Tasks

 Task 1

English is the focus of language learning. Educators aim to comprehend the unconscious processes through which learners develop their ability to use linguistic structures and forms for effective communication in a second language. This understanding allows teachers to analyze how students encode and decode messages within specific contexts, influenced by cultural, economic, and social circumstances that shape communicative situations. Pragmatic content and the acquisition of sociolinguistic knowledge are essential elements in this process. Learning activities and attitudes should be designed to promote the development of cognitive, affective, and psychomotor skills. However, both theoretical frameworks suggest that content often takes a subordinate role to the priority of linguistic competence.

Content must be relevant and meaningful to students. It should align with the principles of a learner-centered curriculum. As Richards and Schmidt (2010) state, "learning is dependent upon the nature and will of the learners" (p. 326). Nevertheless, teachers are often bound by curriculum constraints and must adhere to a subject-centered approach, which sometimes limits their ability to tailor content to students' needs.

Despite this limitation, the content presented to students remains valuable. The teaching and learning processes are closely linked to the sociocultural contexts in which communicative events occur. This connection enriches students' cognitive and mental schemata, allowing them to understand and navigate other communicative codes. This broader understanding helps expand their communicative abilities and knowledge. Language learnability is deeply rooted in the learners' cognitive frameworks, facilitating the acquisition of a new language.

Task 2

In the first table, learning units are categorized based on their meanings and frequency of use in particular communicative contexts, which enables students to demonstrate their ability to use words effectively. This approach is grounded in the theoretical framework proposed by Richards and Rodgers (1986), which supports the communicative teaching of a language. The key principles include:

a. Language is a system for expressing meaning. b. The primary function of language is interaction and communication. c. The structure of language reflects its functional and communicative uses. d. The primary units of language are not limited to grammatical features but also include categories of functional and communicative meaning as demonstrated in discourse.

In the second table, content selection and grading are based on one of the earliest theories of second language acquisition—behaviorism. This theory posits that individuals learn a second language through imitation, practice, and reinforcement by teachers or other adults. According to this perspective, students learn by responding correctly to stimuli, with reinforcement (positive or negative) guiding their progress. Behaviorists view language learning as a social activity, emphasizing oral skills development. As such, students focus initially on listening comprehension, stress, rhythm, and intonation patterns, followed by speaking. This progression mimics first language acquisition. However, students are often discouraged from speaking freely to avoid mistakes, with immediate correction being emphasized to prevent the development of bad habits.

Task 3

The methodology promoted in this activity is based on audiolingualism, also known as the audiolingual method. Richards and Rodgers (1986) reference American linguist William Moulton, who articulated the linguistic principles that underpin this language teaching approach: "Language is speech, not writing... A language is a set of habits... Teach the language, not about the language... A language is what its native speakers say, not what someone thinks they ought to say... Languages are different" (quoted in Rivers, 1964, p. 5).

Consequently, pronunciation and the drilling of basic sentence patterns receive systematic attention in this method. The dialogues used in this activity incorporate everyday expressions and fundamental structures, helping students understand sound patterns and word combinations. These elements of language are learned through mimicry and memorization, fostering auditory memory and the ability to discriminate between different sounds.

Task 4

The objectives in this lesson are outcome-based and specific. Students are required to understand vocabulary related to days of the week, months of the year, time, dates, numbers, and prices when describing events in their daily lives. These objectives are observable and measurable, as students must use grammar structures, everyday expressions, and basic phrases to communicate effectively.

The objectives are attainable, as students are expected to acquire communicative competence, enabling them to transfer their learning meaningfully and effectively through speech acts when communicating in English. These outcomes are meaningful because they empower students to interact in simple ways, provided the conversation partner speaks slowly, clearly, and offers assistance when needed.

Task 5

This information-gap activity focuses on grammatical, functional, and lexical outcomes. It is designed to assess the achievement of a learning goal or outcome by the end of the course.

BIBLIOGRAPHY

Richards, J., & Rodgers, T. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). London: Longman.