Investigating Learning in Modern Foreign Languages
Investigating Learning in Modern Foreign Languages
1. Introduction
2. Literature Review
3. Reflection on practice
4. Conclusion
5. Bibliography
6. Appendix (scheme of work, and subject mentor feedback example)
1. Introduction
In the following essay, I begin with an overview of the genesis, historical development and current interpretation of approaches to modern foreign language teaching (“Literature Review”), which reveals a general shift away from structural approaches towards more interactive ones (although a neat progression from one to the other should not be inferred). I then proceed to enunciate my reflections on my current teaching practice and where I stand in the debate about effective language teaching. First, I set out my thinking behind the design of the attached scheme of work and the register routine used; then I evaluate the register routine’s effectiveness against my chosen yardstick (Steve Walsh’s “classroom-interaction” construct), trying along the way to pin down what I view as effective language teaching, and why I believe Walsh’s teaching technique is likely to benefit my pupils in gaining competence in their second language (L2).
How I could shape the classroom interaction in future (in order to foster pupils’ L2 competence) will form the basis of the essay’s conclusion, where it will be suggested that Walsh’s classroom-interaction construct can reconcile educators’ differing positions on effective language teaching.
2. Literature Review
The evolution of language teaching, from the earliest beginnings to modern times, has reached a stage today where it may appear there is little conformity or agreement between theories. In this review, I will try to show that the impression of disharmony or partisanship may be the result of language
1. Introduction
2. Literature Review
3. Reflection on practice
4. Conclusion
5. Bibliography
6. Appendix (scheme of work, and subject mentor feedback example)
1. Introduction
In the following essay, I begin with an overview of the genesis, historical development and current interpretation of approaches to modern foreign language teaching (“Literature Review”), which reveals a general shift away from structural approaches towards more interactive ones (although a neat progression from one to the other should not be inferred). I then proceed to enunciate my reflections on my current teaching practice and where I stand in the debate about effective language teaching. First, I set out my thinking behind the design of the attached scheme of work and the register routine used; then I evaluate the register routine’s effectiveness against my chosen yardstick (Steve Walsh’s “classroom-interaction” construct), trying along the way to pin down what I view as effective language teaching, and why I believe Walsh’s teaching technique is likely to benefit my pupils in gaining competence in their second language (L2).
How I could shape the classroom interaction in future (in order to foster pupils’ L2 competence) will form the basis of the essay’s conclusion, where it will be suggested that Walsh’s classroom-interaction construct can reconcile educators’ differing positions on effective language teaching.
2. Literature Review
The evolution of language teaching, from the earliest beginnings to modern times, has reached a stage today where it may appear there is little conformity or agreement between theories. In this review, I will try to show that the impression of disharmony or partisanship may be the result of language
Bibliography: Glew, P (1998) ‘Verbal interaction and English second language acquisition in classroom contexts’. in Issues in Educational Research, 8, 83–94 Grenfell, M (2002) ‘Developing learning strategies: strategy use in the teaching and learning of MFL’ Hawkins, E O (Winter 2005 No 32) ‘Proposal for a modern language two-stage apprenticeship’. in Language Learning Journal, 4 Hurd, S (2008) ‘Affect and strategy use in independent language learning’ Jespersen, O (2002) ‘How to teach a foreign language’. in Van Essen, A. 'A historical perspective '. in Modern Languages Across the Curriculum. ed by Grenfell, M. London: RoutledgeFalmer, 11 – 25 Lightbown, P and Spada, N (2006) Pachler, N & Field, K (2001) Learning to Teach Modern Foreign Languages in the Secondary School. London: RoutledgeFalmer, 202 – 224. Pinker, S (2008) The Stuff of Thought. London: Penguin Group, 332, 335. Stevick, E (1994) ‘Learning, acquiring, remembering and producing language’. in Teaching Modern Languages. ed by Swarbrick, A. London: Routledge, 105. Stevick, E (1999) ‘Affect in learning and memory: from alchemy to chemistry’ in Arnold, J (1999) Affect in Language Learning. Cambridge: Cambridge University Press, 43 – 57. Truscott, J (1998) ‘Noticing in second language acquisition: a critical review’. in Second Language Research Journal, April 1998 vol. 14 no. 2 103-135. available from < http://slr.sagepub.com> [24 Jan 2013]. Walsh, S (2006) Investigating Classroom Discourse. Abingdon: RoutledgeFalmer, 39 – 61. Walsh, S (2011) Exploring Classroom Discourse: Language in Action. London: Routledge, 51 – 66 6