dil becerilerinin öğretimi-language after 16

8/7/2019 dil becerilerinin öğretimi-language after 16

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LANGUAGE AFTER

SIXTEEN

ENGLISH MOTHERTONGUE AFTER SIXTEEN

FOREIGN LANGUAGES AFTER SIXTEEN



ENGLISH MOTHER TONGUE AFTERSIXTEEN

A General View on English Mother TongueTeaching

English Mother Tongue After Sixteen

English in Education

English at Work English and Leisure

Examples from Turkey



A GENERAL VIEW ON ENGLISHMOTHER TONGUE TEACHING

y

Why???



TO: Develop the complex language skills necessary to

live, work or study etc.

Develop critical skills inherent in the study of media and literature.





SKILLS DEVELOPMENT??

Iseducation

a must?



Skills development in the case of

foreign language curriculum:

Adequate level of proficiency is not guaranteed,

BUT;Continued exposure may lead to furtherdevelopment of foreign language skills(

formally or informally)





ENGLISH MOTHER TONGUE AFTERSIXTEEN

ENGLISH IN EDUCATION

ENGLISH AT WORK

ENGLISH AND LEISURE




Focus: Traditionally, teaching of English afterage 16 focused exclusively upon English Literature.

Aim of English teachers at A-level: Tofoster an appreciation of English literature basedon the undersatnding of the context

Is it a worthwhile aim??

Assumtion: It was assumed that languageskills were adequately mastered by age 16 and thatthe continued study of of language beyond thisstage was either unnecessary or uninteresting.



Shift of the viewpoint:

Towards theoretical Language study andthe development of advanced practical language

or communication skills.




A-level Syllabuses

Vocational further education courses

Higher education



A-level syllabuses

Advanced level English Language Syllabuses

The London Board

The Northern Examinations and Assessment Board



How language is viewed in A-level Syllabuses?

Language is viewed as a worthy object of humanstudy in its own right:

(DES,1998):

´It is just as important to teach about ourlanguage environment, or about the structure of theatom.µ



Vocational further education courses:

Focus: Very much on the use of language andconventions of written English.

The Planning: Similar in many ways to what takesplace in primary education, where integration of the diverse skills has been set up as the norm foryears.



Higher Education:

Older universities tend to divide English between

Study of English & Cultural Studies

Alongside English courses there can be seenCommunication Studies Courses.

Content : As Practical & Cultural

E.g. Elements of media or film studies alongsidethe more literary and traditional studies.



Why those courses are needed?

Complainment : Espiciallay engineering andsciences departments complain that their studentslack the linguistic and organizational skillsnecessary for reporting and representing skills.e.g. oral representation«



Is it disappointing that there is so little linking

between the language and literature strands inpost-16 education in English??

Anyway, courses in communication in both furtherand higher education aim to:

help students develop their language skills

without studying language or literature.



ENGLISH AT WORK

What may have led to the development of Communication Units?

It may be the recognition that many 16- year olds do nothave an adequate command of language.

Wide variety of linguistic demands made on people inworkplace.

The ability to communicate: Higly valued.

Understanding complex written or oral instructionalcommands: Important aspect of many jobs.

20th century revolution in technology: Communicativedemands in working life.







´ Indeed, no sophisticateddivision of labour could operatein society without language.µ

(Bloomfield, 1993: 24 )



ENGLISH AND LEISURE

WHAT MAY BETHE POSITION

OF ENGLISH ???



As the international language of business,

Information technology

And

o Science & engineering

o ENGLISH is often used as:

o LINGUA FRANCA



Let·s distinguishtypes of leisure

activity just asColaman did!!!



1) Leisure activity defined by language: All those

activities which could not take place without language.

e.g. ( Foreign language learning, reading, listening to the radio,crosswords, the theatre, the cinema)

2)Leisure activity in which language is important but

not defining: e.g. ( Eating out, dirinking in the pub, computer games,

spectator sports)

3) Leisure activity in which language is incidental:

e.g. ( listening to classical music, disco dancing, swimming)



E XAMPLES FROM TURKEY

Those demands and applications are also similar tothose of Turkey.

Those demands are tried to be met via various courses

of some official or private courses.

smek nearly comes first among them all with thenumber of students enrolled and with the variety it

provides.



SMEK ENGLISH COURSES

Foci:

o Teaching grammatical structures,

introducing with letters,

Word forms

Writing skills Speaking techniques

Problem solving

Time Span: 128 hours

These are the subject matter which is also aimed to be taught.Theyare tried to be achieved through versatile activities.



FOREING

LANGUAGES

AFTER16



English after age 16, traditionally focused onliterature with some concession to the fact that

high level language skills had still to bemastered.

Nowadays, there has been a move away from thistraditional emphases. As a result of that moving,

there is much more interest in developinglanguage skills at the more advanced levels; forboth:

1. Instrumental Reasons

2. Educational Reasons

along with in studying the foreign culturethrough non-literary sources.



LET·S LOOK AT THE¶ADVANCED-LEVEL

SYLLABUSES· IN VOCATIONAL COURSES AND IN DEGREE-LEVEL

WORK



Passing through from traditional approaches tocomtemporary methods is accelerated in the light

of changes in Teaching English to YoungLearners.

The non-literary A-level syllabuses entailsreading which is long comtemporary texts and

includes quite a wide range of often unknown andunfamiliar vocabulary. As a result of that ¶TheNational Curriculum· attempts to give weight tothe written language.



SPOKEN IN WRITTEN LANGUAGE OUT

FLUENCY IN ACCURACY OUT



These have brought lots of real benefits whichwill not be wished to lose by many teachers.

It is important for A-level syllabuses for whom isit designed, on the other hand A-level syllabuseswill probably need to be modified still further in

future.





WHERE IT ISTAUGHT?

It is often taught in context rather than in

isolation as something to be learned.

The process is the same as true of vocabulary learning.



In addition to this; however, students have fairlymotivation and oral skills more, they might have

problems with reading and writing skills. If theygo on to study languages in higher education,they may have breakdowns with their studyskills, as well.



VOCATIONAL

FURTHEREDUCATION

COURSES



WHAT IS¶VOCATIONAL·?



V ocational means that the

skills needed for a particular job or profession.



BUSINESS AND

TECHNICIAN EDUCATIONCOUNCIL

(BTEC)

ESTABLISHED IN 1983



THE AIMS OF BTEC

To develop the ability and confidence to use thelanguage in vocational situations,

To enable students to assess their levels of

competence, so they can judge if assistance is requiredfor a task involving language skills,

To develop common skills and vocational competencethrough language assignments closely related to

students· other studies or work, To foster the ability and confidence to engage in

further language learning at work or elsewhere.



EFFECTIVE

COMMUNICATIONIN

LINGUISTIC ACCURACY AND GRAMMATICAL

CORRECTNESSOUT



FOREING LANGUAGE ATWORK

FLAW SCHEME

It is designed to encourage students to continuetheir language study alongside other subjects.



FROM LINGUI ST I C

K NOWL EDG E TO WOR K



¶THE ACTUALUSES MADE OF

FOREIGNLANGUAGES IN

THE WORLD OFWORK·



¶HOW WELL CANTHE STUDENT

UNDERSTAND ANDCONVEY

MEANING?·



THE EXCEPTION RATHE R TH AN A

NORM



LITERARY TRADITION COURSES

CULTURAL STUDIES AREA STUDIES APPLIED LANGUAGESTUDIES





Formal voluntary ¶language for all schemes·where language tuition is available as of right for

any student or member of staff (who wants it),

Self study schemes,

Optional or elective courses available within thestructure of a degree course in another discipline,

Prescribed courses forming a compulsory part of

degree course in another discipline.

Rigby & Burgess (1991:19)



FOR E IGN LANGUAG ES IN THE WORL D OF

WOR K

If companies can employ staff who are already competent in the

languages they are reqired to operate in this obviously reduces their

training budgets. However, many companies have come to accept

that staff have to be given time and resources either to learn alanguage from scratch or to improve a language of which they

already have some knowledge. This may be particularly important

where a company is develping contacts with new markets, for

example: where a greater diversity of languages may be required

than is usually provided in school or even in higher education.

Because time is at a premium companies are often not interested in

general language courses but wish their staff to follow courses in

language for specific purposes. (LSP)



Adults needing a foreign language for their work often find itdifficult because of the demands of their job to attend a

language course on a regular basis. Language learners in

such circumstances are often able to exercise a high degree of

autonomy in their learning, and they may make use of course

books, audio casettes, even video casettes and computer

assisted language packages. This may be through

institutional self-access language resources centres or

through purchasing some of the self-directed language

learning materials that are available.



FOREIGNLANGUAGES AND

LEISURE



Foreign language learning has become a very popularleisure activity and many adult education centres runa wide range of courses in different languages and atdifferent levels.

There is no doubt that there is a great deal of interestin both learning and using foreign language.

The fact that different leisure pursuits involvedifferent amount of language use means that it ispossible to start using the foreign language in

activities where the communicative demands are nottoo great and gradually to progress to morelinguistically demanding leisure pursuits in the foreignlanguage.

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dil becerilerinin öğretimi-language after 16