وش اللي مهم واللي نزكر عليه باللغويات

[ابوحنان العنزي]

مساكم الله بالخير ايها الزملاء / الزميلات
وش اللي مهم واللي نركز عليه باللغويات التطبيقية
وعندي مذكره انصاف وش وضعها مفيده ولا نشوف غيرها
وشكرا وفالنا التوفيق ,,:(269):

[bsbosa@]

Grammar-Translation Approach

Final Thought



Major Findings of Error Analysis Studies
Causes of errors: مهمه

Classification of errors:
Shortcomings of Error Analysis

وفي المحااضره الرابعه
Interlanguage Sources
The interlanguage system is based on a learner’s hypothesis about the target
language made from a number of possible sources of knowledge:

- Limited knowledge of the target language
- Knowledge about the native language
- Knowledge about the communicative function of the language
- Knowledge about the language in general
- Knowledge about life, human beings, and cultures


Interlanguage systems may fossilize. Fossilization refer to the tendency of many learners to
stop developing their interlanguage grammar in the direction of the target language. Instead
they reach a plateau beyond which they do not progress. This may be because there is no
communicative need for further development. Alternatively, it may be because full
competence in a L2 is neurolinguistically impossible for most learners. Fossilization is a
unique feature of interlanguage systems مهم جدا


The development of Interlanguage مهم جدا

Final Thoughtمهم مهم جدا


وفي المحاضره5


- Adult vs. child differences in using the Monitor مهمه
والمحاضره 6

The Input Hypothesis
و
1- The silent period :

و
2- Age Differences

والمحاضره 8

Motivation

والمحاضره 11d- The topic-based syllabus
Another framework around which to organize language is that of different topics (e.g.
weather, sport, music). The weather topic, for example, can be subdivided into items such
as the way weather changes, weather forecasting, weather and mood, and the damage that
weather can cause.

e- The task-based syllabus:
A task-based syllabus lists a series of tasks, and may later list some or all of the language to
be used in those tasks. ( India experience). Six task types can be used with almost any
topic. These are: listing, ordering and sorting, comparing, problem solving, sharing personal
experience, and creative tasks. As with situations and topics, it is difficult to know how to
grade tasks in terms of difficulty.


This the commonest type of syllabus, both traditionally and currently. A list of items is
sequenced in such a way that the students gradually acquire a knowledge of grammatical
structures, leading to an understanding of the grammatical system.

b- The lexical syllabus :
It is possible to organize a syllabus on the basis of vocabulary and lexis to create a lexical
syllabus ( the vocabulary related to topics…e.g. art, clothes, crime). A problem with lexical
syllabuses is the relationship between lexis and grammar.

c- The situational Syllabus :




المحاضره 13

باالدرجه االولى نركز : 1- Placement test

2- Diagnostic tests :

3- Progress or achievement tests :

4- Proficiency tests :

هذا بالنسبه للي قال عنهم مهم وقال ركزو عليهم لكن ارجع للمحتوى بعد

[Kayoha]

السلام عليكم
حابه إني أتكأد منكم بخصوص
Language Teaching Approaches
كم نحفظ منها ؟؟

[bsbosa@]

Language teaching approaches خمسه فقط

1- Grammar-Translation Approach.
2- Direct Approach.
3- Reading Approach
4- Audiolingualism Approach.
5- Situational Approach.

[Abu Mubarak]

الله يجزاكم خير

[ابوحنان العنزي]

grammar-translation approach

final thought



major findings of error analysis studies
causes of errors: مهمه

classification of errors:
Shortcomings of error analysis

وفي المحااضره الرابعه
interlanguage sources
the interlanguage system is based on a learner’s hypothesis about the target
language made from a number of possible sources of knowledge:

- limited knowledge of the target language
- knowledge about the native language
- knowledge about the communicative function of the language
- knowledge about the language in general
- knowledge about life, human beings, and cultures


interlanguage systems may fossilize. Fossilization refer to the tendency of many learners to
stop developing their interlanguage grammar in the direction of the target language. Instead
they reach a plateau beyond which they do not progress. This may be because there is no
communicative need for further development. Alternatively, it may be because full
competence in a l2 is neurolinguistically impossible for most learners. Fossilization is a
unique feature of interlanguage systems مهم جدا


the development of interlanguage مهم جدا

final thoughtمهم مهم جدا


وفي المحاضره5


- adult vs. Child differences in using the monitor مهمه
والمحاضره 6

the input hypothesis
و
1- the silent period :

و
2- age differences

والمحاضره 8

motivation

والمحاضره 11d- the topic-based syllabus
another framework around which to organize language is that of different topics (e.g.
Weather, sport, music). The weather topic, for example, can be subdivided into items such
as the way weather changes, weather forecasting, weather and mood, and the damage that
weather can cause.

E- the task-based syllabus:
A task-based syllabus lists a series of tasks, and may later list some or all of the language to
be used in those tasks. ( india experience). Six task types can be used with almost any
topic. These are: Listing, ordering and sorting, comparing, problem solving, sharing personal
experience, and creative tasks. As with situations and topics, it is difficult to know how to
grade tasks in terms of difficulty.


This the commonest type of syllabus, both traditionally and currently. A list of items is
sequenced in such a way that the students gradually acquire a knowledge of grammatical
structures, leading to an understanding of the grammatical system.

B- the lexical syllabus :
It is possible to organize a syllabus on the basis of vocabulary and lexis to create a lexical
syllabus ( the vocabulary related to topics…e.g. Art, clothes, crime). A problem with lexical
syllabuses is the relationship between lexis and grammar.

C- the situational syllabus :




المحاضره 13

باالدرجه االولى نركز : 1- placement test

2- diagnostic tests :

3- progress or achievement tests :

4- proficiency tests :

هذا بالنسبه للي قال عنهم مهم وقال ركزو عليهم لكن ارجع للمحتوى بعد


مشكوووووووووره اختي ماقصرتي
:53:

[لعيون امي وابوي]

بتحديد الطلاب للاختبار

ماكان موجود الفكر النهائي ..


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