay, The Cons COBUILD English Grammar (Sine, 1990) While the Ueatent of vocabulary i ex exereises farang ii also wns) tematic the teacher hs fo cover whatever comes pin the txt Thoegh the academic sl latably sts to bul up relationships Between voabulay items encountered in ext thas wo pied way of doing so. Despite Being ‘cerned with linguistic fom, paysite sttenton to components of Ta fiige ober than grammar and voebulary and, cccasinaly, pronunciation ‘Thesame acide techies couldn fat be applied systema) tether ‘rea, Isang comprabension or somminictive fenton, “The academic teaching ste eaters for acsdemialy ile students, ho wil suplement it with heir ovn sood language lure svateies, and who ‘il probably no be yung cdr inter word they are Ske na. Inc Teer. it, ile he ste olen sbceeded wit sich tens they ‘opresea hep ofan sete. Tose who ae Tearing langage as an ‘demic subject the linguistic stants ofthe utr ~ may be pope seed by an academic tle Indeed, at Esex University a dsenptive grammar ‘ref compalory forall stents tearing mers languages, een if his Ish date by sal every year. But such academically ertened ston forma small fraction of toe in most edoctional stings Those ho wish > "se the second langusge forte ie poses may not be academy pits ‘or may nor be prepared fr the long jeune from academic Knowledge 10 practical ne hat the serie. ‘Wren should the academe tle usd? If he soci and the students twat individ gonls x pimary, langage vse a secondary, andthe stents ‘re academically pied, ten the sce ile apyopeate- Ina eouney ‘here the Tears are never going 10 meet Frehspeakag pean. ae neve going vista Freach-speating county. and fave no career ped for rent an aeadenic spe of Fench teseing ay be quite appopite But the teacher hs to recopize its marow base Por the wademe syle to be doguate, i noeds f include descriptions of language that are linguistically fount and scion that can be enverted hy the tent tate se {The acolemic sive would be more vile a way of [2 teaching within is sated pot its prammaical and vocabulary core beter ected the Ways it When languge is deserted today Lite caching of Engh grammar in he ‘eademie style, fer example, makes wse of te elementary information fom ‘Chager 2 about grammateal morphsmes or principles and parameters. And it Inight hove moe success if searched for forms of grammar that aod bet tert the sadens if the tenons that the students ae able tus language te end the ganar it teaches ast be juste nat nly by whether i ‘Someta alsa by wheter he stent can aor Kren, ever, makes the usefl point tat we should fe teaching “ues of thunb ta help he Phe academe style 208 student even thy ae rte tue (Krashen 1985). A quick emark by the teacher that English compuaives sre foamed wih “er wih omy words Cbigiger,"smalsmalle ete) and with tor” with Words oft than tao sylbles(iteligertimoreitligent eauifadmore leaves the sent ony to puzzle out wore wit cxacly tw ol "ae of tam wll oss te Linguist ft km ep the sents ‘While the individual goals ofthe academic se ave pte pofound, there sa danger that teachers cas Tose ight of them aa se Brana ea ‘explants os having no oer ole tha imparting factual Knowle abot -srammar. The inportant the goals of language seaeney mil taining, the appreciation of theres ray rot be achieved if the tech does ‘ot give them panicuaatemton in planing lesons and caning ths ea, ox 92 ‘The academic style language teaching ‘Topical teaching techniques + Grammatical explanation, trasaton, Goals + Dire, individual lang fhe second languages an eam sub ject + Inet, ait to ase language. ‘Typeotstudeat + "Academically gifted, not young chien, Leaning asmoions + Acquisition of conscious grammatical knowlege and its conversion to Weaknesses from SLA research perspective + Tnadegute we of pram, + No postion an eter components of lnguageknowae oF = * Ineficency ara ny of aching we ‘Suggestions for esching Use it with academic students who have inva goals of sc develope ter hn cana ore a Spplement ic wth the componens ind processes of langage Remember to develop the power individ goal fr the stents rather than be cated away by theses knowledge of gramme 120612 learning and engage teaching es Focusing questions {Do yeuthnkanguage arin imate of aun ais { Doyeuboiow speech neta nates wrtng? Keywords dm ot rachviea rate hh words res ae suse win ‘Stra and preter uy bacome erate aogue:usaly «shor cnet ac of comaretn used a aml of ‘Sngunge en nose now wos or uc audiongua! meted: netosoarquage tearing ining he USA te 194 a Brees aguage nari asa ane re portance ol pokan [anqone te i ot uy sboroae ALN ios he intl sor @ pure ats narod mobos) ‘The me ‘autoiagu is atached 0 teacking sie tat reached its pe. in te Td, best conveyed in Robert Lado's though book Langnoge Teaching A Scenic approuh (1968) Is emphasis ching the spo {en lnguage trough dilogos and del Atypical lesson nan aolingva) Seats with a isloge, aout Dying fod na shop: Good owning 1 God mening. 1S Goml Tae sore mil plese?” Cena: Hom mack? “The language in the daegue como otha it inioduces only afew new ‘ocalay tems,“ oly neal water’ sa. and icles several ‘Ramps ofeach pew stra point Coal Ihave some col. “Could T ve Some mineral water ct The sadn ten fhe dalozue 2:2 whole, ‘itr played bck rom tee ey the teacher: thy fepeatt sentence by mere and they ato Now gota ps of shopkeeper al caster ery ota the flowing tes “thon the stent il grenmatical pits connected wit the dag, sch sie polite qusensusedinnquest Cold” he wach writes onthe ba “Cou have some ni water, col” Hersh say: mil The students answer: = Could ave sone ilk” Svat Gould have some water” and soon. Te dil practises the suctr repeatedly wih variation of voabo lay, Some dls empleo tthe strate soa clistc conversations) exchange: The andiligua eof aching 207 “hat shout ik “Ones cold I hve some ilk?” “xnd on™ “Oh yes, cou have some cls” “And You might eed some mineral wate Oh, could have some mineral water” Fil thereat expansion ative to make the dens incorporate the langage in their own se: “Think ht yo santo buy today an ack your uighbourif you can have sme As Wile Ravers (1961) pts "Some pro. ‘son wil be mde forthe student apply what he has ete astute ‘communication siteaton” In Reofisic Eg (Abs a. 1978), for exam ple, we would flew the main ausotingal doje with “Things to do" A aioe about afte acidet asks he student to make ots abou the wit ssc, 1 imagine what the policeman weal say to his Wile when he gets Ime ano work wi pare fo devise advice given veyron how tees the oud inl dil abou "inate wih negative prac ting" And he wormanvniancar oto mceeeuy leads it an activity "Nov offer eachother advice about the peopl you shoul see an he cas yu st ba ‘Chapter i menoned th assumption tht speech shoul we presence ‘over wring. The audolingoal syle itepres ths two weys. One 5 ‘Sho term Snything the stants Tears smst be beard before bog seer 20 the teacher alway bat fo aya new word loud before wring on he backward The her i ong lem the stents mie sen» period ome ‘only spoken sill Beere they ne induced 10 the Wwriea sks. 1S ‘might Is afew weeks or ded whe year This longer inp: thn i ny experience led wo mat pens Adult stants who ere wed tothe writen text ara crt dl ot Know why it was taken from them hed to present aloguer only from ape an [caught the talents writing ‘down te text under their desis so Tec that Hf they wee going fete wen x ay. myers een ws or tele "Aner ssomptin mentioned in Chapter {st anguage in divide ino ‘he Tours of seni, speaking eading and wating Aung eae ing not only accept this von but aes further hy diving the sls up in active sil which poople we to pode langage, uch a spesking om ‘ring and pase sills which hey eecive suchas tering aT ing. Se a8 well as speech coming before wing. pusve sls should come before active kills Hence yu ed up witha particular sequence of te Tour skilsghen in Figue 91; 1 Listing: 2, Speaking: 3. Reading: 4. Wing. So ‘dens shel isn before they speak pea heer they rea ed bole they wite Needless to sty, no-one now aco tha tenia passe" ya ‘se ew in Chapter ‘Ota the hes, the sudilingul mos blatantly ells a parila st of 205 12 eaming and language teaching es ont a igre 9.4 The sequence othe fos nthe dling method elif abou L2 lang, ote fered whit Formation’ Languages a Stothabtsjstltedeving ae A ate ny ding i ean san. “The dagger concentrate on uncon ste aber th the co ‘clus oft sede ye Instead of Ung unesa erery word Srsuucue, sons fun th tet moe lx by Rea. ering means ising sce ney cn eth i eg en cage As nthe academic il, ngage s see 3 form rather han 8 men Ite thugh is bss more a sacral han radon gra. O8dly hugh, despite te gia one pen gue, the strech tre predoniany fom ween gang. Te pubs of Relic Enalish {or euanpl ook exception the expression “Good bok Hh, common 9 Way bei spoken English “The geal fhe alingal ye fo get the stars to “behave” in co mon Situations och athe sate othe sperma enced ih tevelie acne te sadn re going face Ive Sets, is pret {clan comsunicaton-osetd The deingil syle wo abt ering {tmgunge ous own ake bt sbut earning for ata se, eter within he Scie fou While the appropri stoen pe ot deed, he ste ier rected to he academia ie feed. sess on practic can {hada those with aml tas Neri the angtal se ob sony cnn forsee parr ae a ma 8 8 app as Sheen, IienofL2 leaning ee psig ot dbs te last chapter language Is ding things nx koowing tings. Pry this comes Scot fits mph ov the pyres non the daogues estate fn {huge umd stmtons such ae vel agents the chemi shop. Most {nponance i atached to buding up the seenth of he sets response trough pate Lite weight piven othe understanding inguse snc tte of the cretion of Knowledge. Theat to use language is built wp ec y fees ing te set fearing lhe ine. Grammar ison a ‘Rewce ike “Coul have some X? or TasisaY" within which em of sovabulry ae subtied, Cours and syllabuses ae rad round stuc- Thecudilingua ye of ching 208 ‘ures; dls practise particular structures: dslogues introduce and exemplity ‘ructres and vocabulary in comet Te se requires clasroom wh teacher-contlie exces forthe al exploitation pis when, to pats the stogent asthe pats ready as habits at he mst practise wing them ‘wih al atertin en purposeful commvnicaton’. Until the expasion phase fe evel stant pest answer or dil at he teacher's behest. Thaw ‘hey work individually nthe FnguageInborstn, al of them stl wwe the ‘me actives an teaching mates, The style demands stents eho do a Expect fo take the inka. AI esponsliy i inthe teacher's hans. The ‘Uferet aspects ofthe ailigual meth can Be seh inthe Ist ae By Wilga Rivers (1964) in Box 9.3. ox 9.3 Assumptions of andaingua langage teaching Rivers, 1968) Assumption 1 Foreign langage leaning is basally a mechanical process ‘of hai famation. Assumption 2 Language sls ate eave more efetvely items ofthe Tareign anguape ae pestted ia spoken or beta wet fe Atsunpeion 5 Analogy provides a heter foundation fr foreign language Teaming thas anal Asaanpion dhe meaning which he words of he language have for the ‘ate speaker cn ees nly ina mato allusions the cule of the people who speak that language Autolngalsm happened to ave in Europe ata ine when the language laoratory boca echnialy sil. Many fs ehnigues ined worked ‘wll with is equipment repeating sentences and oaring curing of out ‘epeition doing della bearing height answer afr ovr ater ted in rieely with the tape-recorded ater the language larry. Reret styles, that emphasize ree procucton a spech and nractve communion ie Found langue boro arhader ass apar on lsening sc ie. Indeed, any lance at materials for computers langunge uring (CALL) on the web will how tha they are lags sudolingsal in tht emphasis on dil and practice, though they depend more on the writen lan {age hecase ofthe computer’ imitations in dealing with speech, ‘One vie of the academe syle ta i des not active seconcary goal of allowing the student wo communicate, night til ave dea ‘ale va ie ol of improving thinking. promoting exoesulal unde Sanding, pd soon. The aun tle hs wo falta positon. Tit does ‘notes in goting the stint oforeton inthe second lange, thre ‘sothing ee tobe gained fro it~ no academic owed or problen solve blag: Lado doe, however claim that i teaches a postive atiale of 21012 laying onl angage teaching sles entation with the target culture hs insistence on L2 leaning asthe re: ion of hai an oversinpieation of the Behaviowit models flaring. that have been scored as explanations for language azqustion for many yrs any woo deny that the Sstntive clement of language ae in Fact Teanabl these mean the aby to rete or under "new semiences not aquited by pray “oil” seaences. The elacples of Universat CGranarFr example, are imposible o acquire though ils and aloes. ‘Syllabi and textbooks the anilingus syle mostly sce strates phonemes and vocabuley ters asthe sum oa of language. Though based on the Your lls of itening. speaking, reading and wring. the tle pay sr Plsingly ile anenion othe distinctive features of ech sl The slo ening or example sno asa broken upto levels stages tat sete those seen in Chapier 4, Moreover tbe communication situation is far mee empl than te ale inp. If covaunicaten isthe goal of language teaching its content aod abe basi on an analysis of oramnicaton tel, ‘nicht noe adeqetly covered by stares and vocabulary Event ents tealy master the conten can audioingal couse, hey sll eed much mere to function in elie station, ‘Yet many teachers ll bck on the audlngul syle, One ean may be that provdes a lear famework for teachers To work win. Few oer Ses could be capred in four assumptions es Wilga Rivers manages co {b.Teschers always know what they ae supposed to be doing, walike with ‘more Mexhe of ieowsaonal sles. Staats can telax win a finaly ‘trictaed environment, always knowing the Kinde of activites that il {ake plae and wat wil te expected of them. T once Taught a roup of Degiaers lingual for six"wesks and decided it was Ue Wave 4 change by iavoducing some communicative excites: the stints requested to g0 back 10 the soiling! techniques. Conan aspects of Tanguage nay lend therelves bet to audioingual teaching. Pronncton teaching tas hardly changed Ws techigues inthe past thirty sears ue the rapid change inter ares of teaching, pps Beease of Tach of Ttsagination by teachers, peshaps because the audilingual ile i indeed the moat eective in this area, Lado's 1964 pronunciation techniques of “demonsrton imitation, pops, contr and practice’ scum ss combo sive av anyhing wes ia Chaper 3. The se reminds us hat langues i in par psa bsbavcor and te total language teaching. operation mes {ake this ino account. “Tough eens i tof sion, the iaunce of audioinguaisn sil pervasive, Thovgh few teachers nowadays employ a ‘pre’ audiolingual ‘ple many ofthe apelin are present in today’s elasfooms. The use of Shor logs th emphasis on spe language, the vale attached poe: tice the emis on te stents speaking he division sno four sl, the limprance of seabulry eos: th step y-step progression ll go bck 0 sling. Vitaly all pronunciation teaching uses exter the audi Tingualtchriques of repetition and il arte academic syle of conscos Phe conmamicaive ile and task:based larsing 201 planation. Many teaches fee! comfortable withthe song! style te ‘nei at one ime crane in their acing ox ‘Theauitingal sy language eching ‘Typical teaching techniques + Dialogs structed; Goal + Geuing stadecs to “behave in appropriate sitatons, ‘Type of stent + Nor-anatial, aon academic Learing assumptions + Tab formation’ basa theory. Classroom assumptions + Teacher-coatlle taxon, Weaknesses tm an SLA reeach perspective + oadegute form of gama + Nopositon om other apes of lingusye kaowedge owe. * Tnecioney of kab formation away of acing se Suggestions fr teachers 1 Use for teachin evan aspect of langage oa. * Beawarcoftheundedyingaulingal asso any very dy techniques. 9.3. The communicative style and wask-based earning Focusing questions + vat do you unrstandby h em emu’ De you hrs what ‘oes need? + Towfatonortce you incite castoon is an edietorl ein. what exter 2 prepraion or stontaneoutge? Keywords ‘uneton otnguage reasons tr wen pele van angge seh 8 Desundg and ang Infematon gape a hat eso can alt nero cing dilrort Sucre trot pace nematon whch hy ean en xchange 20412 leaning and nguage teaching ses e the tak, Stents are working together to achieve de task an to share tee ‘omclsions with ler tnd: th picture tat accompanies this tsk chan twosmilingstident talking a each ter, highlighting the clseoom meta ree of he tase i oe Sense these ce tecniges cover the same ground. The nfm tinrgap game merges withthe role-play’ when the person playing the chee fellstor his information the ther stadeas-do not the task becomes & ‘ole play when they practise coal requests “The commuricative classroom i very ifferent place from elisrooms sing thet sles encountered sofa The teacher to lenge darunates i cntoling ae ins the students every minute. Rater. the teacher akes fe stp Back aa hands he respons tothe stents forthe ati, {ersing them to make up their om conversation in pir anl groups — Tea ing language by doing. ey ference rom other yess that the students He not required to proce spcch withthe minimum of mistakes in rie terms, Instead they can tne whatever forms ae steps He) ca deve themelves to solve their communication problem, pucag sentences Ut tay be ctl apopiat to hi task But ae ten highly Sevint fom = tative pespecve, The teacher stands by, While the teacher provides seme {Sodate and conection, thi syst mach les central arta ie ee lass room dates The teacher Hat Meads eoigbatve roe of equal and helper rather than eine the wise pstiguaive person ofthe academic sy Or the nuint ofthe ailing, “This jump fom the triton ache Ie lass dsconcents or indoed alien tee hon foun cultures who eee eestion frets at wes in Cheer. ‘The adoption ofthe communicave ssl, however Mel eter grunts sisays far to recogni ths poten cultural obstacle. Take a paens ‘rening envio featuring am nok pret an nol teacer (Crago, 1992} este: Your som staking wellin clas. Hes speaking up ot ow rae am ey 0m ‘othe teacher, tis obvious that tia vee to speak a conti elas toe patent chen who show proper rexpet forte teacher equally obv= ‘uly say sien clas, A commntstive sl with is emphasis on sponta ‘sc prodcton by the earner uly to g0 down wel with clares that ‘ale sence apd respect {Learning in communicative language teaching In gona three sepeisingly ite conection betwee the communicative lc and SLA researc te exception being some clin of ask-baed Ie ing bosed on peyhological and edatonal research Is pares elation ae Fencsonal theories of 1 aegston aber Uap the models of L2 Wearing The communicate syle and stated lenming_ 213 seb inthe lat chapter tases lite shou the leseing press, apa from cling tht ito ight cremstances are provided Yo the stent, scmething sill hapen inside tet mid, inthis espoct Being in tne with ‘ranen’s input ve ‘istorcaly the cormunicatve snl reas to ce sea of interlanguage seen in hap 1. Tec should respect he developing langbage systems tho student water an see them an defective, Indeed, the major pact SLA esearch on language each so farmay have ben the independent an ape assmptin. hich eres the feschor fom coved rasa Drogtessions allows then to dest fem cresting al the stents i= takes lamers ned the feedom fo consuct language fr themselves even Af ths means making ‘mistakes’. So the favour techniques change te teacher's vole to tht of organizer and provide athe han diet an cen ‘roller. The teacher ets up the ak othe information gp exercise snd then Ts the tds get on with proving Rept ot cool. The sade > ot ave to price neenative sentence: tno longer mates if something the stadt says fers rom et waives might a ‘One standin this cotses fem eas of Univeral Gramm, cen inthe ast hope. Ithe students fe using natal proceses of eaming builtin tie ‘um the teacher can step hack and lt em gto with by providing et ies and language examples to get these natal pocesies gong, Somes thsi seen as hyptbest-sing. an erly version of the Universal Grama ‘theory. nhs the emer makes guess a ihe ules of We langage ie out by prodacing serene, an accept evi: the rales inthe ip ofthe eed back that x provided. However hypothesis sting inthis ots 0 longer tof UG thery a ees or conection han Ll eiten pt onde ‘ost 2 lesmes in communicative classoom Ina way tis tle has alse fre alte: aning hes place inthe studenr minds in ways thal teachers cant costl the sant shold be teed to get on with thou the teachers aterernce It Tead o he Ahngeras sumption at any activity jute ha por stants the ‘parity to estou ‘hype she elstoom. wit no ere spied. ‘other than geting the tens talking. However enjoyable the class may De, however mich language is provoke rm the sents the teacher always has {0 question wheter he ime is being well pent are the stems earings much fom the activi es they would ran someting else? TLangiagelesming in thie ye the sme se language using. normsion ‘ap exercises and roleplay techmigues imitate what happens inthe Weel out ‘Sieh caso in conto Fem. rather than being speci activities pula to language earning. Lteon students will be shiny the Wa ce ea Ing wit ofcils in aforcgh language envronmeatusts they steno doing inthe elaioom.Laurning language means pestisng communication with ‘he our walls the classroom. Vou lear alk to peop hy acta talking {o them: L2learing arises rom meaningful sen tecassoom. Task-bsed Tein wes the Ken of communication as a dynamic proces 0 sae 216 _12 tearing ad language teaching ses ‘ommnication i he classroom trogh tac based actives. Tato say ir not concerned so mach with exer lovace far the aces es with ‘doctlonal lreen elevance, “The communicative style does ot ok! view shou 2 esming a such but rains it happens automaticaly, proside the Sten interacts wa ther People inthe proper way. Many o's techniques cary on the ailing Soje'sprooceaputions with active atic and with spoken language. need al thee variants seem to originate fee the expansion phase ofthe aio Higual ssl, mentioned above, in which the students met the Language tetvely for themecives. This pace wat regarded a exsental By all he com mentary on audolinguali, soch as Lado and Rivers. 1 consied of urpscfl corimunication’ (Lado, 1968) sich as rle paying. and sacs — presely te core acivite ofthe communicative approach. The diereos in mmuaictive teaching i that there ls a0 previous phase Jo which the ‘Hides reaming logue an ils ina fighly cond fen Like the socingal syle, commuricaive teaching often resembles behaviouset views of Teaming” I have sometimes inocced the ies of "mans a Tact mention i the lst chapter o Tees iho ling ‘hom hey ar eral operas within Skiers beavers noel. The ree ton has en ta hey sour anf bans for communicative les. The ran diflcrense betwee the aioigual style and the commenicatve le theaters emphasis on spootancoxe ration and eompecesion, “The sty potent ted to sein ype stent Fr instance, i night bene eldandopendeat students rahe than Held-dependent students rarer ater than inves, and less seam ste ater ak ca flee riders, Is ctgativefnplcauens can also 20 agaist ster apeiatins of he easton mot than oer sles; stent in bre cour ties hve Indeed heen upet hy pret rejection ofthe Was ering Catenin their cure tn fvour of What they roprd a 4 "Wester sit though ere ssens no resent think ofthe academe, auhrgul or inde humans other se as nnealy n moveo ess West than the on ‘munictve all cme fom edeational trains inthe Wes). The asi Ting sie with ts audoiuraneaherconvoling every move he dents Inks ts ore with cures tht are colli to use Hodes er {1980 sn Japs the communicative style with the teacher sting up a ‘rzaning activites goes ve wth clr tht me “nde sayin ‘Sentai. “The communicative teaching syle covers only some ofthe relevant aspects of L2 learning. however desirable they may be in themselves For expe tae ao techniques of sown fr teaching promaciaton of vocabulary, ile ‘Conection with speech pressing or mency, sl ite sywemai ecogni- thom of the poses avalabe othe TetnerUvough the fist language Prrork ad rcupwork mong stants wih che same ist languge, for ‘xampl, often esta requnt codesitching between he ist and he second Ttngunge perhaps someting to be developed sytem eather than eon The communicative second taskased learning 217 ‘undesirable 28 we sain Caper 6 In faa te ile uses grammar, it isoften a srucua grammar reminiscent of audolngualis for san, inthe sabsttaion bles found i mary commnietive couse bok, 0 DS discucsed below Tn genorl, ten, communicative language teaching has sophisticated ideas ‘of wa langiage isa of wa students sect lear, which ave undoube ily Hed the esroom frm the rpc ofthe scale and ating Siyes. Ils however. haitopin ds set of axioms inthe way that Wis Rivers coulis for audolingual caching. Av ate Keth Morr (1981) to give sme tenets of communicative Inguage tachi i sown to 1. Kaow what you ae doing. 2. The whole smote than the sun the prs, 4. The processes aa important the ee 4 Toleun edo Mists ae not lvays a mise, ‘These tenets leary do ot hae he struightorward practicality of te audion lingual assumptions and would apy wo many tething mtd ac tha being exclusive to communicative acing. The basi qusom of what Wwe do im the class next Monday a 1115 seldom answered bythe generalities Of the communicative syle. However neresting the echnigues ee have eh ie there ar cater few f tem. Teachers somesime Tel ost ease they hve not ben wold excly what to do, simply given some overal puance, 4 anil of echniques, and told ogo on wit. Their reparation te ls tes ups they devise roles forthe stents to play cole pices or infor. ‘tion gap gates, or oven ingenious tars forthe 0, ‘Those who put more weight en sccial communication sce lnguage as com Imamication fete people rather thn s txts or grammatical rls 97 pa tems it has social puree, Lange efor fog tlatonshipy with rope ard for netlating with hom. Using engage mean esting people {ndttking them. The aim sto givethe students the sty o engage neo "ersatons wit people. The teaching slabs spray ey of iting te ‘specs of communicaion the sengs wl ad mst seu hehe Fone tows, notions prowess. Ist so mh he its thu pple exchange hat tater te bonds they buildup beoween them, ‘Social communication mostly ams mae tera use of the second langtage with people in another county than at oe goal a molting Societies. The eral goto he communicative leaner heen spect insreat callin genefl-purpose language teaching. wich lly is at he sereaizd stuation of vst «the tig county with the scent om ‘ours and travel, witheur specie goal fer caters, for cdcaton OF for 218 12 earn aa language reaching sles acces to infrmaton, a nthe GCSE sylbuses cd in Chapter 7. fo me {pectlized circmstabee social commaniation has ben vB for specie ser dtr, businessmen, eciciar,oF Whatever ~ an fo higher ‘tction in pace many commaicatve course books adopt what might be called ‘package halisy commmonicaton”cenred pon tourist atvites, with the ok resembling glony hy bochore ae the Teacher a jolly package Tourrepreseitve caning fun setts. One eterating. ight heaed, method of erasing ceases it measure the se aco’. he average ‘numberof sling faces pr page of te textbook, which gives a gbsk sight Tn th atte fing eagesse. The gher he ator the cover to package Iplday sommanicaton” Headey Elementary (Soars and Soar. (83), fe ‘aample, manges top 1S sling faces oto he Ms Four pages (and seve {hamiling ones) Cambridge Els (Swan an Wales 1988) has 1 smiles tthe irs fur pages: True Life (Callie an Sate, 195) a er wo. The fly otfer genes of Engst where such song faces abound ae travel ‘roses stl lhe catalogues: the Land” End Overstocks catalogue, for ‘aanpl, bs 18 on four ages Whather you conse rating fees a aan tiger aot depends on whether you tek ths makes English a happy. ies ‘Sting sujet or makes te course book a vain of human xine, Information communicative teaching departs fom the ere communicative Spleimstvece way, Overt expasies he infomation tht is transfered tae than the sol intact tween he ptpunts, resembling Maron's Tecetive uisiegy a Hadas ieatoal Function. Atypical teshnig ths sys form he core of Ashe’ ttl pial response (TPR) metho, Le. ting out commande Fa exanpe in Lav Action English (Roman Seely. o00y an att elle "sharpening Your pens” pts sunt 0 carry oat = fevics of commands; -Pck up yur peril’ Look she poi. There 0 Fealrif soctal ole involved the port uodestanding the infrmation. TR “dents we listening in oder to Gscover what actions toca ote soca {tteton wath the teacher unlike tht found in ny norma Tnguage ‘tctange except forthe army dl square So. ulike socal commen, information communist teaching emphases the Iisening-tis aprcach Inetiond in Chet Dsening i th eracl key to exacting information From what yu het ‘Guy aid Gary (1981) fave published a specimen lesson from thee tiseningtased mcerils More English Now, which are designe for Dot! ‘Sain Egypt Th essen stars with Preview” secon in which he lnguaze ‘Sent ofthe lessen explained nds) WH important words st as Tt Steak and ‘checked ut ae ieslated into abe Tn the next section, “Lets {ten atdems het ape ivng the bookings ors bas for nest week and The communicative pean tsk sed learning cory ou ts inning exe. ft ling in afr with tbe ses Stade al hen asweing questions sc oi wa nom 108 whing aly «Let's Rent scion gies the hese tase ah @ wa TEn txt Such tning tachi tx sd folio stl bt tutto produce sentence yar ad Tox pote th nforaton tant Staten following Move Engh Non Icing ge pete interment writen do a varios oom. Whe hs pry eels thir aie tcl tin deliberately minimis spoken proctin and tau sel Inco, vale ie cal renuion wih pt. The ‘enon i onthe slat to be bine om agg, not om the ‘ov relent betwee tener end epeakers Working cu omaton tie ley tac eke cr of enesage ants ering wil eke che of Ha Hence the sve compa wih atarge ano ealing techies, aed Only by th emphess onan “Theva geal sto gett we he aga et by compre ing, hon by proscng Comprehension of formosa bowers gal imeem Sah bt way in filler commando he lngiage i te Somes tbe overall goa is more speci 8 th he Co tel sta Mon. howeve he a on specie wheter riserto. py dwn thal gosh of angst techn sl aking fe lima to etl esatnal salt en of lato tn for fod ofr il Ech mor tener dominted then te ober commencave vai. The ‘Cache splicinporom tng atria te anguage tpt and the Seana of the dens” acis aad larg sages The soc ommend by yea fate te claro that ‘omen groseey more Go to organist scan with tarp Erspe The Ieing base information cman yl ede el 0 EEA of ayn Ws bre ne conmpail wih he tional ‘ora stom tans esol communicate se Wale cars for Sino serps proved hey do tind ring sen ahr han dyer ee claro hn the vnrs aol to be ped for the {i ing wd, since # ile frm he probable cxpeaton of the ‘soon Final informaton commons ects tha te iors: sont commute An port acter nese th chee ifr ton. Many courses rey on agiay” coment (Cok, 1983 the ves tcongesn England rin) nerves unk anager (Comrise Engi, or or aes erin bases Mende tna sey Tou {tai typeof cone gard eet page otf te gies cose ‘Sven con mtn Batt ass pose to ae wea conten Seon cal infomaton abot the eal” onthe bestscing mineral weer in iflrent counties Unteruton! Expres), Tree Soave {Chorge the feof Baty Holy (he Beyoner' Chote). mt fr brewing nfl (Meeng People My ore feline omen vias Tange Tearing: the mesg comesed thal ou do nt gain 220_12 learsing and language aching ees snyhing significant fom your language clas apr fom the bility to se the Teguage Rea” conte mks the lange lesson have # pointe dens have aired something tough the langage they would not oer ae Known, Dillret spe fra information tat mighe be convey ince + Another academic rbjettngh vogh English: U have esormendad Stn in Englund who complained they were sack sa plateau to go 1 ‘toes in cookery rather nn English. + Stulenemrted comen geting he sade fake trom tne an eal ret fing nln ls, ong oe where everybody has knows escheer since primary schoo. In Pap ad Paces (Cook, 1980, for example, there was # penonl information ston ‘ine end fie tok which he ston din son by Ton hey ‘pied he difereat ape a information het theses, Tanage thats sy ifomation abou te angsage they ae staying ‘Atellhis the oe hing hat al testa ave nora, Meng ‘People (Cook, 182) for nance, ha text about the ates Engh ‘goken indie puree world oct for my yas Merry os dss ese os ngpro te angus andi tothe cnemic o. kehoweve capa bringin der of emotion nat tothe caso a as wen by urs wrier can never dv Foran Ling wth Papo, 183) Use two sho pen hy the comtovesal pyeotherapat RD Laks 1 fststulets discus thefts, ale: ist sy, eicsxng the cal differences bewecn tn ages one ofthe gol fhe English and Weldh National Creu, “imereing jac tes night ste costo Engh srt x sin the snes an sy they leat somthing ht est ube ow to use ehoysks bow to pay cas, Mow to mike cfc ole ‘tapi fram Meeing Pople Cook, 182), ‘Theres no logical reason why informatio communicaive teaching should rey on litening atthe expense of speaking: communication euiesaspeaker $5 vel asa iatner. Reading for git maybe jt ae much within hie may tadased appoachow! string fs ao the only Lia! form at information ommvicaive teaching takes. The use of listening fs te niques reresens an atonal asumpticn stout he impanare of lisening to he leaming proces as discussed in Chapter 4, There has fen Been 1 geo" fraphial divin inte communicative nye ‘ris infvene” Teaching Bs phasied that stds have to bth sen an pe day one of he course “Amesca-inyencod or peraps more sity "Kesher infused leaching ha erphaseed ening wlloat speaking. Ax a consquense ish teaching seen to have concentrated me on the interpersonal ae ion: the dbl role of Tistener and speaker immesely calls up imeratve ‘conversation’ wile the fsenet-ony ok resembles people Tsering tothe a The communicaive se and trkbosed learxing 224 ‘The eign impetus for takbned lang came from the celebrated Banglore Project Patho, 198, which eed bth ogi he ter for of ETL used in na and gant the ype of conemnicatve teach shen acisod The mat sound was href fo ecgnae he caste 8 rea sation nts ovn dah rer th pen 2 ian A real ‘lasso as atv that re proper fr caso, Leeda eae i teaming dog ass ecg su sping end png ie tasks making he pan of shoe" Totals redefined el iealy but in a rer ted tm ely.“ whole cas acy coma at Fg de nih ache oon, nr no las ‘Poms invita 10 ements tc ali, precnded ‘ques for enghenmedt, and ares responses ae om Th soe ot Jeans, strom assumed sin sia stuns om indi. al Ives ‘ouside the lasso’ (Pra 198%, p28, Eden wae {pends cn the valid of tetas and thei tunes as Yes fr lee ie. lence corinncatv langsge teaching sated to recognize he impor taste claso self asa enna sicatona sting ton ht and organize the ates dat cere there ne of edctonal teks rae th ss thc aces ete tthe weld elie the le "om, Shean (1998p for example, ks a ts esate for aks terse relevance “bt ft to cht n ace’ Plas sg ‘io ls capri hema fo maton gp ctvine suchen he be the comparison des sboe. esuming ap acter dei, Res information by ineence, such a working ut eats fo he class ‘pinion gop ett n which hee gt or wrong enswe, oly por Son's ference as nthe dscns es ne ils 11900) iss main ype tack sting rng song comparing poble solving, staring pesoal expeneace sod fete Ina fsa 1055 {coche tok! tere ar en per fel cding pectin er ance, (Foie what Cone oe aig pects pats "sng expressonsto sat conrsainn a heph fing) acer ing shar as and nnng wither sets, Te eonccpo te tak ‘sen. ry varie oo ool pareve ust seein ‘ane Wil (1995) han provided eeu ating othe Now i se tsed lean, see in Box 9, which hs tice main composers 222 12 tearing od language aching ses ox8S ‘The How in tached earing (Wiis, 1996) 1. The pretsk: he wacher supe ask 2. The tak pole |X. tase the stars cary ou the ask i pis wih te eacer meritoring B. punning the ster decide how to repr back tothe whole sou (© topos The stants make their ceperts 3, Language focus [A ana stents discuss how others caro our he task on ron ing practice: the eacher practises new langage that bas rope UP Ina sense this may be god teaching cycle in any ile, tn an aende- mnie se for example he teacher might preseat an avertscrent for trarsation (predast) and vee the stents # specie task of tantaing paris of itn prs (st). They deide how fo presen tothe group {oanning) ter compare noes en wither groupe teppei by ning networked’ weeqrocensing. Then the sea compare ei Advertisement with real sverserens(anaynis) and they pratse ne language tat hes come up (practic). Tsk-based lens Jevelops om Imaniaive language teaching by providing much pete range of class ‘wom actives, and by providing much sear dvr gidance forthe teicher I also abandons oe aspect of suing a had il eos np acc by communica taming. namely River” sp dion 3 “Analogy provides «beer fouadaon fc foragn langage lem ing shan sais Grammar explanation etter lnguage fet fs ‘oan nega prt ofthe sy particlady through the Fon, dscened in Chapter 2, in which aratmar comes ay the followup to the man Setter than the staring oi "The gral fc tacosed learning it are wally mentioned ae enc. sccurey and complexity (Sketan 1998). But people ed oe en ec "ae or complet becaise they wan 0 ube a sccond language for big ‘cling fortran poy, oe psing at ea, ores pers fa ‘avellng for rayig, for wing a novel, for rgiing a evotion, or any tthe thee mad feasns for wich people earn Second ngage. Task Ses ring scentato nt con inh ct bo to slew it as soe crawhace- One tht it doesnot ve yatta {owas the clasoom as an 2 ae aos bt flows the asa ie of Iinimizing the xe ofthe ft anguge inte clasoam: or example ‘Dot an motberongue se but encourage tempts to wse the tags Tange (Win 1996p 1. The reson fone the second ena fr any thee caseoom centred ass sees entirely sbiary The stems od The communicative ye and usk-buedleaming 223 solve ther jst aswell theft language: why we the secon? Presumably tecause of pals tat go Beyond fluency, accraey and complet ima he eof ffs on tbe stents of the second language poronal coal) the usefulness of knowing a second language forthe society oe! goa) ad the Benehis for he world in general imeratonl goats) It may wel eat classroom tas ar intended to have al ofthese vices ut iss Unik) fo occur they me not expla iat acount inthe desig i ple ‘mention othe tks esting approch, In general. the communicative se appropriate fr stadens and societies that ale iteration goal of = nor-speite kind. Ths teacher eng # nih ‘aputicalarclas has o remember that ll taped to sacs wih ete ‘spe of goa, say an interest i language srt 8 desi for persona raion. The unexpectedness ofthe classroom steam vl om may need Seling to the tadents tho ona ron them woke vata of te clans ‘oto the teacher tn spoonfoed them. neds balancing with ter sys ‘make estan that he coverage of language components i alsa even 10 achieve is ovr goa of eommuniave compete, Ht ales cs com ‘munication aa dynam social att o be scqured by active prteipetion by the students, tarking lee break inthis respect fom the sea al antotngal sles ‘One sekdoriscussed dang hasbeen the academic saning of language teaching asa spine. The teenie syle of teaching was to some extent academically respectable beease sess inelleca ndertncing of the lonasoge system, sti high atin deform of iterated use te tec ge of anslation, which was lly unique a hgh detandins shi Frat sulolingaisn, then conimuniative lngusge teaching sald caching shoul be hase on everyday ase of language: When describing the seting up ‘of te langage cote at the University of Essex the T9608, David Stet (96) sid htt would eoncenate on “earings practical ilo st ‘use fom an aeaemic dite dependent on the conn of te la {age Bodh at school level ant 3t university level this view rested in teachers from edhe dcplines Taint ake language ceahing sens. te ‘chooks some elt tht it should no longer bi pt ofthe cove academic cucu ham but an opsiona exe, like keytonrd sll, becuse ino Tonge, et ‘wbutetothecoeedicatonal values ofthe shoo. Atunverites ia ngland ito elsewhere this tas ed wa. donvalig in ome a econ, The conse ‘quence of Sts plans that nthe yar 209 an Ese profesor att an 09g: teachings only about caching people to order ee ina atin Pai ‘Taskbsed lenin can be seen in sina light is only expressed posts tne lene aceoacy and complet ineasonm ass aca ts provide he general edacatonal ones and ines challergcs of eet lace

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