ERIC Number: ED318224
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Teaching Grammar and Vocabulary for Proficiency.
Glisan, Eileen W.
The adoption of proficiency-based principles in second language teaching does not mean using a new method of instruction, but rather providing maximum opportunities for students to perform communicative linguistic tasks in a variety of contexts and with a given degree of accuracy. This definition has implications for the learning and teaching processes. Students need to internalize vocabulary in order to understand and access it effectively, and need to develop personalized vocabulary in order to talk about their own worlds. Grammar can be more effectively taught as a means of communication if it is integrated with functions and contexts. Students will gain better control over structures and retain them longer if they practice with small chunks of grammar. An effective way to select grammar is to examine the frequency of structures in authentic discourse. Opportunities for developing thinking skills and communication can be maximized by using pair and group work techniques. In beginning language instruction, students internalize grammar and vocabulary more quickly and easily if exposed to oral input prior to seeing written language. From the beginning, students should be taught strategies for listening, and should have exposure to authentic listening and reading materials. Sample French vocabulary and Spanish grammar lessons incorporating these principles are presented. (MSE)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244.