Read attached files then Answer these questions after
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Read attached files then
Answer these questions after :
. Kumaradivelu (2006) challenges the concept of method as no longer relevant or helpful. The changes he distinguishes are:
(a) from communicative language teaching to taskbased language teaching,
(b) from method-based pedagogy to postmethod pedagogy,
(c) from systemic discovery to critical discourse.
As you read it, make notes on the following:
1. List the problems he has identified with the communicative approach, which he labels ‘authenticity’, ‘acceptability’, and ‘adaptability’. Which if any of these do you see as significant reasons for re-evaluating the use of this approach? Refer to the number of lines and pages
2. What were Pennycook and Prabhu’s contribution to the method debate? Refer to the number of lines and pages
3. What are Stern’s strategies and techniques? Refer to the number of lines and pages
4. What is Allright’s exploratory practice (EP)? Refer to the number of lines and pages
5. What is meant by the “critical turn” in applied linguistics? Refer to the number of lines and pages
Now think about whether or not you would agree with these arguments. Give reasons for your opinions with Refer to the number of lines and pages .
• that the profession is uncertain about the meaning of the term “task”?
• that TBLT is not linked to any one particular method
• that the concept of method “reflects a particular view of the world and is articulated in the interests of unequal power relationships” (Pennycook 1989)
Do you think Kumaravadivelu gives an adequate justification for the need for post-method pedagogy? Examine his arguments and evaluate them in the light of your reading and professional experience. Refer to the number of lines and pages
*** Summarize Kumaradivelu (2006) in 50 t0 70 words
The chapter from Melinda Whong’s (2011) book Language teaching, linguistic theory in practice focuses on the development of English language teaching in Europe.
As you read, What’s the meaning of these terms Refer to the number of lines and pages:
• Inductive and deductive teaching of grammar
• Structuralism
• Behaviourism
• Poverty of the stimulus
• Contrastive analysis
Use what you have read to think about these questions.
1. Would you agree with Whong (p 26) that the grammar translation method has achieved limited success? And Why? Refer to the number of lines and pages
2. How has the direct method influenced subsequent movements in teaching? Refer to the number of lines and pages
3. Look at how Whong uses the terms ‘approach’ and ‘method’. Are these consistent with other usages you have encountered? Refer to the number of lines and pages
4. How have political events impacted on linguistics and language teaching? Refer to the number of lines and pages
5. Note what Whong says about PPP. Is this consistent with Richards’ view? With your own experience? Do you think there are contexts where PPP is an appropriate paradigm for a lesson? Refer to the number of lines and pages
** Summarize Whong’s (2011) in 50 t0 60 words
While you are reading, think about, and make notes on, the following questions.
1. Under the heading of ‘traditional methods’, Richards lists only audiolingualism, and situational language teaching. What other methods are you aware of, and how have they influenced the way that teaching is undertaken in teaching environments you have experienced or read about? Refer to the number of lines and pages
2. Richards refers to drilling and the PPP paradigm as features of audiolingualism. Have you encountered these in any contexts that you would not think of as audiolingual? Refer to the number of lines and pages
***Summarize Richards view in 50 to 60 words

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