26 reromever oases ‘on, Torte her goals of languaselaring rest sateent a formal rformanceabjtven, berate the teacher cant alway pelt what he Stadt behavior wil be Uke. For emp all stadt uy be tld ‘rte a brief composition shat» pte bat the teacher enna brow "vonce which sentences the stds wil write which vecablry they wll ‘Se which arate hey wil lect “An opened spree performance objstive ene, Wt contune parpose aed ster of sade! Inka terme ef performance. Hew ‘er the condos muy bln preci, There my be ne ei ie init “hte length maybe Inte to 4 ranger example, tne ox pares fo pero ne the ae for il nd eo, Te rinse “hate or not he desired evo a evar “ " ‘he abjtine of one lewon in «third-year Spanit clas, for example, ‘nit bet pick oat dominant thorn ins chrt or that hes ere omewerk. The teacher might flr some guidance inthe cw dco, at the ctl Hiting of hee wld vel! he dents pestis, Ante ec ist at rather ‘eal a tet carly wih an eye to unovering ther, The teacher has ‘hee behavior in ind bt mo spc atom. spresive, or openended, performance ejection ae appro forthe bigher sins of language stration. Alhough och ative do not rue sper coins or eter, it onetile afal forthe teacher Site general conditions and a general erteron. The cndtions might clade 1 serpin af the gyn of materials to be anda ef rests per Itt apposite lens f pj al axon, The canon mh the be sted in: it may dewrihe how the prorance wil fe judged ind whether some spect af the performance il be sonsered mere i [vt than aes. Inert and write fee ccimankton asics he ‘Strom con bate spy in pal termes Teh suet: werk es ‘eal comprebentle o nt? "The elation of student behaviors ito sine aes and more com ex ons helps the tacur delermine which belavirs fo thence formal performance objets and which are moe appropiate dsl expreiveabjetinen Such «luis preset in Chater Teo CHAPTER TWO SUBJECT-MATTER AND AFFECTIVE TAXONOMIES Learning ond language is estes Stade earn senteners before $y kar how rome hem They ban 1h penn tem of ary vers be they iene a ei ming emg ftom, Tey ler to real tosmbinton ‘Car materi Hele try oe presned wi tne dial ston. ‘Soden bebavor he seal of sti, trots tad vans ar ho the rot of came Ine exprce, Testes iil tite toward teen lange and fvelgngnape Say nih be snp te wares that oes ISteuges ens At he Depts to lam tw Tanguge ne may epee safc ie “ceamplcht He ay kee ones me sly tht he wil gin to lok for leprae to patie the nga ht earn moe su e conte here tat Img pen rerun jective mt heretore be wi ten forthe mre omen sad mre vane ‘Sehr oe ites wl ‘Soper aon The cape propre « nie SP Sarl sj ad a tee li ogra satin. Say eure the gonna foud in Part Toe oF hin bancbook. 22.1 GENERAL CONSIDERATIONS. ‘There is no sage caret way to clay the goles i forigmlanguage leaning, The ate dred in the flloving pes terse mde tin af one method f lain, the Tourn txeaony) The eatperies ‘kine iy Blow and his coauthors were designed primary forth phys ‘nd soci slene, history, and erat, rater than for second langue Sequin. For tha ramon, it has often dif in the at cls foreigntanguge goat withs the Haom framework, The sysem dese a this choyer hs been moied and developed special o low fri langage aces clans heir oan meatal ty BALL Subject Mauer Goat and ABocsin Goals ‘The goa of forigmanguageInuruton can be dvd i pings: subject mater gas and flee goal Sabjectiater gal ler to what I Ing tag the langage oily he ranma a Yeabulry, the eat, the lear, Can he ste eee ‘er tenses? Can he aderstand contrat the fren langue? Can In ideity clara pater tyizal of the foreign corny? Can he aaa ‘rem? Thee bebtiors fal into the aren of sje mater. In freen Ingots those aubjetmater sels aiur te domain he Blown taxonomy: the cognitive domain nd the peyehontor drain The copie ‘lm neues behaviors which regire knoe, understand teeta sills The payehamotor domain inca bhavors which rope ‘hysal setity, sachs sound dseiminaton, sow psn. eres 2A ari tangange sent may oe teers hi he does wwe Stand and this be ating ony inthe poychomatr ders le might av be tle to tartare sentences frm Geran to Engh wth being ale Yo [pronounce ermun property. and thas be ing nly inthe ssnitve dain, uly, however, ln language teaching the conve and pychomotor di ‘thins te lowly interlated Afetve gol, meatloed i Chaper One, ree othe ste’ ates tnd flings Does the tent pay ateton i le? Ds partcpte ‘helo? Docs he want t pr the foreign lng ot he ala uy? Does he engage i oubide ative elated te frig language bare, ing? Is be eager te tan! avon? To he talerant of eer pope? Th ate ‘nailer allective behavior SL SST ee ee Bonnin New orks Hard Mekey 1386): nad Re Krsweb enjin § te Di Ri ta Wyk pe an ie Soames tenet ae a a, FER a area rE mvsecrseren ame arecene vison 29 L2 A Defsiion ofthe Term “Tesonomy” a cee ee ane re mi eee pepe a gic eaten eres ee Be apt ates toore, eres i enced aren or seen een Pee ee p52 Sate each mewn a er ete Eas mnizcancs es roe ae Ismet Concerned vith wha the student proces wih he ati eat the ail of speaking and wring ove exter Ihave. CLASSIFYING SUIECEMATTER GOMS sinment of sbjomatir jaf the primary concern of mos an teaches Te foreign lyase mot mater might const of rel ‘the foreign suture, an erodcton to the foreign Keatre, or © eatin of al the above J dn aration: the Case of Cane Aoadeny othe sr a‘Mr, Ono Matick began: “Communion e what count. lee Ines ‘tyeptiion and memoriatin, Starts shold bu rong repose habs hat Leome ar natural ir ative langunge abit In my ses we con Cente oper pronclaton aed perfect dialog rection.” "Nex Met Mes Cal poke: "Sedets have to remember cra i tnt fot about longue in onder to commanieste etn. They hare {0 know wha dren word teen and ox to write appropeae forms. I ‘udets ca nerstand and ere he Bef, hey Wl be wl lon the toad toward languge profile)” ‘Mins Carre Over then prevented her Wen: "Te ont important kil we ch ant chow to apely what they ave lame te new comm ‘combination of famiiar mater ‘She wr followed by Mr. HI Thayer: “Using he foreign language fr eam ‘munating abel be out prinary goa Esprening eso hat ote pole derstand them is nore important Han sect grammatical accuracy. The Iabtaks can te eimiated vet rough pence, That why we have Iie of site and pecs and rl laying in my ass” uly Me Rat Orcke gave his en: "Trae langage compte in solves the bility to commanieto by ming the typeof Innzuage rele by {de purtialar station My sndents develop semsiiy to words nd thet ltyropvnte Tesch th how to iting slang rm formal language (inl ow to rcognis 4 sents social else and regional igi frm the ey he tal” Tn the het dco that flowed. cach tae felt he was the mot flee in achieving the alo cmmuncation, Thee was ite ereret ‘Sr Wth mpc sepene the highest ear f teaching. Thee wat Street, however onthe te of dsr: 1. Students who perform by rte memory do not necessarily understand 2, Stents who remember certain specific facts de ot necsly know thw to oe them 3. Students who cam vse what they hae fared when presented with combionce ef amar material may note able Wo expen he xn anal hoa 4, Stents who communicate ey way make many grammail mistker sd do ot ncexarily tend correct hse mistakes may be tow dis or oo niin oa for the marty ofthese Somehion; no ene esha approach seme light oF the five spprosches seme complementary. Bu in what king? Also, which empha mighe be mot appropriate to language ith ows verge al igh eptitade? Which might be bat dt Inianng nro and advanced les of lngugelaring? MT doparitet chair deed to dws the patio with he principal Uy San’ you aay the apache boy departed princi Bf cher lst Fok wht a oxonomy i dont you?” hla eke perpen re ou do. That claican sytem ofl he animal inthe werd, Tanks them frente wet to he highest. You kaw, you sar wih hires lke towered. fll you co trough iterate steps of Secs, Ssh amphiblan rep ins and mana of oars You me, he taxonomy Teall entre the singles to the most comple” tat dane that hare to dos the chairman Ingan dab. fel the biloy depriment ned the bchavor expe fs fom tne mot lencntary tothe mnt ava, You cal do the sme foregelanguage behaviors” I wosld' know weet stat ct jut ink out iran thought about K and stared by preening the en at de department meting I mae os, he teachers bene east ad ede wo clay sent Boaniors. Here he order they deep (Mochi! site (Me, Ono Matick) Krowledge {ats Res Cat) Tramfer [ii Carre Over) Commaniotion (Mr Hi Thayer) Cetin (a: Rt Ove) Re eacing cocorory! Each ofthe Sire tasers had een der the that be vot toxching his stants how to communi, when was prsentig nl oe sta ofthe pnera eal now they Gry reseed, "we il cay the Bevis we hom oar sens to sce i ey hive ur depart gal of higher teaching nas achieved at Gua Academy B22 Reson wo Clasify Oeics Faxon Wy cloning sient havior scoring to arom, tether ean ier prpctve on histone can ae whtber Bicone emp ter sine or more comple lngange Inbar, He can determine hestag of behavior at which ha wets perform and can en eet civ That wl ead than to higher stapes of avenue aly {et lems texnomicly fo determine wth they actly eacue the be Srv ng cle oh nasa poh sr ih "A taxonomy i ely well designing» frcgntangage curiam By etabohing Mearchy of language keeiors tency son bei de termine an appoprine sequence of stron, Futbermore i a fatiate Ive secre communication among tracers by caiying sbigows ate tents sch ae °T teach my atodents how To apak:” The objet ofthe ‘seer norm con promote menial eat of scm ferme sucha “yoo teiching” aod “bed teaching” are never employe Final atonombaly cual prformanc ejetines a crv oie ariealton of langue arin tween diferent schol aswell Between ‘erent courses in oe sca 223 Taxonomy of Subjat Mater Gos A taxonomy of sabjestimater goal in frig language istration ie pr: sented ie Figure 21, The fie baie ssge are ides onthe It The fit ‘tag of the taxonomy represent the vm type of langue earning be Ivor: the th sage repre the st aateed tp of bho, Fach stage fs vied ito two sabutge: tral and exteoal behaviors The Invern category comprise Bohaviors sacha lieing and readings he ‘ternal category compres baat ache wpesking and rine, Sse Tora a Esra Hohn Keoeation Rec Kein Antena Comprchension Sif prion Ava Sith 1s Mechanea Skil fit sage of ebasor is Mechanical Sills ere these very sme tusks of prein, dicrimination ot diereatiaton, This at bluse ako Inlaler perfrmance base on mimiry and role ain. tom (internal) ihe sabestegory that dels with tenn ad ead ‘iT sadet called onto Sacriminate ween sounds ot Fees. fan el the iflerere Intwor foreigaangunge end nalle langage iter tw word ef sentsces be has beard or ee the sume or diferent Ie maker soudeybolrelaonshipe and can nts an stenaton pater heb Organ: he a en for speed cements ts he aeatve pin Freoch o dom Tags of he Cermun dative He an dng betwen native ond for ere the stodeot funtion Iie a robt: whseer bp in comes Iuchangd Hermie ly sng, pom ayingy oUt (ou Mays a the wor, mh of the year. He saa eapble of mimicking itece by the tracer By tape, and be can mimic gestae ot fesignlngunge pakers that are modeled for him. He copes scattly al ean writ from dation materiel be has memories thi i tag, important ont thatthe stant pera fd may no ncesry ner the meaning of thal he searing ajng or ding He mayne tat two word re the sane without the Moen ot wat the word mea, Ie ay neat which gener I wo of the week with ighning pred yt nd hime iecapabl of producing the frcglangaye word for “Thersdy.” ose, t joa tht he tet dos understand ines what he Tring ox atyng. The yint i homeer that endertnding no re Tor the simple behavior ae fit sage (Cones cold int wep the sping sill fst forming at th tape) 2: Knowledge xn sage of ir is Kemps Hore the dat shows that am scone andrea fae fce, I ngugersing, thse “at fe the pling of words te meaning of vaebelary ens, gommatie! he meaning of ire serene, responses to fant questo (ere‘ngs, weather, and 20 on) The teaching of etre, siiatio, and erate Involves he fling types of “Tact: Metiration of suber, pistes impresses meaning of ealtral pater td ofr tem Keowldgeof important date nd evens, te desrpion af ey themes slide, "Recognition (intra!) is the subeategory that ryutes the stent to Sent facts ta are peso Yo him. He ay answer vet, acing, highecoie questions Hema gv the Enpsh ellen of «word et rubeategory. Here the atest, smut prodse the fact He my anover«queion, ll ins Man, make ile Inetinay st muply tation. When glen an Engh ord or mate, may provide the origangangeeqivlent that he as lad nae In Stage 2 behaviors, amderstanding ie reid fr stsatory perform tance, bat ongealty nt The nade sows that he fs sine the ‘uel prseed a hm, Nohing unfair presented toh. He dos ‘ot interact with or change the materi any way he simply dont is knowledge by prdacing on eqs the infra dee. In engage ln, this demonstration may cmt of ring the dlog ines that or pod to vil ears In ure clas Kay cot of Unig renin falter thonos Ins erature cl may Comat writing dwn the Slee galned trom cae ncn oof prsenting a cris analyse of ‘The thir stage of bhava nthe taonimy i Trane state tht they an te the knowledge sequin tgs ‘ions and is eafamiis stantons Although the elma, fa are Tania thi arrengemeat le difecat: Mont language execs an ptr Alle all ne thi etegry, xd reneninedarranes an dnogs Reception (internal theft sbexegory. The tent udertands coe tered epoch semen hen he ear thom spaken or played toe, Ta typ aetvity whit involves ory fm structure and ocala, i fue itening comprchoion The teen on also Sen grade, number, tense sgl, an on, In unfair sentences. He understands reading pa spe that rocmbine known satires ond yocablary i now sequen The Stuet "may demonstrate is understanding by. anowering qomtions, by ‘hosing among maplechoke tem, o by sng at English quale. Jn ' unfanlar quotation in erm fer Wem expoud y the sme athor ‘or with referee to known hora tends An uname o co ‘eaton of diy fe may be explained in elation wo known perso living “Applicaton Cesena) i the second subeaeory. Unie guiance he pis his knowlege of he eons and pte ft lng to Src He kv mt ks owt to decline gla or rl, pat Teor moses o ein nv He may mi and sewer ques te ropnied by the tale may wre sponge nner toe oF the nay ex Beye ccs in Hank In he reo Taher Sera pay ter fae of come bag ie Titers he may eer he dye se of a tli oom \ Certin characteris of th stag of chavo are patil sisi Vl the sent the tt material ae known, but their ede of "Te ent cs becaae eh ese pein directions read rt is espero Ham, He is trae to pve an Engl olin, ty sere taro fle perform a grammatical transformation, lay speed vole At thi tage stent bhavior subj Yo tae an vale interme of secarary of expose 4: Communteation Communication isthe est sage in the taxonomy, Stdenbehvir Thre frm hat of Sag 3 imo weya: Firth sening ad veading examples of authentic Languages They may be eed oF Tut they he ot ben conve to icarporate aly Known an srutere Sco, the students performance i peaking ae 1 elt unsure byte ear The dent Mill ter Pablo sya ow be wil expe hime Fo hs stage of ten) sad comprniy ate move important performance Than the acaray reir the tthe tage (Comprehension (intra) bth fit subcategory. The student Ise 0 ene merlin the foreign language The natre of the material my tem ery sme to quite cmplee, bel no mater what it degre of "Ecound mtu te poker ofthe ang the materi co Tamir stctres and weary, the tent may be fasted to ih or wiht the idx dictionary, The oaher may wish o ev the of compreosin o ped of tenga this pot. Unerstanding fer teas ony be given ore iportane ete tan the bility to compre ah word or phe. the te of cvliantion, adets ay be asked fata he main hrc or Ierary eas or postion ened in an fr apes In thers fcr, stent mgt ve to explain he fron of ralorl itr they sbverve in frei "Sl Exprnon (sternal) rer othe speaking and writing bei Tmmicaton ge, The stent express sown Sas oly oF in ‘Although te teacher may give ditotion to stdert responses by Ting ph, kit emporio in which he st ase certain26 raronaser osecres thal strata the seat tno tld rely ha te sey or oe [yond the minim royuiemente ofthe signet the oa sade expres re his own At thn stage inthe taxonomy, dency and eae of Capen ate pen more importance tan sre rama scary [ahasior inthe aren uf elture my inves the we of bara! pater stare and reat communion wih ave ptr he engage fsery radeesiry war) beer ot Sige ny nally beg theft ‘ay of langunge ttc wh the sadent learn to rae ‘omprehend, the foe ngunge commu of “Ten” and “epet” Me 1s Teeioing. athe Sl Buprsion bbasor when tne the frelgn the ober extreme, when the communion sage rics he hight develop ‘met the stent perfor ies gua Stage 5 Crit ‘The mast complex hehe inthe tasenomy is Cte. The min com cern is with munser of expr. Does the apt comvey reqina die ce, vce diferencs, lee of formality and informality, man any? Cn the aunt vary his expronan to conte nuances in meaing? “alse (itera) ie the ft mobestegory of Stage 3. The stale, listen oa spot sampleo reading pase can explain is onmatations sa lection, Acie treatin Ire he frcign lngunge no Engh fast thi aes In erator te sod can perform an explain de exe and cat analy pt, ths, scare technique characte ‘velopment These os sie appro to clare wou to ba fed here ‘Synths frteral she second sbeaegry in Stage 5. The stant can yak or mrt the language with acomciner peo sjks He con vary his Imunser of exprenion to convey specie igo! mani He can crete # Therary work or develop erica ema. He cam tranateIertare fom Engl i he frig engage Traut (internal) ie he highest subcategory in thi stage. The stent ines aly writings 8 sph, afm. pee of Teeter a ending to intro criteria (Dost mak st he gl cfr ll? {ek iteraly comin?) or external ein (Doon Het the rule sets of apc tof eal gudloes? Dus ite the sents pe sonal standards?) ere. the content of the stdenr work af pine importance although anther grade may abo be aged te hs form and ‘Meta anJarns Ehmun, “A Sie Apache Car” Pin ime Te lp ‘The behaviors in Sage 5 maybe pil sie tents of th frien gr tomate speakers of tht language. That while all aie ‘Stipe 4 bears (Commutation) a0) nee of literary toe. Many never develop ® awrite sh nor Jo ty lar wo eat what thy ae, het, “Comet, bihins a this age inthe tacnomy are apOptae for uiancd suds se oallyot reed Sn secondary schol 2A Galdetine Jor Using the Subject Maer Taxonomy She sjestnato teveomy tah lth er be must be able Astin readily bw to daly the performance sbjetines es prep for hi tere. Te taxonomy bp the teacher vse the inter tween dierent tyes of stant Iehvior by aging to eat rier sage ranging om simple (Stage 1) to eamplee (tag 5) ‘coh sage the internal behavior peal sequel before orrepnding external bre. Th thir eton we pope several quo tht he eacher might ak Kin whe casing» perormance bjetne. By somering ech quan Spee petormane sje the tacher may ead elasiy the ns appropiate csleory ithe taxonomy. ‘Question 1: sth students atl performance, o beaver, important Theoret mily twp of ana outrard ein ofan ine me wes? What fing messed?” The tudes atl Beier or Bk I sn ee gt ord xp ewe ecm opera seeeprebin arnt ete es soo os mes So te a eee Ett error a ere rari ear 1 seh ed whe eng 9 De ee or aes ie bomen se ee eng ib tent, ih rand ect i of lee ee coiled nar Mh cere Snce te che canoer nt the min of i sen, ‘nt me Snething Sew png within He map ot appropiate pcre sores tone quis ge an Enh sien epare sundyso nThe eer concer wih{orm of the stant’ utmard repo (Die pt hi chck precy In the tlle of the box athe was instructed? Did spell the word correc in issu?) only to the eet that help the teacher vate the nate sf he tad inward resp ‘When a set Ieatne Treg langeage. he leas to andertand the spoken and writen langage internal Bevin) ad to expres imal Ia pew an writing (eternal havo, Th, «general way ne might ‘By that Intra belavor equals tering and voting vomprebeaion he ‘ternal enor egal peaking and writing, Hwee, the fat that at Set writes someing inte orig lngange doesnot nearly sly hin bdavor ar extemal, nor dos th fr that he dos ot wie mae ie Example A: The student nest dag aod wie ee summary 0 the foreign language of what he hear The teaches ily intrested i fing out whee te atest understood wht wa beings estar ‘the writen summary on content athe than fom This objet i an nam Ye internal behavior Example B: These eeds «biel eecombind meat, The tacer ‘sks oral questions boat the reing. Students sneer in the foreign la tse. The teacher i primarily conned with whether the suerte under Flood what they were ‘rong He tes to what the sient re saying, te than how they are yng hough he my cone speaking rn ee gain otsing on internal behave. sample C: The stadt nr thee writen words ad indzates which ‘me: The echer iniety sng whee he det Lares te pronee the nord an exter bebunon ample D: The ude answers multplechoie qurtion ofthe type: Je Ab Ba “The teachers otro in whether onthe sdent knows which preps tan owe the semen and aot wheter he knows wha the ten aa “The aches cancer wih external behavior tent. Gyo Example The student bears the sentence: “Que meseon!” On an answer het be ites which sent be A.Gul mcon! Quelle minon! —C, Quel miso! 3 stadt on al he sts hl ron nd png (this having een checked blore) ad ifthe tear wants to kr cele cassie mstng ‘of “Que meter when hea "poke, thon the em eng internal bavi However, sch a me Ain. he tn ih es A te tk mt fy eto tnt weber the stent Knows how weten words ae pro rr comely, how pen word are pelle; in uch een wold esting enteral eho. Example Fs Ins iterate cla, the stant ays play the teacher the paper solely on content ("ond"), he judging itera bavi, te prudent sly on ow wel Kin wrt ("forme") he sj A iehavor, He my grade on oth cont apd Form, ining one or itera! busor and acter fr eter bbs, the stodent can perferm without neceurly bowing the meaning of ar 8) 00 or ie, thee Beavior i at he Mechaneal ttege, I unratnding i een t proper performance, then he feat Stage or higher on he uo Ge The stent recites dingo paps role ashi HE he rgd on hs ene und pronunciation, be is performing ! Stage. tt rect nesta corrspnd to vinul or Englih cnn that gv he of the sete beeper Supe 2 ‘Quetion 3 Ite tat Bebe dt oh of iat nse arr allo? ested ehavor in the tte station in etl tw that ect Teasing sunion, te performance belongs st Stage 2. 1 monl be {ello fr, the student perlormance would be csi a Stage 8 fe Th stunt tale tine nthe foreign Lngsge fall he fining ie hve bon prov ped clans eho dn Supe 2. Hover te sh und 0" and "10" he at nah tan th ep ngage ual of 5:10 tit ibovoel Stage 3 the teacher think the claw lock might be ony and ake the aude to ge the exc line Toh own wet thes bhaior be claifed wt Sage on I aden bhanor sued ori telat usted? Tm “righ™ or “wrong” inthe fia thre sagen ofthe taxonomy. AL Tan, staden beanie ister pataly or tty unsrtured the tarer The tea repens may tke a avy of forms His Testeral Behavior) tx jaded on Maency, appopiatenas,‘naliy. orpananton, comprehen, and wo om In iternal behavior the Example I: The student wets a compotion that muna» pci poit of sem tte teacher ave the stents» campiton td tl tem tor ‘le i sentence for eee av if were writen bya tet of th ope the stent bavi fll in Stag 3 Il the ene ees hd aed en done in ls and if stants col ar tht notes the kevin wal echt at Stage 2) However, sth siden hve rend ser try andthe teacher asks the das to wie the opening cee frm the eit of Siew of another character inthe tory (and If sentra arent to be re: {wl erbati), the det behav’ i slaeedse Sag 4 nan, the stents are iiate the yl f the vigil muh fei pin ‘ew compositions then he stadent inhi elie me Sage 8 ‘Question 5+ Is the student Beane jaded to wheter ooo the ‘meage i communi eary icy of pinay imprtnce? 1 the main concer ofthe stent i commanioting 4 meses accra then the Dehavor is clasifed ar Stage 3 ifthe mesage nrutured, Sugm 4, ithe teacher doo not date the preci cont of the meape However the focus son the ye o ane of the mage the Ihave Felongs ot Stage 8 Example J The student expreses his regret a big unale to cept an Invitation, if thi ea diet nog, the Beant lnied at Stage the student choo i om worden scars he behavior i csi ft Siage4. If the stent mat fist expres Hs eet a be were ting {schol Gee and then at Hf ho were ting t the wile of he ow Tnhavior would be claied t Stag 5. Figures 22 and 23 show the intrriohip betneen the tages of the ‘abjectinater ttonomy and variogs aru of freiprlanguae leraing 22.5 Compuence and Performance ‘Noam Chomaly’s now dase dichotomy Beveescampstoce and per Feemanee » dsinction km beeen the indians petal for com. ‘munication (his competence) and actu examples of commanicton ee, ‘ch athe compechesin of yc nnenes a th seeing ot mrtg ‘hem his performance) Reformat nt cmp, Ue cmcun of perfermane obec Can performance, however be theught of au an cturate het of the Seg Clem fe Thay of Star Cambie Mn ML: Pom somacraurnn ato arracrve raonoues 41 steal Bar Mechanical Sat Te mde perms Mia rtememery rater ony drain eprducton: The Ieee very ring, toon, sme oe Recanton: The wen ft rae nd dia Sg rine nd ma r Recrptin: The went, tect rend utered prev “Arpticin Te det irate or nrtsine Doel ll sean or Compeheion Te se Self apron: The Taneogs od Slngange mage ot Iapange to expe he tee antral wheal spat com prs thongs all farcommeniatne, ‘acing eae mate rn wring Hew ‘alts or enaar s ‘Shh The de nial ay senior cay Poeifiailida? sidleeess abedad af ad eee HEH HHH EH Rwottse TX |x [xx] xt x] x] x] x] x ‘vious 10 all eachers that = nant’ perforce, egecialy under tt “rons, doe not alnay eth ral opens ni rene research ‘rs somutine claily stant misao su ctor spe a eros A lip Io Intake that the tent hime! wou core! i gven the sporty te do ‘An error 4 mistake that the stadent would sot be ily to cote Indete Since ihe en's competence, wheres lp do ot "The ga of languages intron the develope within the den of Uppe of competence, Performance chjetiver ar of tale Brean they ty how thie tompetoce ob demonstrated ad Ines they dee types of performance that hie compeence may ead to They prev am etve menue of sca fr both stent and teacher. They deine the “atcomes of iaretion in ter oth student and teacher can CLASSIFYING AFFECTIVE GOALS lungungetachingprofemion has deve mach energy oremcning the silt defining the ale of ear, and t devising way of p= ar. Ths acti har centered primarily subj mein, Iti irene tat thee alte gol ‘cramioed, snc ntides and feings that soda develo a2 tf lengage stad ar often among he reaons presente bythe role ts jy force language lstrctin: the foreign lnguape stent i to experience feling of accomplishment and enjoyment inthe te M freien angungs he i exerted to horome more teant of other td more aprsitive of ober clr Some teachers even tt ht lnernatoonl pear snd undetancing. view of of thee eet, ti reenary to defn them ery than bar bon theese in he ps AL Tesonamy of ABective Goss al my be clit aecrding ove sao offing ith each brie ino two categorie of Behar. The bare progemion of laiaton eater rom the ens netaity toward frig lan see rc ome De i ee “feng nr tiny ney es per ctee rece ates eas "Pacey Joe A Uphar and Fate ede Poems Param Reminisce ri aener care and ertre to hi onary seking them oa, 1 moves ftom teacherdeto ates to studeotvledireie. 1 pogremes fom ‘les exiting oud the sade to hi ntenaliaton ofthe rales ‘The texonomy of afectve gal shown in Figure 24. Th etegori and bie eqaecing have bon adapted from the Krathwoh-Bloom taxonomy fot the acre domain? Stage 1+ Receps [A Stage 1th ering proc timated and dite By the tac ‘Tu node sls the intron be hyena no Tet eal in Mi ‘Mt tard language way. He espera, doc not vet learn ‘din wllng to teqle the knoledgr and il presente. This stage ‘ppl «Begining language student or tude tthe beginning of Terign ngage epecily evar wen te beas people sing the forign language be stein He nts frig phases dvertemens tl ferlen pct nore "The snond aakatgerybAtentvnes, The te pays ttion i cla and aris out dections nd essgnnents with eae. At this rst sage, be ‘Ese not yt eb a pram intern in the foreign language o care, bt ‘gro to do what ic kd of him one 24 1. Receptvity earns “aetna 2 Respoaiveness | Totrnce Inert od Ene ‘tntraatzaton | Concetatzaton | Comment 5 Gharacteraton | Ieravin Lenten ‘ce Kru hm, ad Mai Foe of inal Ob Hd “ages tReet eas 2 Respomvencee At Stage 2 the stent has a generally favorable tia toward the lar tetvtos planned bythe teacher, Me daplays no ont toward the language and has no overpowering fein of fran in hn a. to perform the ace deed. He pnealy enjoy the wk com tvthlanunge sy and besa mane of ccompltent ond tia his progres This sage charactriam the berg or itermediae who nent cetlws hs wed of he legxnge "he fine mabentegory is Telerance, The tae kop to earning aout ‘way of linguists expression and other cra aterm: He doc not Fria Torin lingua or their sakrs snd x seer com: tects of his foregtlanguge cos He enjoy he stvies he waked feign in and gui ssa from participating in then. The stat oa thin stg, lok for ava Toreglanguage activites ois a rather Gdn snfyment tn doing what roped to im. 8 Appreciation The thie stage of the of his own olin, attaches vulae and wor othe say of fregn alters a Hate, He necks enterica epytnee re hime in languge earning and caltarl activin Te stent iy; hevengges nace Ieease be Wan U0 be enjoy then, ot cae be very o covery Fred nt doing ' ster ae tier inte student dice Behave at age characterize tone dein ho ae ative th Toegrlangwnge Bars clan apd thor who. voluntary end foreprlangage event ach ols lm exit and 0 om, 1 ao appli to st the taks out or buy foreign nung Boks who susie too ad anganee micas or aewpaper or who corespnd with foreign my eth fst subcategory. The stadt viens the tay of freon ‘nd clare ws valuable, mothe and important. He bere hat Tooting from his exec in ad out of lan and fel that all shoal fave the chance wo tay at Ist one foreign langue ‘isthe second sabestegoy. Th ten olny pareipter that mice improve ls nguage il rican his knowl wople their ellar, std der isan sito he Tingnge may cary over it his eure tine tivities, uch a ay king mae, at sien, aed 0 on46 reronnce oneeres Stage 4: Internalization ‘The fourth sng ofthe taxonomy is Internallation. The dent ben to shape hs own ated ee, and pinoy In relation to his fri Tonguage expences Tho comets ret in his strong. preference for leaning foreign lnguaen snd his ecson to dente a mae portion of is table tie and energy to sdtonal sty. Th supe characte he ih col wtoent or ealloge undergraduate wh die o maori fregn Tingungestrtre, linguini, edoeton “Te fe sleaeory i Conceptualisatin. Here the atadent devloe ersnal ese f ace elting fo foreign langage dy he sent ‘alle to defend the valen of orc aneuaze stl he wil a leas itl tocaplain tn be Emel fur th sty reverding nd imag "The cow akatgory Commit, Hore the ue wing to mak tmijor iveniment of te and enargy In oder to prt his fri Tangung ls nd oir is Knog of the oem cate He may ‘ozage npc work to sam enough money to tate! abroad. Once fn he {orien couty, he will atively ty to meet the people and learn mr sost thee way of i, He may ao desde to maser other anguage oo deve sore dep "apy. He may werk atively for erznizntions promoting world yee and ey ee ee ‘Stage 5: Characterization ‘The ffth and highest age ofthe altvetaxonmy is Characteriaton. ‘Toe ment engegm in aan suis ocho 4 eter elated to fo. ‘Spelanguageruly. A coeierable potion of tne Ie denote te pro ‘aning the sdy af forcgn Ingen, Heratre or clare Alera Ie maybe ngazed in promi harmonious relations beeen nations wi Airing lngunges avd cron. The major dias and judgment he tannin eged to hs if ate so strongly ineed by his foeghanguage FRekgroud, intra and vale that he Known a» Hing longue tnacer, diplomat Thi stage charade hose persons who ate ate none of tee professions “Phe Sat sabeatgey negation, Athi pit the eden ha tera foreign tanguage valor nei personal vale system. I fat ine pnt teacher) takes 4 major role in promoting thne ato tht he hime bi ng. eromcutwral say and aadentnding. Gaiden for Using the Afective Taxonomy eseaton of Davies nthe aflective aren i ter taghforward the categories ate selexplnatory. Generally, ony the st thew sages to hgh school stadt Stage 1 i metal toy Inn what, be reeany tht the set bein sn ad ron ae At Sage 2 indent vot vay yoy tienen to wat nung on bt see repens yl may ere enjoy foreie-languge wtvies the teacher sept. ‘she rorh Stage 3 bv vale freigrlanguge end an Tok addtional nowiede and experi, on heir omn. Ds view of the high dager of salen! nitive imahed at Stages 4 Shoe aleve bdtanor are enrally not considered appropriate sole type! broning or intermedi language sedent Seng perfrmance ins at thn gr unreaiie,sne the number of det 2 io cose to make» caer In frlgn languages or rte ese ily raced. Sage 3 n+ dea goal evar hich all tracers ‘aim. I language learning Is to contin once the set leas the then he mat be taht oso aional olde dependent teacher guidance I the langupeeaching profession i 0 rem ant be a chzery tat values foci ngage hat eno te coral in tee cure, ed that leds supp! to sched ange ribs, it shou be renin that Stage 3 may nt be a relic Tn all teaching shustions. A ost of megane factors over which the may have no cero can times pele the polity of reaching Suge 2. In some cates, mininalStage I baavie might even be di ie goa He mig pry that nue state at he sd wf he yest at ent be no ln pontine than they were athe epining of the Jor Dh might si for Sige if strdeteSzplay nly Senge 1 Iie or Sence of mijor discipline problem). Sapzotions for developing etesiring sei baherirs sr oBered io Chapter Fre. Figtre 38 the various tage ofthe alte axon fatiowng qortion may help he claifiatin of aferiveboavions 15 Dees the aden do the are minima, o dee take ore Peter ts cle etre? the sadent simply pays tention, his leave it Stage Ht he pri willingly in hs and enjoys what hee doing, his behavior i a =see Reeeiing dae: The td Serica nd Ser hao “cle eth ‘The stent responds Postel to lorie Taras: Te dene ‘ert the dere | vie nee Tatra and Buoyant ‘The mule ered Diesen lad to Ie nse “io the actin Senedd eine Tec iow ‘anesage and el ating Th ses ‘leet so ren ieapoee aed coher prerragerareny tres dese t Se rig gan hd cahore Gonepion: Te ‘toler Src 4 ‘nem als ro iting fre langue Comte Th et se ve Bite prt offer The cen or i Tran ings nd einer pa the xen tht be cha Sci ae Thiam: The wen ieee ver ne he ‘eon sale span eal Ts de Question 2+ Who iste the inguagelering actives the study of epi, he ten rte her? the teacher iis the ering ative, the stent beavir is at 1 At the sade rather etal i tide oa Stage 2 Ue shows that he interned} he de ints ering etn hater in claw or ote of schoo, Inher ft Stage 9 ihe, ‘Question 3+ Ts the saden’s extractor invent nef tay sir sett, or das he deve ma ime ofrtg-unage atin the nla foreign lar orton of the wade’ demseate iyslement i foreign angange ates fone of many interest hi air fallen Stage th ste ae ‘at foreign langues Tor predominant tention, his havior in Stage ‘Question 4: Does the stiles commitment to freigntaneage sy inl hs pernnal ie or do let tens? fori nguage study ie sinly a hoy a psn el of mde stent behavior based a Stage 4. 1 the cmmiet I slal und Ging nature, he att baie fle Stage 3 THE RELATIONSINP BETWEEN SUBJECE-MATTER GOALS AND AFFECTIVE GOALS esas of behavior ofthe taxonomy of wjet mar gol vice sh the Sve ape of basen in the flee tacnomy This i ip is depited in Figure 26. Th sant’ progres in mastering oregnlnguage is frequents hough mtorr, scoped by tv atitade toward frig-langunge traction athe vale owing wnother nguage Convery i stdetexpercnes ration his effet learn sneer language, be nen tre, he becomes lm jon) ad he exhib ite tenor. “Te seen prt of Figure 2.6 pres the san interrlatonhip between tater goals snl eve goal bt with tne derive dtlSabet Mater Taos Mave Taxa Ste I Mecanial hile ae |e were PY) = TH e ‘Stage 3 Transfer Reception Avplication Iatrnt and Eniorment ‘ings Appreciation Stage fe Communieaton Sth apreaion Togs fr Tnversaliation Stage 5: Cretan Anais Siena Enaoton “Conception Perenion (inernt) Sabet Mater Teena ‘Mechanical Sie onecrouren ano arecnve rtanons 51 Mective Texto The snd leone 1 Recep ‘Srtopoding leet Sratonive tothe pre Anions nnn of mater ‘Ste and yes il ke reid “Te student dosnt re Terence shit aes ac Apres Tune. eshirehe tineeon: 21 (comers) oom 27 fcowmveen) Seber Tem Ate Tenover Sent Mater Taos Ate Tso eater ‘Thee commited Comndnnt eon Semi wt ending cat (cr) Epereaeer’ aoe ‘ton SE a Sn Pg (Cheat proces he he {aetna Scommmanain earth cir Comprehension Santon sea te (icon Itneug ad cre ad se de room ocanee ‘oko omy" yoke commanding sale ‘vcore atone He (movers motte etna the iy siasnne sper of ‘teontnge He moy re ite rin & Cri ‘Thanh cpa alan th rig a Anata {age tetrad cl (ttre) tire He omy tance fri incase ‘The sada cored ‘gel and earl ‘he staan capable Jiig the force ae em coated wf Fd nd the postin Stemercateal wren ‘nding snd earl 5 Charsteriati dealership