Florez barrera lorena semantics and pragmatics-pragmatics in foreign language
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Teaching pragmatics and non-verbal communication is important for students learning a foreign language. Pragmatic competence can be developed through activities that use examples and allow students to practice in both their native and target languages. The goals of teaching pragmatics are to give students the ability to interact in different ways in the target language and familiarize them with its culture. Non-verbal communication, such as facial expressions, tone of voice, and body language, is also necessary to teach as it allows students to understand without using their native language. It can be taught through interactive methods that incorporate various forms of non-verbal cues.
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- The skills of reading, writing, listening and speaking are developed through tasks involving information gaps and feedback in Communicative Language Teaching, compared to a focus on translation and grammar rules in the Grammar Translation Method.Langauge learning and teaching principles.pptx
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1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.11.how to teach speaking skill
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1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
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This summary provides the key points from two documents about curriculum and English language education:
1. The first document discusses the importance of curriculum and how it is constantly changing to better prepare students for the future. It emphasizes that English should remain in primary school curriculum to give students access to important global information at a young age.
2. The second document outlines how English has power through its functions and subtle meanings. It explains that learning English can induce creativity and innovation, preparing students for future careers that require strong English skills in many professional fields.
3. Both documents stress that English proficiency is essential for students' future success and that curriculum should support early English language learning opportunities.Activating the essence of curriculum on student’s english learning achievement
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