REFLECTION ABOUT SKILLS DEVELOPMENT

All the course is about the way to develop skills and I think teaching is difficult because we have to found ways for learning of students.
The course was developed with readings and for me this was difficult because there was vocavulary that I didn´t understand.
But the activities whit children was very important because I understood the way that children learn and also I discovered that they have different ways for learning.
Finally about me I feel that I was nervous becacause I felt fearfully so I din´t participate a lot.
Thank you teacher for your teaching.

SPEAKING DEFNITIONS

SKILLS DEVELOPMENT

SPEAKING DEFNITIONS 

1.- It is defined as a process of building and sharing meaning through the use of verbal or oral form (Chaney, 1978 and Gebhard, 1996)
2.- Speaking consists in producing systematic verbal utterances in convey meaning (Numan, 2003)
3.- Speaking is the actions of conveying information or expressing one´s thoughts and feelings in spoken language (Oxfor University)
4.- Speaking is described as an interactive process of constructing meaning that involves producing and receiving and processing information. Speaker requires to know about specofic points of lnguage such as grammar, pronunciation, or vocabulary.
5.- Vygotsky a psychological system (1997, p. 92) concetrated his research on unification as a process which includes babbling, attending to sound, using the pointing gesture as a symbol representing intent and generalization.

skills development CLT

Interview of behaviorism and social constructivism

CONCEPT MAP

Synthesis of CLT COMMUNICATIVE LANGUAGE TEACHING

COMMUNICATIVE
LANGUAGE TEACHING CLT is an approach which includes theory according to
the learning styles; also it is view as a resource to develop the communicative
competence. This approach contains a great variety of activities inside the
classroom

COMUNICATIVE LANGUAGE TEACHING

 The goal of language teaching.

LT aims to teach communicative competence of  which this includes several aspects, such as:

·         Knowing how to use language for a range of different purposes and functions

·         Knowing how to vary our use of language according to the setting and the participants (e.g., knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication)

·          Knowing how to produce and understand different types of texts (e.g., narratives, reports, interviews, conversations)

·         Knowing how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies).

The Roles of Teachers and Learners in the Classroom

CLT implied new roles in the classroom for teachers and learners. Learners now have to participate in classroom activities that are based on a cooperative rather than individualistic approach to learning. Students had to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. They need to take on a greater degree of responsibility for their own learning. And teachers now have to assume the role of facilitator and monitor, rather than being a model. They have develop a different view of learners’ errors and of her/his own role in facilitating language learning either.

What activities best fascilitate learning?

Accuracy vs fluency activities; mechanical, meaningful, and communicative practice; information-gap activities; jigsaw activities; emphasis on pair and grop work, authenticity practice.

communicative language teaching