CHAPTER 5: LANGUAGE-CENTERED METHODS

LANGUAGE-CENTERED METHODS

TENET

                                        A principle or belief, generally held to be true

GRADITION

Every method has to had a sequence in order to show the order for the topics and also show  the activities that the method had planed    

LINEARITY

It is the way that the contents had an order to increase the difficulty of the content to evaluate the knowledge 

TRIGGERS

It is a resource or an activity that show a relation with a previous subject and prepear the subject for different kind of responses 

STIMULI

It is an external sign  who cause a reaction, that reaction could be manegable for the person who made that sign

ENTAIL

On the learning we understand "entail" as the way that the students would use that knowledge to "speak" the language 

CUE

It is the different ways that the teacher show the structure of a subject to get them familiar with that structure and know their different uses 

ELICIT

It is the response given for an specific question based on the subject presented by the teacher and the different resources that he uses to made the student know the structure with different variations

DRILL

Is understood as the process made by the teacher in order to dig deeply on the knowledge and break the basic pattern or the preview knowledge

NEGLECT

Error or lack of diligence of a person in fulfilling an obligation 

UNLIKE

Different from something that does not have the same qualities or characteristics


MILESTONE


An important event in the development or history of something or someone's life

CORRECTION:

Taking into account our experience as university students, the language-centered method are present in all academic spaces of foreign language; on our English classes, normally, teacher does an introduction of the topic and then we put it in practice through some activites that help us to improve our language skills through oral and writting production as it is explained in the theory of language. Meanwhile, at school teachers just focused on some factors showed in the chapter; for exmaple, the use of repetition in order to learn just the grammar structure; excluding, some sociolinguistic aspects as the context and the presentation, practice and production (P.P.P). The use of P.P.P is important in our career because it allow us to develop our skills and to be more confident to get an effective communication when we are in any context.