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Tran Thi Thu Hien(EAP 301)
Vietnam National University, Hanoi
hienesp@gmail.com
Pnom Penh, 2012
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Content

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Advertising & advertisements

The teaching of language skills

Culture integration

Authentic materials

Advertisements in language teaching

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Advertising & Advertisements

Economic context

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Economy changes
Advertising stays the same

Advertising role

Sellers

Buyers

>>>>> Teachers, students, educational institutions,

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Definitions

Robert Leduc (1978): the involvement of all media and the one that try to
persuade the people to buy a certain good item or service Individual
differences

Wright, Winter & Zeigler (1982):

"Controlled, identified information and

persuasion by means of mass communication media"

Peter D. Bennett (1995): any paid form of non-personal presentation and


promotion of goods, services or ideas by an identified sponsored.

Well, Burnet & Moriaty (1998): paid non-personal communication from an


identified sponsor using mass media to persuade or influence an audience

Philip Kotler (2002):

non-personal form of communication conducted

through paid media under clear sponsorship.


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Teaching language skills

Skill integration
Traditional
Modern

approach

approach

Models of integrated-skill approaches


Content-based
Task-based

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language instruction

language teaching
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Traditional approach

Skills are in isolation


Results:

The parts do not touch, support or interact with each other

Restricts language learning to very narrow range

Language is the focus of instruction and is separated from


content learning

Does not prepare for later success in academic


communication, career-related language use, or everyday
interaction in the language (Oxford, 2008)

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Modern approach

Skills are in integration

Two or all skills are delivered at the


same time

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A beehive & a tapestry

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Opinions

Language users employ a combination of skills at the


same time (Harmer, 1991)
The learner must develop skills and strategies for
using language to communicate meanings as
effectively as possible (Littlewood, 2001)
Language skills are integrated; they cooperate with
each other (Lucantoni, 2002)
Some courses that are labelled according to one
specific skill might actually reflect an integrated-skill
approach after all (Oxford, 2008)

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Content-based language instruction

"the integration of a particular content with second


language aims . It refers to the concurrent teaching
of academic subject matter and second language
skills" (Brinton, Snow & Wesche: 1989).

Theme-based model: themes/ topics provide content

Adjunct model: academic subject matter + foreign


language skills

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Content-based language instruction

Students practise language skills in highly integrated,


communicative fashion

Learn content such as science, maths, geography,


IT,

Valuable at all levels, but nature of content usually


differs by proficiency level

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CBI principles

Students learn English successfully


when they use English as a means of
acquiring information rather than as an
end in itself.

CBI better reflects students needs for


learning English

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Task-based language teaching

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Students participate in communicative tasks

Tasks
=
activities
that
require
comprehending, producing, manipulating,
or interacting in authentic language while
attention is principally paid to meaning
rather than form (Nunan, 1989)

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A framework for TBLT

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TBLT principles

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TBLT principles

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TBLT principles

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TBLT principles

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TBLT principles

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TBLT principles

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TBLT principles

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TBLT principles

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Culture integration

4 language skills vs. Communicative


competence?

Teaching language skills vs. Teaching


culture?

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Language = social practice

Culture embedded
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Authentic materials

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Definitions

Benefits

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Definitions

as real-life texts, not written for pedagogic


purposes (Wallace: 1992)
materials that have been produced to fulfil some
social purpose in the language community.
(Peacock: 1997)
materials with real language, produced by real
speakers for a real audience. The focus is on the
message and means other than language such as
format, design, style and context are often used to
help to communicate it.

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Benefits

introduce situational vocabulary items and


grammatical structures

provide real life situations for class interactions

enhance students to approach cultural reality

offer real discourse, real life communicative situations

let students regularly update with the information


which is happening in the world outside the class

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Benefits

students and teachers can keep abreast of language


changes while textbooks often do not include
incidental or improper language items

language styles not easily found in conventional


teaching materials

same piece of material can be used under different


circumstances for different tasks

Reading: ideal to teach and/ or practice mini-skills.

encourage reading for pleasure

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Ads Authentic materials

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Features

Pedagogical values

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Features

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Advertising language

Language acquisition

Informative resources

Motivational tool

Time-saving
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Pedagogical values

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Social values

Cultural values

Linguistic values

Stylistic and rhetorical values

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Advertisements in EFL teaching

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What to exploit?

How to use?

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What to exploit?

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Language code

Paralanguage

Metalanguage

Culture

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How to use?

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Language code

Paralanguage

Metalanguage

Culture

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Its a big world, after all.

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This picture is
from an ad.
Describe it to
your friends &
guess what
the ad is for?

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This picture is
from an ad.
Describe it to
your friends &
discuss why
the dog is in
the picture and
talk about the
dog-people
relationship in
your country?

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Conclusion

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Advertisements are not only useful in


marketing communication mix but also
communicative language teaching.

Sellers use them to persuade buyers,


teachers should use them to convince
your students,

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References
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Bachman, Lyle (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Brinton, D., Snow, M., & Wesche, M. (1989). Content-based second language instruction. New York: Newbury House.
Brown, H. Douglas (2000). Teaching by Principles. USA: Pearson ESL.
Celce-Murcia, Marianne et al. (1995). A pedagogically motivated model with content specifications. In: Issues in Applied
Linguistics. 6: 5-35.
Custodio, B., & Sutton, M. J. (1998). Literature-based ESL for secondary school students. TESOL Journal, 7(5), 19-23.
Damen, Louise (1997). Culture Learning: The Fifth Dimension in the Language Classroom. USA: Addison-Wesley.
Harmer, Jeremy. (2007). The Practice of English Language Teaching. Fourth Edition. England: Pearson Longman ELT.
Inoue, Y. (1998). Reading and the ESL student. Retrieved March 20, 2009, from the ERIC database.
J. S. Wright, W. L. Winter, Sherilyn K. Zeigler (1982), Advertising, McGraw Hills Company
Kramsch, Claire (2003). Context and Culture in Language Teaching. Oxford: Oxford University Press.
Krashen, S. D. & Terrell, T. D. (1998). The natural approach: Language acquisition in the classroom. New York: Prentice
Hall International.
Krashen, S. D. (1982). Principles and practices of second language acquisition. Oxford: Pergamon Press.
Nunan, D. (2004) Task-Based Language Teaching. Cambridge: Cambridge University Press.
Oxford, Rebecca (2001). Integrated Skills in the ESL/EFL Classroom. In: ESL Magazine 6: 1
Peacock, M. (1997) The Effect of Authentic Materials on the Motivation of EFL Students in English Language Teaching
Journal 51, pp 2.
Philip Kotler (2002), Marketing Management Millennium Edition, USA: Prentice-Hall.
Wallace, C. (1992) Reading. Oxford: Oxford University Press.

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Tran Hien
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