introduction to psycho linguistics presentation
TRANSCRIPT
By: Sudheep RamasamyB10127
B.A English (Executive)
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Language Focus: Speech Communication vs. Literacy
Meaning Learning: Direct Experience vs. Translation
Grammar Learning: Induction vs. Explication
Psychological Orientation: Mentalist vs. Behaviorist
Linguistic Orientation: Mentalist vs. Structuralist
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The Grammar-Translation Approach The Direct Approach The Reading Approach The Audiolingual Method
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Community Language Learning The Silent Way Functional-notional Approach Total Physical Response
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It was mostly comprised of translating sentences back and forth between the L1 and the prospective L2.
Grammar translation required learners to
master the grammar and to memorize extensive vocabulary lists.
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Classes are taught in the students’ mother tongue
Vocabulary is taught in the form of isolated word list
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The direct method is based on the idea that people can learn a L2 easier if it were taught without any use of the L1.
This way is supposed to simulate the way in which a child learns a L1 because, when a child acquires a L1, he or she has no prior language to refer back to.
It is not easy to achieve in the classroom, which is obviously not a realistic situation.
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This approach is selected for practical and academic reasons for specific uses of the language in graduate or scientific studies.
The approach is for people who do not travel abroad, for whom reading is the one usable skill in a foreign language.
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It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.
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Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages.
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The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.
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communicate an empathy for the client's threatened inadequate state and to aid him linguistically.
Then slowly the teacher-counselor strives
to enable him to arrive at his own increasingly independent language adequacy.
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This method begins by using a set of colored rods and verbal commands in order to achieve the following:
To avoid the use of the vernacular. To create simple linguistic situations. To pass on to the learners the
responsibility
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To let the teacher concentrate on what the students say and how they are saying it, drawing their attention to the differences in pronunciation and the flow of words.
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To provide a duration of spontaneous speech upon which the teacher and the students can work onto.
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The method stresses a means of
organizing a language syllabus.
The emphasis is on breaking down the global concept of language into units of analysis in terms of communicative situations in which they are used.
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That combines information and skills through the use of the kinesthetic sensory system.
This combination of skills allows the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high degree of motivation.
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The basic tenets are:
Understanding the spoken language before developing the skills of speaking.
The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the student feels comfortable and confident in understanding and producing the utterances.
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Motivate the teaching of structures by showing how they are needed in real-life communication.
State the objective of the lesson.
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Review the familiar items, e.g. calendar, time, name of objects.
auxiliary verbs in the target language that will be needed to introduce, explain, or practice the new item.
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Model the utterance several times. Engage in full class, half-class, group and
individual repetition of the utterance. Give several additional sentences in which
the structure is used. Class and groups will repeat with you.
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Write two of the sentences on the board. Underline the new structure and use
curved arrows or diagrams to illustrate the relationship of the structure to other words and/or parts of the sentence.
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Point to the underlined structure as you ask questions that will guide students to discover the sounds,
the written form, the position in the sentence and the grammatical function of the new
structure.
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Help students (age 11 or older) to verbalize the important features of the structure.
Use charts and other aids to relate to other
familiar structures such as verb tenses.
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Engage the students in varied guided oral practice.
Require students to consciously select the new grammatical item from contrasting one learned in the past.
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Take a basic sentence James lost his book.
Expand on it (what ?)James lost his science book.
Expand again with additional information (where ?)James lost his science book at the playground
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Combine two sentences 1) James lost his science book. He was playing on the swings.2) James lost his science book while playing on the swings at the playground.
Make substitutionsJames lost his science homeworkJames lost his math book.
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Transform a sentence to elaborate or link ideas
James lost his math book. Did James lose his science book, too?
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Add information and construct a short narrative around the sentences students have created
James was playing on the swings at the playground when he lost his math book. James also lost his science homework because it was in his math book.
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