TMN3701 Teaching English First Additional Language Department of Language Education, Arts and Culture
Preface xi
Learning unit 1: The curriculum and assessment policy statement (CAPS) 1
1.1 INTRODUCTION 2
1.2 CAPS 2
1.3 LANCUACF TFACHINC IN THF FOUNDATION PHASF (CRADFS R–3) 3
1.3.1 First ...
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
TMN3701/1/2021–2024
10000909
InDesign
PR_Tour_Style
, CONTENTS
Page
Preface xi
Learning unit 1: The curriculum and assessment policy statement (CAPS) 1
1.1 INTRODUCTION 2
1.2 CAPS 2
1.3 LANCUACF TFACHINC IN THF FOUNDATION PHASF (CRADFS R–3) 3
1.3.1 First AdditionaF Language teaching in Foundation Phase 3
1.4 FIRST ADDITIONAL LANCUACF TFACHINC IN THF
INTFRMFDIATF PHASF (CRADF 4–6) 5
1.5 OVFRVIFW OF THF LFARNINC UNIT 6
1.6 CONCLUSION 6
Learning unit 2: Additional language learning and teaching 7
2.1 INTRODUCTION 7
2.2 WHAT CAPS SAYS ABOUT AN ADDITIONAL LANCUACF 9
2.3 HOW AN ADDITIONAL LANCUACF IS ACQUIRFD 9
2.3.1 Language acquisition versus Fanguage Fearning 11
2.3.2 Is there a criticaF period for Fanguage acquisition? 11
2.3.3 The roFe of the first Fanguage 12
2.3.4 Two important theories on second (additionaF) Fanguage acquisition 14
2.3.5 The important roFe of input, interaction and output in additionaF
Fanguage teaching 16
2.4 HOW CAN I TFACH AN ADDITIONAL LANCUACF? 16
2.4.1 Shortcomings of traditionaF methods 17
2.4.2 Current trends in first additionaF Fanguage teaching 18
2.4.3 Learners’ preferences 18
2.5 OVFRVIFW OF THF LFARNINC UNIT 19
2.6 CONCLUSION 20
Learning unit 3: Additional language teaching approaches 21
3.1 INTRODUCTION 21
3.2 THF TRADITIONAL OR CRAMMAR-TRANSLATION MFTHOD 22
3.3 THF DIRFCT MFTHOD 22
3.4 THF AUDIO-LINCUAL MFTHOD, BFHAVIOURISTIC OR LISTFN-
SPFAK APPROACH 23
3.5 THF TOTAL PHYSICAL RFSPONSF (TPR) 24
3.6 COMMUNICATIVF LANCUACF TFACHINC (CLT) 25
3.7 OVFRVIFW OF THF LFARNINC UNIT 28
3.8 CONCLUSION 28
Learning unit 4: Language teaching principles 29
4.1 INTRODUCTION 29
4.2 PRINCIPLF 1: LISTFNINC, RFADINC, SPFAKINC AND WRITINC
MUST BF INTFCRATFD 29
4.3 PRINCIPLF 2: LANCUACF TFACHINC MUST BF COMMUNICATIVF 31
...........
iii TMN 3701/1
, CONTENTS
4.4 PRINCIPLF 3: LFARNFRS NFFD SCAFFOLDINC 33
4.5 PRINCIPLF 4: LANCUACF ACTIVITIFS IN THF CLASSROOM ARF
BASFD ON ACTUAL FVFRYDAY SITUATIONS 34
4.6 PRINCIPLF 5: LANCUACF TFACHINC IS LFARNFR-CFNTRFD 34
4.7 PRINCIPLF 6: RFPFTITION, RFPFTITION, RFPFTITION 34
4.8 PRINCIPLF 7: DIFFFRFNTIATION 36
4.9 PRINCIPLF 8: AUTHFNTIC RFSOURCF MATFRIAL AND TFCHNOLOCY 36
4.10 PRINCIPLF 9: PROCRFSSION FROM YFAR TO YFAR 36
4.11 PRINCIPLF 10: COOPFRATIVF LANCUACF TFACHINC FORMS
THF BASIS FOR INPUT, INTFRACTION AND OUTPUT 37
4.12 OVFRVIFW OF THF LFARNINC UNIT 38
4.13 CONCLUSION 38
Learning unit 5: The listening skill 39
5.1 INTRODUCTION 39
5.2 WHAT DOFS LISTFNINC FNTAIL? 41
5.3 THF ROLF OF THF SHORT AND LONC-TFRM MFMORY IN
LISTFNINC IN AN ADDITIONAL LANCUACF 42
5.4 WHAT CAPS SAYS ABOUT LISTFNINC AND SPFAKINC 45
5.5 LISTFNINC AS AN ACTIVE PROCFSS 48
5.6 OVFRVIFW OF THF LFARNINC UNIT 49
5.7 CONCLUSION 49
Learning unit 6: Teaching listening in an additional language 50
6.1 INTRODUCTION 50
6.2 THF PRFSCRIBFD LFNCTH OF LISTFNINC TFXTS 50
6.3 THF PRFPARF-PLAY-LISTFN-CONFIRM-RFACT PATTFRN 51
6.4 PRF-LISTFNINC ACTIVITIFS (PRFPARF) 51
6.5 WHILF LISTFNINC (PLAY-LISTFN) 53
6.6 POST-LISTFNINC ACTIVITY (CONFIRM AND RFACT) 54
6.7 WHAT TO TFACH DURINC LISTFNINC INSTRUCTION 56
6.7.1 Using stories during Fistening instruction 56
6.7.2 Civing oraF directions that Fearners need to respond to 58
6.7.3 Listen and repeat 58
6.7.4 ControFFed diaFogue 59
6.8 ASSFSSINC LISTFNINC 60
6.9 OVFRVIFW OF THF LFARNINC UNIT 60
6.10 CONCLUSION 61
Learning unit 7: Teaching speaking: Different forms of oral communication 62
7.1 INTRODUCTION 62
7.2 WHAT CAPS SAYS ABOUT SPFAKINC 62
7.3 THF TFACHFR’S RFSPONSIBILITY IN FNSURINC FFFFCTIVF
TFACHINC OF SPFAKINC 63
7.4 NOTIONS AND FUNCTIONS 63
7.5 SPFAKINC ACTIVITIFS FOR THF CLASSROOM 64
7.5.1 Having conversations 65
7.5.2 Civing directions and instructions and making announcements 65
7.5.3 StoryteFFing 65
7.5.4 ReteFFing stories 66
7.5.5 RoFepFay and roFe cards 66
7.5.6 Language games 67
...........
iv
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through EFT, credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying this summary from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller morrisacademiamorrisa. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy this summary for R61,85. You're not tied to anything after your purchase.
