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3.1 The teaching process
3.2 Presentations and explanations
3.3. Practice activities
3.1 The teaching process
The process of teaching a foreign language is a complex one: as with many other subjects, it is broken down into components. There are three components: (1) presenting and explaining new material; (2) providing practice; and (3) testing.
In principle, the teaching processes of presenting, practising and testing correspond to strategies used by many good learners trying to acquire a foreign language on their own. They make sure they perceive (воспринимать ) and understand new-language (by paying attention, by constructing meanings, by formulating rules or hypotheses that account for it, and so on); they make conscious efforts to learn it thoroughly (by mental rehearsal of items, for example, or by finding opportunities to practise); and they check themselves (get feedback on performance, ask to be corrected).
In the classroom, it is the teacher's job to promote these three learning processes by the use of appropriate teaching acts. Thus, a teacher presents and explains new material in order to make it clear, comprehensible and available for learning; gives practice to consolidate knowledge; and tests, in order to check what has been mastered and what still needs to be learned or reviewed. These acts may not occur in this order, and may sometimes be combined within one activity; nevertheless good teachers are usually aware which is their main objective at any point in a lesson.
This is not, of course, the only way people learn a language in the classroom. They may absorb new material unconsciously, or semi-consciously, through exposure to comprehensible and personally meaningful speech or writing, or through their own engagement with it, without any purposeful teacher mediation as proposed here. Through such mediation, however, the teacher is to provide a framework for organized, conscious learning, while simultaneously being aware of - and providing opportunities for - further, more intuitive acquisition.
3.2 Presentations and explanations
It would seem fairly obvious that in order for our students to learn something new (a text, a new word, how to perform a task) they need to be first able to perceive and understand it. One of the teacher's jobs is to mediate(служить связующим звеном) such new material so that it appears in a form that is most accessible for initial learning.
This kind of mediation may be called ’presentation’. The term presentation is applied not only to the introduction of new words or grammatical structures, but also to the initial encounter with comprehensible (понятный, постижимый) input (ввод; подача) in the form of spoken or written texts, explanations, instructions and discussion of new language items or tasks.
People may, it is true, perceive and even acquire new language without conscious presentation on the part of a teacher. We learn our first language mostly like this, and there are some who would argue for teaching a foreign language in the same way - by exposing learners to the language phenomena without instructional intervention and letting them absorb it intuitively.
However, raw, unmediated new input is often incomprehensible to learners; it does not function as 'intake' (поглощение, потребление), and therefore does not result in learning. In an immersion situation(погружение (название метода изучения иностранного языка) immersion course — курс языкового погружения immersion school — школа языкового погружения) this does not matter: learners have plenty of time for repeated and different exposures (внешнее воздействие) to such input and will eventually absorb it. But given the limited time and resources of conventional foreign language courses, as much as possible of this input has to become also 'intake' at first encounter.
1. Thus, it is important to present material in such a way that it can be perceived(воспринят) and understood.
2. Another contribution of effective teacher presentations of new material in formal courses is that they can help to activate learners' attention, effort, intelligence and conscious learning strategies in order to enhance learning - again, something that does not necessarily happen in an immersion situation. For instance, you might point out how a new item is linked to something they already know, or contrast a new bit of grammar with a parallel structure in their own language.
This does not necessarily mean that every single new bit of language - every sound, word, structure, text, and so on - needs to be consciously introduced; or that every new unit in the syllabus has to start with a clearly directed presentation. Moreover, presentations may often not occur at the first stage of learning: they may be given after learners have already engaged with the language in question, as when we clarify the meaning of a word during a discussion, or read aloud a text learners have previously read to themselves.
3. The ability to mediate new material or instruct effectively is an essential teaching skill; it enables the teacher to facilitate learners' entry into and understanding of new material, and thus promotes further learning.
What happens in an effective presentation?
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