te sol package 94
TRANSCRIPT
-
8/11/2019 Te Sol Package 94
1/111
English TeachingMethodology Package
By Claire Chia-hsing Pan
Department of Applied Foreign Languages
!hu-te "ni#ersity
Fall $%%&
2005 Copy Right Reserved 1
-
8/11/2019 Te Sol Package 94
2/111
'ntroduction to English Teaching Methodology
Syllabus
Part I: a general picture of English teaching/learning
1. Why learning, why English, and why learning English?
2. What makes a good learner/teaher o! English?
". #ow to desri$e learning and teahing
4. Recent issues concerning Englishteaching and learning
Part II: Theories of language acquisition
1. #%man learning
2. &irst 'ang%age ()%isition
". *eond 'ang%age ()%isition
+. &ators o! learning s%ess ne%ro-ling%isti, ognitive, ling%isti,
a!!etive, and soio-%lt%ral onsiderations
Part III: Practice
1. ntrod%tion o! important terminology o! E*'
2. evelopment o! English eahing ethodology
". C%rri%l%m design
+. eahing the !o%r and s%$-skills
5. 'ang%age testing
Reference books:!" #" $ % 4 & !'4 a (ust)
1. Techniques and Principles in Language Teaching, Diane Larsen-Freeman,
Oxford Universi! Press."#
$. Principles of Language Learning and Teaching, %. Douglas &ro'n,
Prenice %all (egens.). Teaching *! Principles, %. Douglas &ro'n, Prenice %all (egens.
+. pproaches and ehods in Language Teaching, ac/ 0. (ichards
Theordore 2. (odgers, 0am*ridge Universi! Press.
3. n inroducion o 2econd Language cquisiion (esearch. Diane Larsen-
Freeman ichael %. Long
4. The Pracice of 5nglish Language Teaching, erem! %armer, Longman,
Ld.
2005 Copy Right Reserved 2
-
8/11/2019 Te Sol Package 94
3/111
6. Teaching 5nglish as a 2econd or Foreign Language.0elce-urcia, . %%
7. 2econd Language Teaching Learning. David 8unan. "1993#. % %.
9. Teaching Language in 0onex. lice Omaggio %adle! "$::1# %ieinle
%einle.1:. %o' Languages are Learned."1999# Pas! . Ligh*o'n 8ina 2pada.
Oxford Universi! Press.
*ontact (e +ust in case you ha,e any
proble(s: clairep-(ail.stu.edu.t
(y ebsite:
ho(e.ki(o.co(.t/chiahsingpan
3E*' glossary4 http//$ogglesworld.om/glossary.htm
3e!inition4 http//en.wikipedia.org/wiki/
2005 Copy Right Reserved "
mailto:[email protected]:[email protected] -
8/11/2019 Te Sol Package 94
4/111
art ( general pit%re o! English teahing/learning
1. Why learning, why learning a seond/!oreign lang%age, and why
English?
!.! !) a beha,ioristic ,ie: focus on eternal reards to reinforce beha,iors
the 0% 0 theory)& (oti,ation as the anticipation of reinforce(ent
#) a cogniti,e ,ie: dri,e theory (oti,ation ste(s fro( basic innate
dri,es)& 0aslo1s hierarchy of needs fro( lo to high le,els) 2ook $ p.34)
hysiologial-6 sa!ety-7 love 3$elongingness4-7 esteem 3sel!-esteem and attention
!rom others4-7 sel!-at%ali8ation 3to $eome everything that one is apa$le o!
$eoming49 h%man $eings are motivated $y %nsatis!ied needs, and that ertain lower
needs need to $e satis!ied $e!ore higher needs an $e satis!ied. eople are $asially
tr%stworthy, sel!-proteting, and sel!-governing. #%mans tend toward growth and
love. #%mans are motivated to satis!y those de!iieny needs toward growth and sel!-
at%ali8ation9 self'control theory3!o%s on the importane o! people deiding !or
themselves what to think or !eel or do-7 the need !or a%tonomy4
!.# English as a global language: cultural i(perialis( or inter(iing 2ook
5)
the place of English as a ling%a !rana
the number of English speakers :00-;00 million speak English9 in (sia alone, 100
million hildren are learning English.
How English got there a olonial history, eonomis 3glo$ali8ation4, travel,
in!ormation e
-
8/11/2019 Te Sol Package 94
5/111
!.$ Reasons of learning a #nd/foreign language and hat goals of it
!.$.! 6cade(ic to p%rs%e degrees or erti!iates 3= only a small portion in !at4
!.$.# 7on'acade(ic:
a) to sur,i,e in Target 8anguage co((unity e.g. talking to neighbors"helping children at school" or carrying out daily functions effecti,ely
b)English for specific purpose ESP): to learning the lg as to apply in
ork
c) *ulture: to kno about the target co((unity
!.$.$ 0iscellaneous to learn !or pleas%re, !or integrating into a %lt%re or to $e
!ored to
= o %nderstand st%dents> need and motivation o! learning a lang%age is r%ial !or
s%ess!%l learning and teahing.
!.4 9oals of learning
1.+.1 er!ormane-oriented goals to look smart
1.+.2 astery-oriented goals to $eome smart
1.+." *hort-term goals e
-
8/11/2019 Te Sol Package 94
6/111
#.# good language learners are Rubin" !3;)
2.1.1 willing and a%rate g%esser
2.1.2 willing to omm%niate
2.1." not inhi$ited
2.1.+ prepared to attend to !orm
2.1.5 pratiing
2.1.: monitoring their own and others> speeh
2.1.; attending to meaning
e learning
effect. 8earners styles according to Tony ?right include the enthusiast"
the oracular" the participator" and the rebel.2ook 5" p.4#). @eith ?illing
described learner styles as con,ergers" confor(ists" concrete learners and
co((unicati,e learners.
#.$ nine characteristics of good ES8 teachers by Aarold 2. 6llen" !BC
2.".1 ompetent preparation leading to a degree in E*'
2.".2 a love o! the English lang%age
2."." ritial thinking
2.".+ the persistent %rge to %pgrade onesel!
2.".5 sel!-s%$ordination
2.".: readiness to go the e
-
8/11/2019 Te Sol Package 94
7/111
#.4 6 good teacher of English:
2.+.1 (n a$ility to give interesting lasses
2.+.2 Bsing the !%ll range o! their personality
2.+." he desire to empathi8e with st%dents
2.+.+ reating them all e)%ally
2.+.5 nowing their names
2.+.: Diving staged and omprehensi$le inp%t
2.+.; roviding the need !or variety within a se%re setting
2.+.@ Responding !le
-
8/11/2019 Te Sol Package 94
8/111
Related issues of *hildren English 8earning
314 C%rrent sit%ations o! a nine-year onse%tive %rri%l%m o! primary and
seondary ed%ation9
324 (dvantages hildren $ene!it !rom in learning a !oreign lang%age
a )children1s greater potential for de,eloping accurate pronunciation"
accent and fluency before puberty
b )children1s fa,orable attitude toards a language and its culture" either
their (other tongue or a second language.
c) *hildren1s less (ental barriers of learning than adults
d) *hildren1s learning to languages si(ultaneously ithout suffering
fro( inter'lingual interference
e) 8istening along ith speaking" a preli(inary and preferable role in the
natural order of language acquisition for children
But learners of different ages have different characteristics is more
preferable than the critical hypothesis. Besides, accurate pronunciation is
not the most important goal of language learning but a necessary or
desirable goal. There are also other factors that determine the effectiveness
of ones language learning such as teachers language competence, the
learning environment and so on.
2005 Copy Right Reserved @
-
8/11/2019 Te Sol Package 94
9/111
Part II: Theories of language acquisition
1. #%man 'earning 3ook 2, Chapter +4 314 and 324 representing a
$ehavioristi viewpoint, 3"4 !or a rational/ognitive stane, and 3+4 !or a
onstr%tivist shool o! tho%ght
!.! *lassical 2eha,ioris( by Pa,lo,: respondent conditioning that is
concerned ith respondent beha,ior that is elicited by a preceding sti(ulus
!.# perant *onditioning by Skinner: operant beha,ior is one in hich one
operates on the en,iron(ent& a concern about the consequences that follo the
response& the operant is e(itted by the consequence of itself.
!.$ 0eaningful 8earning Theory by
-
8/11/2019 Te Sol Package 94
10/111
1.+.2 learning how to learn-7 !%lly !%ntioning persons
1.+." teahers as !ailitators o! learning thro%gh the esta$lishment o!
interpersonal relationships with learners and gen%ine tr%st and empathy
1.+.+ esta$lishment o! a limate o! nonde!ensive learning
1.+.5 empowerment o! st%dents 3st%dents are allowed to negotiate learning
o%tomes, to ooperate with teahers and other learners, to engage in
ritial thinking, and to relate everything they do in the shool to their reality
o%tside the lassroom4, not $anking 3!illing st%dents $y making deposits o!
in!ormation4 3$y aolo &reire4
ehavioristi Cognitive Constr%tivist
lassial 3avlov4
respondent onditioning
eliited response
*-7R
operant 3*kinner4
governed $y onse)%enes
45678
emitted response 39:;
4
3(%s%$el4
meaning!%lGpower!%l
roteGweak
s%$s%mption ?
o! new items
%nder a more
inl%sive onept%al
system
assoiation @5
and retention
systemati !orgetting
AB0)CD
ognitive pr%ning
EF0)$%
3Rogers4
!%lly !%ntioning
person GH
)I
learn how to learn
omm%nity o!
learners J
K)LMNO
empowerment
PQ)RS
!.; Transfer" interference" and o,ergenerali>ation
1.5.1 ( more orret e
-
8/11/2019 Te Sol Package 94
11/111
previo%sly learned material inter!eres with s%$se)%ent material--a previo%s item is
inorretly trans!erred or inorretly assoiated with an item to $e learned 3rown
20004. ver-generali8ation takes plae within '1 or '2 or $etween the two.
!.5 Inducti,e and deducti,e reasoning
1.:.1 nd%tive reasoning one stores a n%m$er o! spei!i instanes and ind%es
a general r%le or onl%sion that governs the spei!i instanes 3e.g. lassroom
learning4
1.:.2 ed%tive reasoning a movement !rom a generali8ation to spei!i
instanes
1.:." Destalt learning pereption o! the whole $e!ore the parts 3against
str%t%ralism4
TUVWEXIYZ[\]^_`a)EFbcdef"F_ABghi)
Ujklbmnopqrstuv)w!xy,zb{TUVW)|
}EX~{uvz[bHc4quvp
zbquv4pVx4d}bId`d
b()duvUqrstz^_b6K
)^_EFbzNeUzxIY)E
FABb]qrst)u@!dbc{T
UVW7)x
!.B 6ptitude and intelligence
2005 Copy Right Reserved 11
-
8/11/2019 Te Sol Package 94
12/111
2. '1 ()%isition
#.! Introduction to 8anguage 6cquisition
nterests in '1 ompetene !or many ent%ries
!) beginning of analy>ing child language syste(atically and its
psychological process in the second half of the #Cth century
#) analogies beteen 8! and 8# acquisition especially the differences in
the case of adult S8 learning in ter(s of cogniti,e and affecti,e contrasts
$)three theoretical positions of first language acquisition
#.# Theories of 8! acquisition
2.2.1 ehaviorism 3*ay What *ay4 a psyhologial theory o! learning laiming
lg learning is the res%lt o! imitation, pratie, onsistent !eed$ak
3rein!orement4 on s%ess and ha$it !ormation 3in the 1A+0s-50s in the B.*.4
a) assu(ptions: F2eha,ioris(G deri,ing fro( Pa,lo, and ?atson first
and etended by Skinner.
Children come into the world with a tabula rasa, a clean slate bearing
no preconceived notions about the world or about language as to be
shaped by their environment and slowing conditioned through
reinforcement
Effective language behavior is the production of correct responses to
stimuli. f a particular response is reinforced, it then becomes habitual or
conditioned.
b) Herbal 2eha,ior by 2.. Skinner !;3): an eperi(ental beha,ioristic
(odel of linguistic beha,ior etended fro( operant conditioning as the
do(inant paradig( of psychology in the =.S. fro( the !#Cs to !3Cs.
!"ssumption# more emphasis on the conse$uences of a stimulus than
on the stimulus itself
3i4 an operant 3an %tterane4 is emitted, nor eliited, witho%t neessarily
o$serva$le stim%li93ii4 that operant is learned $y rein!orement s%h as !rom another person.
3iii4ver$al $ehavior is ontrolled $y its onse)%enes33rewards and no
p%nishment 4 whih inrease the pro$a$ility o! a re%rrene o! that $ehavior
=Critiism ehaviorism annot e
-
8/11/2019 Te Sol Package 94
13/111
some o! the reg%lar ad ro%tine aspets o! lg
= tatis !or teahers in the %se o! $ehavioral management 314 diret teahing
is %se!%l to maintain lass disipline and to teah s%h topis as preise
mastery o! grammar, voa$%lary, or pron%niation. 324 ehavioral
management in the lassroom is %se!%l when rewards are in demand and the
st%dents depend on the teaher !or the rewards. 3"4 alaning es all in yo%r mind
a) innateness hypotheses Innatis()
3i4(ssertion lang%age a)%isition is innately determined.
= 'ang%age is a speies-spei!i $ehavior and ertain modes o!
pereption, ategori8ing a$ilities are $iologially determined so
virt%ally every hild learns lg on a shed%le whih is similar in
spite o! di!!erent ir%mstanes o! li!e 3$y Eri 'enne$erg, 1A:;,
a $iologial view to ompare learning to talk with learning to
walk at the right time4
'ang%age a)%isition devie 3'(4 in a little $lak $o< 34
where hildren are es head, onstant eval%ation in
developing ling%isti system to onstr%t the simplest possi$le
system o%t o! the availa$le ling%isti inp%t 3$y Chomsky, 1A:54
3ii4 strengths a$le to ao%nt !or the generativity o! hild lang%age, lg a$ilities
as h%man spei!i ones di!!erent !rom other aspets o! ognitive development,
s%ess o! learning '1 !or hildren $y mastering the $asi str%t%re o! '1 in a
variety o! onditions with ins%!!iient inp%t and limited orretion.
b) =ni,ersal 9ra((ar *ook !$" 0itchell % 0yles !B)Las
children1s innate endo(ent rather than 86< any longer by *ho(skians
3i4 all h%man $eings are genetially e)%ipped with a set o! priniples whih are
ommon to all lgs that ena$le them to a)%ire lang%age
2005 Copy Right Reserved 1"
-
8/11/2019 Te Sol Package 94
14/111
3ii4 to disover what it is that all hildren $ring to the lang%age a)%isition
proess !rom )%estion !ormation, negation, word order, s%$et deletion and so
on.
3iii4 ! hildren are pre-e)%ipped with BD, then what they have to learn is the
ways in whih their own lg makes %se o! these priniples and the variations
3parameters4 on those priniples whih may e
-
8/11/2019 Te Sol Package 94
15/111
2.2." the interationism 3a little help !rom my !riends4
a) To e(phases:
3i4 seeing lang%age as one mani!estation o! the ognitive and a!!etive a$ility
to deal with the world, with others and with the sel!9 lg develops as a res%lt o!
the omple< interplay $etween the %ni)%ely h%man harateristis o! the hild
and the environment in whih the hild develops.
3ii4 nativism as $eing %na$le to deal with the deeper levels o! meaning o!
lang%age onstr%ted !rom soial interation $%t with the !orms o! lang%age
3iii4 lg whih is modi!ied to s%it the apa$ility o! the learner is r%ial element
in the lg a)%isition proess e.g. hild-direted speeh- the lg addressed to
hildren and ad%sted in ways that make it easier !or them to %nderstand
3iv4 lg a)%isition is similar to and in!l%ened $y the a)%isition o! other kinds
o! skill and knowedge, rather than as sth independent o! the hild>s e
-
8/11/2019 Te Sol Package 94
16/111
JSu((ary of theories on language learning
Empiricism (Environmentalism)- rationalism (mentalism.
nativism.connectionism. ./arallel 0istributed /rocessing)-functionalism
(constructivism)
!. E(piricis( /En,iron(entalis(/beha,ioris(
314 de!inition 2eha,ioris(is a theory o! animal and h%man learning that
only !o%ses on o$etively o$serva$le $ehaviors and diso%nts mental
ativities. ehavior theorists de!ine learning as nothing more than the
a)%isition o! new $ehavior, that is, assoiative learning or ha$it
!ormation.
324 ey ass%mptions
3a4 #%man learning and animal learning are similar.
3$4 he hild>s mind is a ta$%la rasa. here is no innate pre-programming
spei!ially !or lang%age learning at $irth.
34 syhologial data sho%ld $e limited to that whih is o$serva$le.
3d4 (ll $ehavior is viewed as a response to stim%li. ehavior happens in
assoiative hains9 in !at, all learning is assoiative in nat%re.
3e4 Conditioning involves the strengthening o! assoiations $etween a
stim%l%s and a response thro%gh rein!orement.
3!4 #%man lang%age is a sophistiated response system a)%ired thro%gh
operant onditioning.
3"4 n!l%enes t relies only on o$serva$le $ehavior and desri$es several
%niversal laws o! $ehavior. ts positive and negative rein!orement
tehni)%es an $e very e!!etive--$oth in animals, and in treatments !or
h%man disorders s%h as a%tism and antisoial $ehavior. 2eha,ioris(
o!ten is %sed $y teahers, who reward or p%nish st%dent $ehaviors.
(%dioling%alism relies m%h on it $y %sing ontrolled drills !or
assoiation o! stim%l%s, response and rein!orement.
3+4 Critiism3a4 2eha,ioris(does not ao%nt !or all kinds o! learning, sine it
disregards the ativities o! the mind.
3$4 2eha,ioris(does not e
-
8/11/2019 Te Sol Package 94
17/111
rein!orements.
#. rationalis( (entalis(/ nati,is(/connectionis(/ /Parallel s onitor odel &irst- and *eond-'ang%age ()%isition are *imilar.
2.2.1 &ive entral hypotheses
314 he a)%isition-learning distintion (d%lts have two distint and
independent ways o! developing ompetene in a '2 ()%isition,
a s%$onsio%s proess similar to the way hildren develop a$ility
in '19 and learning, onsio%s knowledge o! the r%les o! grammar
2005 Copy Right Reserved 1;
-
8/11/2019 Te Sol Package 94
18/111
o! a '2 and their appliation in prod%tion
324 he Fat%ral rder #ypothesis ()%isition o! grammatial
str%t%res 3primarily morphemes4 !ollows a predita$le order
when that a)%isition is nat%ral, not via !ormal learning.
3"4 he monitor hypothesis a)%isition is the sole initiator o! all '2
%tteranes and is responsi$le !or !l%eny while learning an
!%ntion only as an editor or monitor !or the o%tp%t. his monitor
operates only when there is s%!!iient time, the !o%s is on !orm,
and the learner knows the r%le $eing applied.
3+4 he inp%t hypothesis We a)%ire more lang%age only when we
are e
-
8/11/2019 Te Sol Package 94
19/111
%nless they are ready to do so.
2.2." Criti)%es $y a'a%ghlin
314 he distintion o! learning/a)%isition and
onsio%s/%nonsio%s has $een )%estioned.
324 he onitor does not work as rashen tho%ght and the
restritions on the onditions %nder whih it wo%ld $e
%sed e!!etively make his onept%ali8ation o! learning
o! limited %se!%lness in es onsio%s
knowledge o! grammar.
3"4 he Fat%ral rder #ypothesis is weak sine some
things are learned $e!ore others, $%t not always.
3+4 Fo lear de!inition o! omprehensi$le inp%t is given.
354 rashen hasn>t e
-
8/11/2019 Te Sol Package 94
20/111
relata$le to what we already know, is pre!era$le to rote learning, whih
is ar$itrary and ver$atim.
2.".2 Criti)%es
314 Coneiving o! lg learning as a omple< ognitive skill is not
omprehensive eno%gh.
324 Cognitive theory needs to $e linked to ling%isti theories o! *'(.
3"4 t doesn>t predit e
-
8/11/2019 Te Sol Package 94
21/111
= *hools o! tho%ght in &irst 'ang%age ()%isition
ime &rame *hools o! tho%ght ypial themes
Early 1A00s, 1A+0s H1A50s ehaviorism X7 a$%la rasa
*tim%li ling%istiresponses
Conditioning
Rein!orement
1A:0s H 1A;0s Fativism R nnate predispositions
3'( H BD4 R)
*ystemati, r%le-governed
a)%isition
Creative onstr%tion
ivot grammar
arallel distri$%ted
proessing 34
1A@0s, 1AA0s H early 2000 &%ntionism GH7 Constr%tivist
*oial interation
Cognition and lang%age
&%ntions o! lang%age
iso%rse ,
8anguage 6cquisition
Researh on lang%age a)%isition/%se an $e divided into !irst and seond lang%age
learning settings. he literat%re on !irst lang%age learning is most relevant to hild
development while seond lang%age learning pertains primarily to ad%lt learning,
altho%gh most general theories o! lang%age learning apply to $oth. While it is not
lear whether di!!erent psyhologial proesses are involved in !irst and seond
lang%age learning, there are di!!erenes in the way hildren and ad%lts learn and this
has important impliations. heories o! ad%lt learning 3e.g., Cross, nowles, Rogers 4
and literay 3e.g., *tiht 4 are more likely to provide an appropriate !ramework !or
seond lang%age learning ompared to those onerned with hild development 3e.g.,
r%ner, iaget 4.
'ing%isti-oriented theories o! lang%age learning tend to emphasi8e geneti
mehanisms 3soalled N%niversal grammarsN4 in e
-
8/11/2019 Te Sol Package 94
22/111
that shema, r%le str%t%res, and meaning are the distintive harateristi o! lang%age
learning. emory proesses have $een singled o%t as the $asis !or lang%age
omprehension 3e. g., (nderson, Craik H 'okhart, aivio4. heories o! diso%rse
3e.g., #ath, 1A@"4 arg%e that interation with other speakers is the ritial dimension
in learning lang%age, i.e., syntati str%t%res develop !rom onversations. ndeed,
Oygotsky arg%es that all ognitive proesses, inl%ding those involved in lang%age,
arise !rom soial interation.
Researh and theory on !irst lang%age learning tends to $e losely intertwined with
the development o! ognition 3e.g., rown, 1A;"9 Carroll H &reedle, 1A;29 #ayes,
1A;04. heoretial !rameworks !or seond lang%age learning present a n%m$er o!
di!!erent perspetives. &or e
-
8/11/2019 Te Sol Package 94
23/111
" *eond 'ang%age ()%isition
= *hools o! tho%ght in *'(
ime &rame *hools o! tho%ght ypial themes
Early 1A00s, 1A+0s H1A50s *tr%t%ralism Hehaviorism
esription$serva$le per!ormane
*ienti!i method
Empiriism
*%r!ae str%t%re
Conditioning, rein!orement
1A:0s H 1A;0s Rationalism H
Cognitive syhology
Denerative ling%istis
()%isition
innateness
nterlang%age 3learner lg4
systematiity
Bniversal grammar
Competene
eep str%t%re
1A@0s, 1AA0s H early 2000 Constr%tivism nterative diso%rse
*oio%lt%ral varia$les
Cooperative gro%p learning
nterlang%age varia$ility
nterationist hypotheses
$. !. 6ge and acquisition
".1.1 the Critial eriod #ypothesis 3 a $iologial timeta$le !or lang%age
a)%isition4
-- (ss%mption a $iologially determined period o! li!e when lang%age an $e
a)%ired more easily and $eyond whih time lang%age is inreasingly di!!i%lt to
a)%ire
".1.2 Cognitive onsiderations
a) intellectual de,elop(ent by Piaget)
3i4 three stages sensorimotor stage 30-249 preoperational stage 32-;49
operational stage 3;-1:43onrete operational stage ;-119 !ormal operational
stage 11-1:4
3ii4 arg%ments !or the ritial period at p%$erty, one is apa$le o! a$stration
$y iaget9 $ene!its o! ded%tive thinking !or ad%lt learners $y (%s%$el
2005 Copy Right Reserved 2"
-
8/11/2019 Te Sol Package 94
24/111
b) affecti,e" rather than cogniti,e factors" that facilitate adult learners1
second language acquisition
3i4 ad%lts are aware o! their learning and an %se strategies to help themselves
to $e s%ess!%l
3ii4 dominane o! the le!t hemisphere a!ter p%$erty ontri$%tes to a tendeny to
overanaly8e and to $e too intellet%ally entered on *'(
c) equilibration ): cognition de,elops as a process of (o,ing fro(
states of doubt and uncertainty to stages of resolution and certainty& fro(
disequilibriu(hich pro,ides (oti,ation for language
learning: language interacts ith cognition to achie,e equilibriu() to
equilibriu(
d) rote and (eaningful learning by 6usubel): learning (ust be related
to eisting knoledge and eperience& foreign language classroo( should
not beco(e the locus of ecessi,e rote acti,ity
".1." (!!etive onsiderations empathy3MW4, sel!-esteem, es lang%age ego m%st $e strong eno%gh to
overome inhi$itions
c) identity: affecti,e inhibitions of children and adults& a second identity
d) attitudes: ad,antage of young children hose attitudes toards races"
cultures" classes of people ha,en1t been de,eloped
e) peer pressure: children1s strong constraints upon the( to confor(&
adults tolerate linguistic differences (ore than children
".1.+ 'ing%isti onsiderationsa) 2ilingualis(
3i4 two kinds o! $iling%als
oordinate $iling%als 1J two meaning systems learned !rom
di!!erent lang%age onte
-
8/11/2019 Te Sol Package 94
25/111
3iii4 a onsidera$le $ene!it o! early hildhood $iling%alism $iling%al hildren
are more !aile at onept !ormation and have a greater mental !le
-
8/11/2019 Te Sol Package 94
26/111
!ield
dependene
3!ield
sensitivity4
he tendeny to
$e dependent on
the total !ield so
that the partsem$edded
within the !ield
are not easily
pereived.
ore
soiali8ed,
empatheti,
ind%tive,and
pereptive o!
the !eelings
and tho%ghts
o! others,
Fat%ral, !ae to
!ae
omm%niation,
the kind o!omm%niation
rare in the
average
lang%age
lassroom
Children %se
strategies o!
a)%isition
3s%$onsio%sattention to
!%ntions4
= signi!iane o! &/&
& and & are not in omplementary distri$%tion within an individ%al
oth styles are important to ass%me a person>s general inlinations in a given onte
-
8/11/2019 Te Sol Package 94
27/111
possi$ilities and not $e dist%r$ed $y %nertainty
3iii4 too m%h am$ig%ity tolerane-7 prevent meaning!%l s%$s%mption o! ideas
d%e to wishy-washy tendeny9 rote memori8ation
3iv4 no am$ig%ity tolerane-7rigid, dogmati mind
d) reflecti,ity and i(pulsi,ity
re!letivity imp%lsivity
*ystemati styles
( slower, more al%lated
deision maker
(%rate reader
nd%tive reasoning
nt%itive styles
( )%ik, h%nh-$ased deision
maker
&ast reader
Willing to g%ess-7 master the
psyholing%isti g%essing game 3$y
Doodman who s%pported the Whole
'ang%age (pproah4 3p.1214
= ore patiene !or a re!letive learner, !ewer %dgments on mistakes made $y an
imp%lsive learner.
e) ,isual and auditory styles
Ois%al a%ditory
re!er reading, st%dying harts,
drawing, and other graphi
in!ormation e.g. orean st%dents
re!er listening to let%res and
a%diotapes
= *%ess!%l learners %tili8e $oth vis%al and a%ditory inp%t
".2.2 *trategies 3re!er to s strategy lassi!iation system, 1AA04 learning
and omm%niation strategies 3ook 2, p.1224
a) 8earning strategies: strategies to take in (essages input) fro( others
for processing" storage and retrie,al
3i4 good lang%age learners desri$ed $y R%$in and *tern 31A;54 in terms o!
personal harateristis, styles, and strategies 3p.12"4
3ii4 strategies $y ihael >alley H (nna Chamot 31A@"4 3p.125-:4
etaognitive iEF Cognitive EF *oioa!!etive
(n es
n spei!i learning
tasks !or more diret
manip%lation o! the
learning material
itsel! e.g. repetition
*oial-mediating ativity
and interating with others
e.g. ooperation !,
)%estion !or lari!iation
2005 Copy Right Reserved 2;
-
8/11/2019 Te Sol Package 94
28/111
prod%tion or
omprehension, and
eval%ating learning a!ter an
ativitye.g. advane organi8ers 3
J4, direted attention
0, seletive
attention 0,
sel!-management r
, !%ntional planning G
H0, sel!-monitoring
r, delayed
prod%tion and
sel!-eval%ation r
!, translation"
, note taking#*,
reso%ring$%,
gro%ping
,ded%tion&},
reom$ination'g,
imagery, a%ditory
representation(,
keyword )*,
onte-7 strategies-$ased instr%tion 3*4 3a$o%t how to learn4 and a%tonomo%s
sel!-help training 3/ook 2 p. 1"2-"
1. $e aware o! one>s style, pre!erenes and the strategies
2. pratie s%ess!%l strategies". pratie ompensatory strategies
+. strategy instr%tion in the te
-
8/11/2019 Te Sol Package 94
29/111
2 p.12@4
ir%mlo%tion789:3the thing yo% open $ottles with !or
orksrew4 , appro
-
8/11/2019 Te Sol Package 94
30/111
$.$ Personality factors: FaffectG defined as e(otion or feeling
".".1 the a!!etive domain
a) self'estee( r0: a personal +udg(ent of orthiness that1s epressed
in the attitudes that indi,iduals hold toards the(sel,es& related to one1sillingness to co((unicate in a foreign language
3i4general or glo$al sel!-esteem )r0
- a median level o! overall sel!-appraisal
-sta$le in a mat%re ad%lt so resistant to hange over time and aross
sit%ations
3ii4 sit%ational or spei!i sel!-esteem+)r0
- one>s sel!-appraisals in parti%lar li!e sit%ations e.g. home, work,
athleti a$ility, and personality traits
3iii4 task sel!-esteemN)r0
-parti%lar tasks within spei!i sit%ation e.g. one s%$et matter area in
the ed%ational domain
= a high level o! omm%niative a$ility doesn>t neessarily orrespond with a
high willingness to omm%niate.
b) InhibitionO n: sets of defenses to protect the ego
3i4 lang%age ego ,r$y D%iora 31A;24 and Ehrman 31AA:4 o%rs when
identity on!lit as lang%age learners take on a new identity with their newly
a)%ired ompetene
3ii4higher sel!-esteem M adaptive lang%age ego-7 lower inhi$ition
c) risk'taking: ability to (ake intelligent guesses& i(pulsi,ity
3i4 eing willing to take risks doesn>t neessarily ontri$%tes to s%ess sine
not neessarily a%rate g%esses
3ii4Willing and a%rate g%esses, high motivation and sel!-esteem are also
!ators o! learner s%ess
3iii4'ak o! willingness to take risks-7 !ossili8ationd) 6niety
3i4 trait an
-
8/11/2019 Te Sol Package 94
31/111
!ear o! negative soial eval%ation test an
-
8/11/2019 Te Sol Package 94
32/111
b) instru(ental/integrati,e orientations instead of (oti,ations as a case
of a learner1s contet Robert 9ardner % 0acIntyre" !!): con,erted
fro( instru(ental and integrati,e (oti,ations
3i4Instru(ental orientation
NZW0[3%s%ally !rom e!rom soio-psyhology, ognitive development, and soio-%lt%ral psyhology, and
identi!ied si< !ators that impat motivation in lang%age learning
attit%des 3i.e., sentiments toward the learning omm%nity and the target lang%age4
$elie!s a$o%t sel! 3i.e., e
-
8/11/2019 Te Sol Package 94
33/111
goals 3pereived larity and relevane o! learning goals as reasons !or learning4
involvement 3i.e., e
-
8/11/2019 Te Sol Package 94
34/111
skills or knowledge.
nrease a%thentiity o! learning tasks and goals.
'earners sho%ld reogni8e a real need to aomplish learning goals that are relevant
and holisti 3rather than task-spei!i4. his prepares them !or the omple
-
8/11/2019 Te Sol Package 94
35/111
$.4 Sociocultural factors
".+.1 stereotypes \(/ generali8ations
a) Reality is percei,ed through one1s cultural pattern
- too oversimpli!ied
b) ur cultural (ilieu shapes our orld ,ie ho do stereotypes for()
c) Stereotype'thinking toards a culture and people in it can be accurate
in depicting the typical (e(ber of a culture but not for particular
indi,iduals so cultural differences need to be understood.
".+.2 (ttit%des implied $y stereotyping toward the %lt%re or lang%age9
developed in early hildhood and $e the res%lt o! parents> and peers> attit%des
a) group'specific attitude'K an integrati,e orientation
b) positi,e attitudes'K enhance proficiency
c) negati,e attitudes'K positi,e by direct eposure to reality
".+." seond %lt%re a)%isition
a) culture learning: a process of percei,ing" interpreting" feeling" and
being in the orld& to create shared (eaning beteen cultural
representati,es
b) acculturation ]
-
8/11/2019 Te Sol Package 94
36/111
3ii4 integration !0 '2 is assimilation, a%lt%ration or preservation
3iii4 ohesiveness`a0 ohesive, si8e o! '2
3iv4 ongr%ene db0 ongr%ent val%e and $elie! systems in '/'2
3v4 permanenecd0 '2>s intended length o! residene in the ' area
c) a good language learning situation:
3i4 the '2 gro%p is non-dominant in relation to the ' gro%p9
3ii4 $oth gro%ps desire assimilation !or the '2 gro%p9
3iii4 low enlos%re is the goal o! $oth gro%ps
3iv4 the two %lt%res are ongr%ent
3v4 the '2 gro%p is small and non-ohesive
3vi4 $oth gro%ps have positive attit%des towards eah other
3vii4 the '2 gro%p intends to remain in the target lang%age area !or a long time
d) (easure(ent of percei,ed social distance ?. 6cton" !3) by
quantifying the different attitudes toards ,arious concepts
e) i(plication: (astery of fluency in 8# occurs at the beginning of the
reco,ery stage of acculturation
f) the opti(al distance (odel by 2ron !BC) for adults especially: a
culturally based critical'period hypothesis
1. an ad%lt who !ails to master a '2 might have !ailed to
synhroni8e ling%isti and %lt%ral development
2. n *tage " to *tage +, those who have ahieved nonling%isti
means o! oping in a !oreign %lt%re-7 !ossili8ation
g) culture in the classroo(: four conceptual categories to study the
cultural nor(s
3i4 individ%alism I73loosely integrated4/olletivism 3tightly
integrated4 w7
3ii4 power distane PQ^_- the e
-
8/11/2019 Te Sol Package 94
37/111
".+.: 'ang%age, tho%ght, and %lt%re the *apir-Whor! #ypothesis p.1A:
a) euphe(is(s/,erbal labels can shape the ay one stores e,ents for later
recall
b) the ay a sentence is structured ill affect nuances of (eaninge.g. id yo% see the $roken headlight?- here is one.
id yo% see a $roken headlight?
c) con,ersational discourse signals" a factor of culture' casual/for(al
d) leical ite(s Mintersection of culture and cognition e.g. color
categori>ation
e) question:
-
8/11/2019 Te Sol Package 94
38/111
$.; *ross'linguistic influence and learner language
".5.1 the Contrastive (nalysis #ypothesis 3$y applied ling%ists4 Zfg
a) influenced by beha,ioris(/structuralis( in the !;Cs
b) clai(: the principal barrier to S86 is the interference of the 8! syste(ith the 8# syste( so the differences of 8! and 8# should be o,erco(e
c) F8inguistics across culturesG by Robert 8ado !;3): the patterns that
ill cause difficulty in learning can be predicted and described by
co(paring syste(atically the target language and the 8!& Si(ilar in 8!
and 8#'K si(ple& different 'K difficult
d) Shortco(ings of *6A:
3i4 C(# is inade)%ate to predit the inter!erene pro$lems o! a learner
3ii4Dreat di!!erene doesn>t neessarily a%se great di!!i%lty-7
intraling%al/interling%al errors
3iii4t is di!!i%lt to determine e
-
8/11/2019 Te Sol Package 94
39/111
proed%res or strategies the learner is employing in the disovery o! lang%age
le
-
8/11/2019 Te Sol Package 94
40/111
*o%res
1. interling%al trans!er espeially in the $eginning stages o!
*'( e.g. IsheepJ !or IshipJ !or Chinese st%dents
2. intraling%al trans!er overgenerali8ation when learners
have $eg%n to a)%ire parts o! the new system e.g I#e goedJ
or over%se o! Ithe/a, J or simpli!iations, developmental
errors, omm%niation-$ased errors, errors o! avoidane or
errors o! overprod%tion.
". onte
-
8/11/2019 Te Sol Package 94
41/111
".5.: Oaria$ility d%e to onteed the rules are fro( planned or unplanned discourse& unplanned
discourse causes auto(atic production
c) criticis(: so(ething ,ariable can be syste(atic later
".5.; &ossili8ation
a) definition: the relati,ely per(anent incorporation of incorrect
linguistic for(s into a person1s 8# co(petence
b) Ao do ite(s beco(e fossili>ed ossili>ed ite(s are those de,iant
ite(s that first positi,e affecti,e feedback and then cogniti,e feedback"
reinforcing incorrect for(s. 7egati,e affecti,e feedback (ay result in
abortion of co((unication so (eaningful co((unication is an affecti,e
affir(ation by the other person by Higil % ller)
3i4a!!etive !eed$ak !eed$ak in terms o! kinesi mehanism e.g. gest%res,
tone o! voie, or !aial eation occur s strategi investment in the learning proess
".5.@ &orm-!o%sed instr%tion
a)
-
8/11/2019 Te Sol Package 94
42/111
3iii4some str%t%res seem to $e permanently a!!eted $y instr%tion $ea%se
-system learning an last longer
-it depends on the nat%re o! the instr%tion
-when learners %se the str%t%re !re)%ently
- !o%s on !orm only in a omm%niative learner entered
%rri%l%m
3iv4what str%t%res to teah?
arked !%ntions !irst to trigger the %nmarked ones9 e
-
8/11/2019 Te Sol Package 94
43/111
$.5 *o((unicati,e co(petence 2ook #" p. #55)
".:.1 e!inition
a)
-
8/11/2019 Te Sol Package 94
44/111
-
8/11/2019 Te Sol Package 94
45/111
3ii4 ver$al and nonver$al !eat%re in styles
3iii4 synta
-
8/11/2019 Te Sol Package 94
46/111
Fat%ral order o! a)%isition
Uero option !or grammar
instr%tion
mpliit/e
-
8/11/2019 Te Sol Package 94
47/111
%lt%re involves the deepest !orm o! %lt%re a)%isition, we sho%ld not too )%ikly
dismiss '2 learning in the native %lt%re !rom having a potential a%lt%ration !ator.
= ph. pi88a-h%t delivery
E( H E* H ED
E6P--- English !or (ademi %rposes are o%rses and programs o! st%dy !or helping
learners develop the skills needed !or speaking and writing !or aademi English, !or
e
-
8/11/2019 Te Sol Package 94
48/111
a$o%t types o! ativities, roles o! teahers and learners, the kinds o! material whih
will $e help!%l and some model o! sylla$%s organi8ations, inl%ding proed%res and
tehni)%es.
Procedures--- an ordered se)%ene o! tehni)%es whih an $e desri$ed in terms
s%h as !irst yo% do this, then yo% do that. t is smaller than a method $%t $igger
than a tehni)%e.
TechniqueV a lassroom devie or ativity s%h as silent viewing when %sing video
materials to !ailitate lang%age pratie
J ter( definitions: 2ook #" p.!3!& 2ook $ p. !$'!5 6nthony1s distinction
a(ong approach" (ethod and technique& Richards % Rodgers1 distinction
a(ong (ethod (ethodology)" approach" design and procedure& a set of
definitions reflecting the current usage)
!. (ethodologyk}: The study of pedagogical practices in general.
?hate,er considerations are in,ol,ed in ho to teach are
(ethodological.
!. approach : Theoretical positions and beliefs about the nature
of language" the nature of language learning" and the applicability
of both to pedagogical settings.
$. (ethod k: 6 generali>ed" prescribed set of classroo(
specifications for acco(plishing linguistic ob+ecti,es. 0ethods tend
to be pri(arily concerned ith teacher and student roles and
beha,iors" and secondarily ith such features as linguistic and
sub+ect'(atter ob+ecti,es" sequencing" and (aterials. They are
al(ost alays thought of as being broadly applicable to a ,ariety of
audiences n a ,ariety of contets.
4. curriculu( # for =.S. /syllabus for =.@. :
-
8/11/2019 Te Sol Package 94
49/111
o! learner lg 3interlang%age4.
0istakeVdeviations is %sage that re!lets learners> ina$ility to %se what they at%ally
know o! the target lang%age a%sed $y lak o! attention, !atig%e, arelessness or some
other aspet o! per!ormane.
!l%eny H a%ray /!%ntion H !orm/ lang%age %se H lang%age analysis
luencyVthe a$ility an individ%al to speak or write witho%t %nd%e hesitation
6ccuracyVthe a$ility an individ%al to speak or write grammatially
reeptive H prod%tive lang%age 3a %rrent view interative listening/reading4
recepti,e not passi,e)lang%age listening and reading
producti,elang%age speaking and writing
delarative 3know what4 H proed%ral 3know how4 knowledge $y (nderson
-
8/11/2019 Te Sol Package 94
50/111
long. %e to per!ormane !ators s%h as !atig%e, lak o! attention, nervo%sness or
e
-
8/11/2019 Te Sol Package 94
51/111
whole artile rather than part o! it.
(ll !o%r modes o! lang%age are %sed, th%s lessons inl%de all !o%r skills o! listening,
speaking, reading and writing.
'ang%age is learned thro%gh soial interation with others, hene st%dents o!ten work
in pairs or gro%ps instead o! individ%ally.
eaher-entered vs. learner-entered teahing
Teacher'centered fronted) teachingV a teahing style in whih instr%tion is
losely managed and ontrolled $y the teaher, where st%dents o!ten respond in
%nison to teaher )%estions, and where whole-lass instr%tion is pre!erred to other
methods.
8earner'centered teachingV methods o! teahing whih emphasi8es the ative role
o! st%dents in learning, tries to give learners more ontrol over what and how they
learn and eno%rages learners to take more responsi$ility !or their own learning. t is
eno%raged $y many %rrent teahing approahes.
arget lang%age vs. native lang%age
Target languageVthe lang%age whih a person is learning
7ati,e languageV a !irst lang%age or mother tong%e whih is a)%ired !irst.
&orm vs. !%ntion 3'ang%age analysis vs. lang%age %se4
or(V the physial harateristis o! a thing-7 in lang%age %se, a ling%isti !orm is
like the imperative
unctionV a ling%isti !orm an per!orm a variety o! di!!erent !%ntions 3*peeh
ats4
Come here !or a drink-7 invitation
Wath o%t-7 warning
%rn le!t at the orner-7 diretion
ass the salt-7 re)%est
*tr%t%ral sylla$%s H Fotional sylla$%s H notional-!%ntional sylla$%s
Structural syllabusV( sylla$%s organi8ed aro%nd lists o! grammatial
str%t%res. E.g. the (%dioling%al ethod
7otional syllabusV( sylla$%s organi8ed aro%nd sets o! general onepts, s%h as
a$strat onepts 3e
-
8/11/2019 Te Sol Package 94
52/111
%rri%l%m s%h as identi!ying, reporting, denying, apologi8ing, et. 3Oan Ek H
(le
-
8/11/2019 Te Sol Package 94
53/111
2 English eahing ethodology
ethod as a %ni!ied, ohesive, !inite set o! design !eat%res, is now given only minor
attention in the past two deades sine we reogni8e the diversity o! lg learners in
worldwide ontes role dominant
Classroom interation teaher-st%dent interation
(tivity design and eval%ation early reading o! di!!i%lt lassial te
-
8/11/2019 Te Sol Package 94
54/111
34 an ina$ility o! st%dents to %se '2 !or omm%niation
3d4 tedio%s approah
3e4 no theory/rationale to s%pport it in terms o! ling%istis, psyhology or ed%ational
theory
3!4 little attention to the ontent o! te
-
8/11/2019 Te Sol Package 94
55/111
learning and lassroom !oreign lang%age learning 3&. Do%in, mid 1Ath ent%ry4
t laked a rigoro%s $asis in applied ling%isti theory
nly native- speaker teahers are re)%ired altho%gh at times '1 is more e!!iient to
omprehension9 it largely depends on the teaher>s skill
t is time-ons%ming and an only $e ond%ted in small lasses
C. akgro%nd o! (%dioling%alism 3the 1A"0s to 1A:0s4 3also alled the ihigan
ethod or the (rmy ethod4
rigin y the 1A20s, %se o! the iret ethod in nonommerial shools in
E%rope had delined. n &rane and Dermany, it was grad%ally modi!ied into versions
that om$ined some iret ethod tehni)%es with more ontrolled grammar-$ased
ativities. n the other hand, the E%ropean pop%larity o! the method in the early 20th
ent%ry a%sed !oreign lang%age speialists in the B.*. to have it implemented $%t
with a%tion. he goal o! trying to teah onversation skills was onsidered
impratial d%e to the restrited time availa$le in shool, the limited skills o! teahers
and the pereived irrelevane o! onversation skills in a !oreign lang%age !or the
average (merian ollege st%dent. Coleman Report in 1A2A reommended a reading'
based approach thro%gh the grad%al introd%tion o! words and grammatial
str%t%res in simple reading te
-
8/11/2019 Te Sol Package 94
56/111
Charles &ries, trained in structural linguistics, esta$lished the !irst English 'ang%age
nstit%te in the Bniversity o! ihigan in 1A"A. &or him, %nlike iret ethod, the
lang%age was ta%ght $y systemati attention to pron%niation and $y intensive oral
drilling o! its $asi sentene patterns. E
-
8/11/2019 Te Sol Package 94
57/111
3"4 he theoretial !o%ndation o! a%idoling%alism was attaked as $eing %nso%nd $oth
in terms o! lang%age theory and learning theory.
3+4 'ang%age is not a ha$it str%t%re rdinary ling%isti $ehavior involves
innovation, !ormation o! new sentenes and patterns. 3rans!ormation Drammar $y
Foam Chomsky 1A::4
354 #%man lang%age %se is not limited $ehavior $%t is reated anew !rom
%nderlying knowledge o! a$strat r%les. *entenes are not learned $y imitation and
repetition $%t generated !rom the learner>s %nderlying ompetene.
. he *ilent Way ethod 3the early 1A;0s4 one o! the esigner ethods $y avid
F%nan 3promises o! s%ess9 one si8e !its all4
rigin
his method was devised $y Cale$ Dattegno to the teahing o! initial reading in
whih so%nds are oded $y spei!i olors with %isenaire rods 3developed $y
Deorges C%isenaire, a E%ropean ed%ator who %sed them to teah math4. #e $elieved
that learning is $est !ailitated i! the learner disovers and reates lang%age rather than
%st remem$ering and repeating what has $een ta%ght.
he (%dio-ling%al ethod has the pro$lem that st%dents are %na$le to trans!er the
ha$its they have mastered in the lassroom to omm%niate %se o%tside it.
&%rthermore, the idea that learning a lang%age meant !orming a set o! ha$its was
serio%sly hallenged in the early 1A:0s, parti%larly $y 'ing%ist Foam Chomsky. #e
proposed that speakers have knowledge o! %nderlying a$strat r%les, whih allow
them to %nderstand and reate new %tteranes.
n addition, in the early 1A;0s, the emphasis on h%man ognition led to see learners in
a more ative role to !orm%late hypotheses to disover the r%les o! the target lang%age.
When errors o%r, they are signs that learners are testing their hypotheses. he
general o$etive o! this method is to give $eginners oral and a%ral !aility in $asi
elements o! the target lang%age s%h as near-native !l%eny, orret pron%niation and
mastery o! the prosodi elements o! the target lang%age. t adopts a $asially
str%t%ral sylla$%s, with lessons planned aro%nd grammatial items and related
voa$%lary. 'ang%age items are introd%ed aording to their grammatial
omple
-
8/11/2019 Te Sol Package 94
58/111
es strit avoidane o!
repetition !ores alertness and onentration on the part o! the learners
%he teacher should be silent as much as possibleto let the learners do the learning. *o
the teaher does not dominate learning proesses.
Each student has a retaining system.
What st%dents have et model pron%niation $%t diret and monitor st%dents> per!ormane.
t promotes the %se o! phonemi harts and points to o$ets and so%nds and
C%isenaire rods as well as the %se o! disovery tehni)%es. 3ook :, p 1:14
Critiism
t was too harsh a method and the teaher was distane. *ome aspets o! lang%age an
$e ta%ght diretly instead o! having st%dents str%ggle !or ho%rs.he rods and harts wore thin a!ter a !ew lessons. ther than those, it resem$led any
other lang%age lassroom.
E. es%ggestopedia one o! the esigner ethods, tapping subconscious resources
rigin
riginator in the 1A;0s $y Deorgi 'o8anov, a %lgarian psyhiatrist-ed%ator
(n a!!etive-h%manisti approah 3respet !or learners> !eelings4 derived !rom
*%ggestology
*%ggestology siene onerned with the systemati st%dy o! the nonrational and
2005 Copy Right Reserved 5@
-
8/11/2019 Te Sol Package 94
59/111
nononsio%s in!l%enes that h%man $eings are onstantly responding to9 involving
loading the memory $anks with desired and !ailitating memories
es%ggestion involving %nloading the memory $anks or reserves o! %nwanted or
$loking memories9 in this method the s%ggestive atmosphere takes plae with so!t
lights, $aro)%e m%si, heer!%l room deorations, om!orta$le seating and dramati
tehni)%es %sed $y the teaher in the presentation o! material
riniples
314 ost learning takes plae in a rela
-
8/11/2019 Te Sol Package 94
60/111
Charateristis
314 he st%dents with a new identity and personal in!ormation
324 he deoration, !%rnit%re, and arrangement o! the lassroom, the %se o! m%si, and
the a%thoritative $ehavior o! the teaher to reate an optimal learning environment
3"4 eahers trained to read dialog%es in a speial way o! %sing voie )%ality,
intonation, and timing to deliver advaned onversational pro!iieny )%ikly and
have st%dents %nderstand and reate sol%tions o! pro$lems
3+4 he entrality o! m%si and m%sial rhythm to learning
3a4 hree !%ntions o! m%si in therapy $y Daston in 1A:@
3i4 to !ailitate the esta$lishment and maintenane o! personal relations
3ii4 to $ring o%t inreased sel!-esteem thro%gh inreased sel!-satis!ation in m%sial
per!ormane
3iii4 to %se the %ni)%e potential o! rhythm to energi8e and $ring order 3'o8anov alls
%pon in his %se o! m%si to rela< learners as well as to str%t%re, pae and p%nt%ate
the presentation o! ling%isti material4
34 he type o! m%si
slow movements 3si
-
8/11/2019 Te Sol Package 94
61/111
314 !ine arts to rela< learners
324 emphasis o! keeping st%dents> privay and dealing with their !eelings
3"4 onte
-
8/11/2019 Te Sol Package 94
62/111
ooperation in the omm%nity, %nderstanding what will happen in eah ativity and so
on.
Charateristis
a onversation in a $eginning lass in '1 with translation o! the teaher and later on
transription
st%dents sitting in a irle with a tape reorder a dependent omm%nity to ooperate
with eah other rather than ompete with eah other.
teahers as o%nselors and st%dents as lients sensitive to st%dents> !eelings and !ears
si< elements neessary !or nonde!ensive learning se%rity, aggression, attention,
re!letion, retention and disrimination
Contri$%tions and in!l%enes
the role o! teahers as o%nselors who %nderstand and assist st%dents to help them
overome the threatening a!!etive !ators
emphasis o! lassroom interation in ooperation, not ompetition
respet !or st%dents> hoie o! learning ontent with a learner-generated onversation
no translation $%t !or *s to ind%e r%les
raw$aks
he proed%re doesn>t ens%re that a variety o! onte
-
8/11/2019 Te Sol Package 94
63/111
attention initially
re!letionVwhen *s re!let on the lang%age as the teaher reads the transript three
times9 when *s are invited to stop and onsider the ative e se%rity as a $ridge !rom the !amiliar to the %n!amiliar9 literal
'1 e)%ivalents $%t less '1 in later stages
How is evaluation accomplished6
(n integrative test rather than a disrete-point one s%h as writing a paragraph or an
oral interview or sel!-eval%ation too
How does the teacher respond to student errors6
repeats orretly what *s say inorretly witho%t alling !%rther attention to the
error
D. otal hysial Response 3R4 $y Kames (sher, 1A;;, one o! the esigner
ethods
rigin
eveloped $y Kames (sher in the 1A;0s, R is a lang%age teahing method $%ilt
aro%nd the oordination o! speeh and ation. R is linked to the developmental
psyhology, learning theory, and h%manisti pedagogy. t is $ased on the $elie! that
the !astest, least stress!%l way to ahieve %nderstanding o! any target lang%age is to
!ollow instr%tion %ttered $y the instr%tor witho%t native lang%age translation.
n psyhology, it is linked to the trae theory o! memory, whih holds that the more
2005 Copy Right Reserved :"
-
8/11/2019 Te Sol Package 94
64/111
o!ten or the more intensively a memory onnetion is traed, the stronger the memory
assoiation will $e and the more likely it will $e realled. Retraing an $e done
ver$ally s%h as rote repetition or in assoiation with motor ativity.
n addition, in a developmental sense, (sher laims that speeh direted to yo%ng
hildren onsists primarily o! ommands, whih hildren respond to physially $e!ore
they $egin to prod%e ver$al responses. he emphasis on developing omprehension
skills $e!ore the learner is ta%ght to speak links to the so-alled *o(prehension
6pproach, the priniples o! whih share the $elie! that 314 omprehension a$ilities
preede prod%tive skills in learning a lang%age9 324 the teahing o! speaking sho%ld
$e delayed %ntil omprehension skills are esta$lished9 3"4 skills a)%ired thro%gh
listening trans!er to other skills9 3+4teahing sho%ld emphasi8e meaning rather than
!orm9 354 teahing sho%ld minimi8e learner stress 3Rihards H Rodgers, 1A@:4.
here are other methods $eing pratied %nder this ommon gro%nd s%h as rashen
and errell>s 7atural 6pproach, whih emphasi8es st%dents> developing $asi
omm%niation skills and voa$%lary thro%gh their reeiving meaning!%l e native
lang%age, teahers have to make s%re their inp%t is omprehensi$le, a)%isition will
proeed nat%rally and a low a!!etive !ilter sho%ld $e reated to red%e an
-
8/11/2019 Te Sol Package 94
65/111
-
8/11/2019 Te Sol Package 94
66/111
324 he onitor #ypothesis
ass%mption Consio%s learning an !%ntion only as a monitor that heks and repairs
the o%tp%t o! the a)%ired system and we may all %pon learned knowledge to orret
o%rselves when we omm%niate.
he monitor is involved onsio%s learning, not in a)%isition.
hree onditions that limit the s%ess!%l %se o! the monitor
--ime, !o%s on !orm, and knowledge o! r%les
3"4 he Fat%ral rder #ypothesis !ollowing the earlier morpheme order
st%dies o! %lay H %rt, 1A;+ 3there was a nat%ral order in whih grammar was
a)%ired, the order didn>t re!let the order in whih items were ta%ght, the nat%ral
order o%ld not $e altered $y instr%tion.-7 it was not neessary to drill grammar4
(ss%mption Drammatial items will $e a)%ired in a
predetermined order that annot $e hanged $y
!ormal instr%tion.
ross-ling%isti in!l%ene and learner lang%age-nat%ralisti
developmental proesses espeially d%ring a)%isition, not learning.
3+4 he np%t #ypothesis the relationship $etween inp%t and lang%age
a)%isition
(ss%mption
3i4 learners s%$onsio%sly a)%ire lang%age !rom inp%t, a little $eyond their %rrent
ompetene9 the a)%irer %nderstands inp%t lg that ontains str%t%re a $it $eyond his
%rrent level o! ompetene. *o speaking annot $e ta%ght diretly or very early in the
lg lassroom $ea%se speeh will emerge as long as inp%t is s%!!iient.
3ii4 he hypothesis relates to a)%isition, and not to learning
3iii4 he a$ility to speak !l%ently annot $e ta%ght diretly $%t emerges independently
in time a!ter learners have $%ilt %p ling%isti ompetene.
3iv4 i! there is a s%!!iient )%antity o! omprehensi$le inp%t, M1 will %s%ally $e
provided a%tomatially.
np%t gets onverted to intake inp%t is lang%age a learner hears or reeives !romwhih he or she an learn e.g. reading a $ook, listening to a onversation or wathing
a movie9 intake is the s%$set o! all inp%t that at%ally gets assigned to o%r long-term
memory store 3what yo% an remem$er over a period o! time4 so inp%t sho%ld not $e
too di!!i%lt !or learners to onvert inp%t to intake thro%gh a learner>s proess o!
linking !orms to meaning and notiing gaps $etween the learner>s %rrent internali8ed
r%le system and the new inp%t.
Caretaker speeh 3provided to hild a)%irers o! '1, ro%gh-t%ned to their present level
o! %nderstanding4 H !oreigner talk 3to ad%lt a)%irers, native speakers %se simpli!ied
omm%niation with !oreigners4
2005 Copy Right Reserved ::
-
8/11/2019 Te Sol Package 94
67/111
Critiism
1. he distintion $etween s%$onsio%s 3a)%isition4 and onsio%s 3learning4 is
!%88y- what is onsio%s and s%$onsio%s?
2. here is no evidene to show that there is no overlap $etween a)%isition and
learning rashen>s 8ero option 3don>t teah grammar $y Ellis4 is not s%pported
Oarying degrees o! learning and a)%isition an $oth $e $ene!iial, depending on the
learner>s styles and strategies
". *%ess in a !oreign lang%age annot $e attri$%ted to inp%t alone sine the np%t
#ypothesis asri$es little redit to learners, and their own ative engagement.
+. #ow inp%t t%rns to intake is not learly operationali8ed or onsistently proposed.
5. he notion o! i M 1 is nothing new $%t a reiteration o! meaning!%lness or
s%$s%ma$ility.
:. Eno%gh inp%t does not g%arantee speeh/prod%tion.
Re!%tation
1.#igh/'ow np%t Denerators $y *eliger a $roader onept%ali8ation o! the role o!
inp%t that gives learners more redit !or event%al s%ess
#D- people who are good at initiating and s%staining interation or generating inp%t
!rom others9 high levels o! interation $oth in the lassroom and o%tside so !aster rate
in learning
'D- more passive learners who do little to generate inp%t !rom others9 less interative
in the lassroom
2. Comprehensi$le %tp%t #ypothesis $y *wain
Comprehensi$le inp%t m%st at least omplemented $y a signi!iant amo%nt o! o%tp%t
that gives redit to the role o! the learner>s prod%tion. %tp%t serves an important
role in *'( $ea%se it generates highly spei!i inp%t the ognitive system needs to
$%ild %p a oherent set o! knowledge.
354 he (!!etive &ilter #ypothesis
three kinds o! a!!etive varia$les related to *'(- motivation, sel!-on!idene and
an
-
8/11/2019 Te Sol Package 94
68/111
raw$aks o! the Fat%ral (pproah
he lak o! !orm-!o%sed instr%tion or orretive !eed$ak in lassroom instr%tion
and st%dents> responsi$ility !or sel!-orretion
*t%dents speak m%h too soon, there$y raising an
-
8/11/2019 Te Sol Package 94
69/111
whether something is in !at done, at%ally per!ormed and what its doing entails
#alliday>s !%ntional ao%nt 31A;54 o! lang%age %se is also !avored in C'. #e
desri$ed seven $asi !%ntions that lang%age per!orms !or hildren learning their !irst
lang%age
the instr%mental !%ntion %sing lang%age to get things
the reg%latory !%ntion %sing lang%age to ontrol the $ehavior o! others
the interational !%ntion %sing lang%age to reate interation with others
the personal !%ntion %sing lang%age to e
-
8/11/2019 Te Sol Package 94
70/111
". the meaning!%lness priniple 'earners m%st $e engaged in meaning!%l
and a%thenti lang%age %se !or learning to take plae.
n!l%enes
he primary !%ntion o! lang%age is !or interation and omm%niation.
'ang%age is a system !or the e
-
8/11/2019 Te Sol Package 94
71/111
akgro%nd
1. &eat%res gro%p learning ativities to promote ooperation among
st%dents rather than ompetition.
2. anteedents Kohn ewey, an B* ed%ator in the early 20th ent%ry,
promoted the idea o! $%ilding ooperation in learning into reg%lar lassrooms on a
reg%lar and systemati $asis.
(pproah
%heory of language
Environment I (ll normal hildren are $orn to talk.J-7 Comm%niation is generally
onsidered to $e the primary p%rpose o! lang%age.
Conversation ost talk is organi8ed as onversation.
onversational ma !reedom to master new pro!essional skills, emphasi8ing omm%niation
st%dents as reso%res !or eah other
0esign
$etives to !oster ooperation, to develop ritial thinking, and to developomm%niative ompetene
*ylla$%s no parti%lar !orm $%t %se o! gro%p-$ased proed%res
types o! learning and teahing ativities
= three aspets to attend to
3a4 types o! ooperative lang%age learning gro%ps 3Kohnson,1AA+4
ime %rposes &eat%res
&ormal ooperative
learning gro%ps
ne lass period to
several weeks
o ahieve shared
learning goals
( spei!i task
involving st%dents
2005 Copy Right Reserved ;1
-
8/11/2019 Te Sol Package 94
72/111
working together
n!ormal ooperative
learning gro%ps
( !ew min%tes to a
lass period
o !o%s st%dent
attention
Cooperative $asegro%ps
'ong term inheterogeneo%s
learning gro%ps
o allow mem$ersto ooperate with
eah other to
s%eed
aademially
3$4 key elements o! s%ess!%l gro%p-$ased learning in C'' 3lsen H agan, 1AA24
3i4 positive interdependene m%t%al s%pport
3ii4 gro%p !ormation
-- deide on the si8e o! the gro%p %p to the kind o! tasks, age o! learners, time limits
-- assign st%dents to gro%ps e.g. teaher-seleted, random or
st%dent-seleted
3iii4 individ%al ao%nta$ility\ gro%p and individ%al per!ormane
3iv4 soial skills e varia$ility
Critiism
the %se with learners o! di!!erent pro!iieny levels $ene!its only intermediate and
advaned learners
too many demands on teahers
. Content-ased nstr%tion 3espeially !or E*, E, and immersion programs4
3ook " p. +A4
akgro%nd
2005 Copy Right Reserved ;2
-
8/11/2019 Te Sol Package 94
73/111
()%iring ontent 3a s%$et matter4 thro%gh lang%age %nder the in!l%ene
o! mmersion Ed%ation where !oreign lang%age instr%tion is ta%ght thro%gh the
medi%m o! the !oreign lang%age or !or learners who need lang%age to arry o%t
spei!i roles s%h as n%rse, engineer and so on 3'ang%age !or *pei!i %rposes4
(pproah
heory o! 'ang%age
'ang%age is te %nderstanding o! English-speaking peoples
*ylla$%s
the maro sylla$%s a se)%ene o! mod%les seleted to re!let st%dents> interests and a
m%ltidisiplinary perspetive
the miro sylla$%s more spei!i mod%les and mastery o! ertain skills
ypes o! learning and teahing ativities*troller 31A:;4 si< ativities aording to their instr%tional !o%s
lang%age skills improvement
voa$%lary $%ilding
diso%rse organi8ation
omm%niative interation
st%dy skills
synthesis o! ontent materials and grammar
ohan>s knowledge !ramework 31A@:4 si< %niversal knowledge str%t%res
'earner roles a%tonomo%s learners who learn $y doing
2005 Copy Right Reserved ;"
-
8/11/2019 Te Sol Package 94
74/111
eaher roles
needs analysis
essential skills !or this method $y *tryker and 'eaver
he role o! teahing materials materials typially with the s%$et matter o! the
ontent o%rse
Critiism most lang%age teahers are not trained to teah a s%$et matter $%t team-
teahing proposals an work
(dvantages it yields to an inrease o! intrinsi motivation and om$ination o!
lang%age learning and di!!erent disiplines
' ask-ased 'ang%age eahing not a new method $%t !rom a perspetive o! C'
akgro%nd
de!inition o! ItaskJ
Rihards 3200122+4 an ativity or goal that is arried o%t %sing lang%age, s%h as
!inding a sol%tion to a p%88le, reading a map and giving diretions, making a phone
all, et. asks sho%ld resem$le real-li!e lang%age %se. 3C'4
F%nan 31A@A104 the omm%niative task is a piee o! lassroom work whih
involves learners in omprehending, manip%lating, prod%ing or interating in the
target lang%age while their attention is prinipally !o%sed on meaning rather than
!orm. he task also have a sense o! ompleteness, $eing a$le to stand alone as a
omm%niative at in its own right.
reen 31A@;4 a lang%age learning task is a str%t%red plan !or the provision o!
opport%nities !or the re!inement o! knowledge and apa$ilities entailed in a new
lang%age and its %se d%ring omm%niation.
ra$h% 31A@;4 a task is an ativity whih re)%ires learners to arrive at an o%tome
!rom given in!ormation thro%gh some proess o! tho%ght, and whih allows teahers
to ontrol and reg%late the proess
Crookes 31A@:4 a task is piee o! work or an ativity, %s%ally with a spei!ied
o$etive, %ndertaken as part o! an ed%ational o%rse, at work, or %sed to eliit data
!or researh 3not only s%mmaries, essay and lass notes $%t drills, dialog%e readings4
the key ass%mptions 3&ee8, 1AA@1;4
proess over prod%t
p%rpose!%l ativities
omm%niative interation
li!e need or pedagogial p%rpose
di!!erent !ators o! the di!!i%lty o! a task
three kinds o! tasks
o%pational tasks
2005 Copy Right Reserved ;+
-
8/11/2019 Te Sol Package 94
75/111
team tasks
aademi tasks
(pproah
1. heory o! lang%age
'ang%age is primarily a means o! making meaning
%ltiple modes o! lang%age in!orm riteria to lassi!y tasks
3a4 str%t%ral model 3determining the ling%isti omples
%tterane re)%ires modi!iation 3e.g. pron%niation, grammar, le
-
8/11/2019 Te Sol Package 94
76/111
-
8/11/2019 Te Sol Package 94
77/111
*ylla$%s omparison o! a onventional sylla$%s 3spei!y ontent and learning
o%tomes4and a task-$ased one 3onerned with the proess dimensions o! learning4
two kinds o! tasks $y F%nan
3i4 real-world tasks to pratie or rehearse those tasks that are !o%nd importane in a
needs analysis and t%rn o%t to $e important and %se!%l in the real world e.g. %sing the
phone
3ii4 pedagogial tasks having a psyholing%isti $asis in *'( theory and researh $%t
do not neessarily re!let real-world tasks e.g. an in!ormation-gap task
onsiderations to se)%ene tasks $y #oney!ield
proed%res, inp%t te
-
8/11/2019 Te Sol Package 94
78/111
3:4 Role o! eahing materials
3a4 pedagogial materials
3$4 realia newspapers, O, the nternet
roed%re
pretask ativities introd%tion to topi and task
task ativity task, planning, report
posttask ativities
in!l%ene
dependene on tasks as the primary so%re o! pedagogial inp%t in teahing and the
a$sene o! a systemati grammatial or other type o! sylla$%s to harateri8e it
aspets %sti!ied in ' proposed shemes !or task types, task se)%ening,
eval%ation o! task per!ormane
3"4 weakness the $asi ass%mption o! it remains in the domain o! ideology rather than
!at
= n onl%sion
' views the learning proess as a set o! omm%niative tasks that are diretly
linked to the %rri%lar goals they serve, the p%rposes o! whih es some omm%niation pro$lem to solve
". task ompletion has some priority
+. the assessment o! the task is in terms o! o%tome
. Fe%roling%isti rogramming $y Kohn Drindler and Rihard andler 3the mid
1A;0s4
e!inition ne%roG a$o%t $rain, ling%istiGomm%niation 3$oth ver$al and
nonver$al4, programmingGo$serva$le patterns o! tho%ght and $ehavior
Fe%ro ling%isti programming 3F' !or short4 was developed in the early 1A;0s
$y an in!ormation sientist and a ling%ist at the Bniversity o! Cali!ornia at *anta Cr%8.
hey had o$served that people with similar ed%ation, training, $akgro%nd, and years
o! e
-
8/11/2019 Te Sol Package 94
79/111
therapy. hey have then 8eroed in on the omm%niation aspet. hey started st%dying
how the s%ess!%l people omm%niated 3ver$al lang%age, $ody lang%age, eye
movements, and others4. y modeling their $ehavior, Kohn Drinder and Rihard
andler were a$le to make o%t patterns o! thinking that assisted in the s%$etPs
s%ess. he two theori8ed that the $rain an learn the healthy patterns and $ehaviors
and that this wo%ld $ring a$o%t positive physial and emotional e!!ets.
What emerged !rom their work ame to $e known as Fe%ro-'ing%isti
rogramming.
he $asi premise o! F' is that the words we %se re!let an inner, s%$onsio%s
pereption o! o%r pro$lems. ! these words and pereptions are ina%rate, they will
reate an %nderlying pro$lem as long as we ontin%e to %se and to think them. %r
attit%des are, in a sense, a sel!-!%l!illing prophey.
he ne%ro ling%isti therapist will analy8e every word and phrase yo% %se in
desri$ing yo%r symptoms or onerns a$o%t yo%r health. #e or she will e
-
8/11/2019 Te Sol Package 94
80/111
approah was !irst oined $y ihael 'ewis.
he !%ndamental priniple o! the le
-
8/11/2019 Te Sol Package 94
81/111
teaher ed%ation programs, ativities aim to develop the skills o! onsidering the
teahing proess tho%ght!%lly, analytially and o$etively, as a way o! improving
lassroom praties, inl%ding o%rnals they write a$o%t, a%dio and video taping o! a
teaher>s lesson, or gro%p dis%ssion with peers or a s%pervisor.
action research lassroom-$ased researh where teahers !orm%late researh
hypotheses, design a st%dy, and a test, o$serve and give !eed$ak to teah other and
treat errors. *o teahers have to onvert their ideas into spei!i researh )%estions,
operationally de!ine the elements o! the )%estion, determine how they will answer the
)%estion, and interpret the res%lts appropriately.
/ortfolios olletions o! *s> works over a period o! time in vario%s lg learning tasks,
allowing !or a !ar more a%rate !orm o! lg learning eval%ation than the traditional
one, whih may meas%re spei!i, isolated skills and a$ilities at a spei!i time and
doesn>t o!!er a !%ll assessment o! lg learning. *o the $ene!its o! %sing port!olios are
314 linking assessment to instr%tion to ens%re teahers are meas%ring what they have
ta%ght, 324 planning !or and eval%ating port!olios to reveal any weaknesses in
instr%tional praties and 3"4 no time lost on assessment, good !or individ%ali8ed
instr%tion.
,er,ie !: The
-
8/11/2019 Te Sol Package 94
82/111
-
8/11/2019 Te Sol Package 94
83/111
then research on S86 beca(e a single discipline in its on right" and a
nu(ber of inno,ati,e (ethods ere concei,ed.
The *ogniti,e 6pproach: p.5)he emphasis on h%man ognition led to see learners in a more ative role
to !orm%late hypotheses to disover the r%les o! the target lang%age. When
errors o%r, they are signs that learners are testing their hypotheses.
ed%tive and ind%tive grammar e
-
8/11/2019 Te Sol Package 94
84/111
he priniples o! disovery learning, st%dent-entered partiipation and
development o! st%dent a%tonomy 3independene4 remain via$le in the
appliation to lg lassrooms. %t it was too restritive !or instit%tional lg
programs. eahers are too non-diretive, and their translation e
-
8/11/2019 Te Sol Package 94
85/111
". integration o! !orms, meanings and !%ntions
+. the priniples o! task, meaning!%lness and
The *ontent'based approach 3%se English to learn it4
1. the integration o! ontent learning whih is relevant to and interesting to
*s with lg teahing aims
2. ts e!!etive !orm, ompeteny-$ased instr%tion, develops learners>
lang%age skills at the same time they learn s%rvival or li!e-oping skills.
". an inrease in intrinsi motivation and empowerment
The ?hole 8anguage 6pproach to desri$e ooperative learning, partiipatory
learning, learner-entered learning, !o%s on the omm%nity o! learners and the
soial nat%re o! lg, %se o! a%thenti, nat%ral lg, meaning-entered lg, holisti
assessment tehni)%es in testing and integration o! the !o%r skills
1. 'ang%age is regarded holistially, rather than piees.
2. 'earners work !rom the top-down to %nderstand the meaning o! whole
te
-
8/11/2019 Te Sol Package 94
86/111
8earning strategy training
1. good lang%age learners $y R%$in 1A;5
2. %ild on learners> prior knowledge and learning e sense o! ompetene and sel!-worth.
0ultiple Intelligences $y #oward Dardner 31A@"4
1. two kinds o! learners $y #ath, 1A;+
3a4 data-gatherers
3$4 r%le-!ormers
2. m%ltiple intelligenes 'earners $ring with them spei!i and %ni)%e
2005 Copy Right Reserved @:
-
8/11/2019 Te Sol Package 94
87/111
-
8/11/2019 Te Sol Package 94
88/111
1. *ogniti,e reation to the (%dioling%al (pproah
314 lang%age learning as r%le a)%isition
324 responsi$le learning
3"4 $oth ded%tive and ind%tive grammar instr%tion
3+4 de-emphasi8e pron%niation
354 $alane the !o%r skills
3:4 importane o! voa$%lary instr%tion
3;4 errors as inevita$le
3@4 general lang%age pro!iieny o! the teaher
2. 6ffecti,e'hu(anistic reation to the general lak o! a!!etive onsiderations
in $oth (%dioling%alism and the Cognitive (pproah
314 respet learners> !eelings
324 meaning!%l omm%niation
3"4 pair and gro%p work
3+4 importane o! lass atmosphere
354 peer s%pport and interation
3:4 sel!-reali8ation !rom lang%age learning
3;4 teaher as a o%nselor or !ailitator
3@4 translation as neessary in the initial stages only
". *o(prehension'based an o%tgrowth or researh in '1 a)%isition
314 importane o! listening omprehension
324 nonver$al responses in meaning!%l ways
3"4 a silent period
3+4 omprehensi$le inp%t
354 monitoring
3:4 little error orretion
3;4 appropriate teahing materials !or non-native teahers
+. *o((unicati,e an o%tgrowth o! #ymes and #alliday to see lang%age as a
system !or omm%niation314 the a$ility to omm%niate in the target lang%age
324 soial !%ntions o! lang%age
3"4 gro%p and pair work
3+4 role play and dramati8ation
354 a%thenti materials
3:4 integrative skills
3;4 teaher as a !ailitator
3@4 teaher to %se ' !l%ently and appropriately
=Comm%niative ompetene is a ling%isti term !or the a$ility not only to apply the
2005 Copy Right Reserved @@
-
8/11/2019 Te Sol Package 94
89/111
-
8/11/2019 Te Sol Package 94
90/111
:. he esigner ethods
;. Comm%niative Competene
@. op-down proessing H $ottom-%p proessing
A. the @thintelligene $y Dardner
10. he Classial ethod
11. (
12. he (rmy ethod
1". #a$it !ormation
1+. Cr%isenaire Rods, so%nd-olor hart, !idel harts, word hart
15. adoption o! !ine art, m%si and drama
1:. mperatives
1;. 'e
-
8/11/2019 Te Sol Package 94
91/111
%lt%re and little onsens%s on how the teahing o! lg and %lt%re sho%ld $e
integrated has $een reahed.
2. pro$lems in the teahing %lt%re
314 oo m%h time has to $e involved i! %lt%re is ta%ght.
324 eahers are a!raid o! teahing it d%e to lak o! %lt%ral knowledge
- ( !ats-only approah to %lt%re teahing is ine!!etive.
3"4 eahers may neglet it sine it involves dealing with st%dent attit%des, a
somewhat threatening area
". !o%r ways o! teahing %lt%re $y Dalloway, 1A@5
314 the &rankenstein (pproah ( tao !rom here, a !lameno daner !rom there, a
ga%ho !rom here, a $%ll!ight !rom there
324 he +-& (pproah !olk danes, !estivals, !airs, and !ood
3"4 he o%r D%ide (pproah the identi!iation o! mon%ments, rivers and ities
3+4 he Iy the WayJ (pproah sporadi 34 let%res or $its o! $ehavior
seleted indisriminantly to emphasi8e sharp di!!erenes
+. inde!inite de!inition o! I%lt%reJ as the so%re o! di!!i%lty in %lt%re teahing
314 rooks 31A;54 %lt%re is everything, and event the $est in h%man li!e so
e
-
8/11/2019 Te Sol Package 94
92/111
a$ility to e
-
8/11/2019 Te Sol Package 94
93/111
*harts of I(portant Teaching 0ethods Dou can add each (ethod1s origin"
originator" the ti(e of popularity" influences and shortco(ings.)
The 9ra((ar'
Translation 0ethod
The
mind
o omm%niate in the
target lang%age $y learning
to think in the target
lang%age
he role o! the teaher a%thority iretor and partners
he role o! the st%dents assive listeners partners
Charateristis o! the
teahing/learning proesses
ranslation, ded%tive
learning o! grammar,
memori8ation o! words and
e)%ivalents
1. demonstrates word
meanings thro%gh the
%se o! realia, pit%res, or
pantomime
2. sit%ation or topi-$ased
sylla$%s
". ind%tive learning o!
grammar
+. pratie voa$%lary in
omplete sentenes
5. *s speak a lot
*- or *-* interation ostly -7* $oth
he !eelings o! the st%dents no no
Oiew o! %lt%re H lang%age 1. literary lang%age is
s%perior to spoken
lang%age
2. %lt%re onsists o!
literat%re and !ine arts
1. lang%age is primarily
spoken
2. %lt%re onsists o! the
history o! the target
%lt%re, the geography
o! the o%ntry, and
in!ormation a$o%t the
daily lives o! the
speakers
Emphasis o! skills H areas Reading and writing9
voa$%lary and grammar
1. voa$%lary over
grammar
2. pron%niation teahing
in the $eginning
". oral omm%niation as
2005 Copy Right Reserved A"
-
8/11/2019 Te Sol Package 94
94/111
$asi
he role o! '1 ostly %sed in lass !or
translation
Fo '1
eval%ation Written tests 3translation4and pratie o! grammatial
r%les
ral interviews orparagraph writing 3not to
demonstrate the knowledge
a$o%t the lang%age $%t how
to %se the lang%age4
Error orretion provides the orret
answer9 the orret answer
sho%ld $e got
*el!-orretion
tehni)%es ranslation o! a literary
passage, reading
omprehension )%estions,
antonyms/synonyms,
ognates, ded%tive
appliation o! r%le, !ill-in-
the-$lanks, memori8ation,
%se words in sentenes,
omposition
Reading alo%d, )%estion and
answer e
-
8/11/2019 Te Sol Package 94
95/111
". ind%e grammar !rom
e
-
8/11/2019 Te Sol Package 94
96/111
system and
Igrammatial patternsJ
". pron%niation teahing
with minimal pairs+. oral skills over reeptive
skills
s%prasentential level
3ohesion and
oherene4
". integration o! the !o%rskills
he role o! '1 '1 inter!erene $y the
Contrastive (nalysis
Fo '1 e
-
8/11/2019 Te Sol Package 94
97/111
The Silent ?ay
-
8/11/2019 Te Sol Package 94
98/111
". a rela
-
8/11/2019 Te Sol Package 94
99/111
*o((unity 8anguage
8earning
Total Physical Response
goals o %se the target lang%ageomm%niatively in a
nonde!ensive manner
o learn to omm%niate ina !oreign lang%age
enoya$ly as *s did in
a)%iring '1
he role o! the teaher Co%nselor who reogni8es
learners> !ear o! learning
diretor
he role o! the st%dents &rom dependene to
independene
imitator
Charateristis o! the
teahing/learning proesses
1. learner-generated
onversation in '1
2. translates to '2 and
*s reord the lines in
h%nks
". transript in '1 and '2
+. *s re!let on what they
learn
5. si< elements !or
nonde!ensive learning
se%rity, aggression,
attention, re!letion,
retention, and
disrimination
1. modeling o! the
instr%tor
2. reom$ine elements o!
the ommands
". read and write
*- or *-* interation *-*, -* 3teaher-st%dent-
entered4
1. to the whole lass or
individ%als9 *s respond
nonver$ally
2. 'ater *s ommand and
respond
he !eelings o! the st%dents *t%dent se%rity !rom
!eed$ak, knowing time
limits, the amo%nt o!
lang%age they an handle at
one time
1. allow learners to speak
when they are ready
2. ake lang%age learning
more enoya$le
". not too m%h modeling
and no r%sh
Oiew o! %lt%re H lang%age 1. 'ang%age is !or 1. *peeh is primary
2005 Copy Right Reserved AA
-
8/11/2019 Te Sol Package 94
100/111
omm%niation where
learning is persons
2. %lt%re as an integral
part o! lang%agelearning
2. %lt%re is the li!estyle o!
the target people
Emphasis o! skills H areas 'istening and speaking at
!irst, parti%lar grammar
points, pron%niation
patterns and voa$%lary
1. emphasi8e voa$%lary
and grammatial
str%t%res 3imperatives4
2. spoken over written
lang%age9
omprehension $e!ore
prod%tion
he role o! '1 Bse o! '1 to enhane
st%dent se%rity !rom
%n!amiliar to !amiliar $y
e)%ivalents o! '1 and '2
'1 in introd%ing R
ody movements to onvey
meaning
eval%ation ntegrative tests or sel!-
eval%ation
Eval%ate st%dents>
per!ormane o! a series o!
ations
errors Repeat st%dents> errors in a
nonthreatening way
olerate errors and only
orret maor errors
%no$r%sively
tehni)%es ape reording st%dent
onversation, transription,
re!letion on e
-
8/11/2019 Te Sol Package 94
101/111
$. *urriculu( t have m%h hane to speak on their own9 many
st%dents are disinlined to partiipate in !ront o! the whole lass9 it may
not eno%rage st%dents to $e responsi$le !or their own learning9 it is
not the $est way to organi8e C'.
ndivid%al teahing
(dvantages t allows teahers to respond to individ%al
di!!erenes9 it is likely to $e less stress!%l !or st%dents than per!orming
in a whole-lass setting9 it an develop9 learner a%tonomy and promote
skills o! sel!-reliane9 it an $e a way o! restoring peae and tran)%ility
to a noisy and haoti sit%ation.
isadvantages t doesn>t help a lass develop a sense o!
$elonging9 m%h tho%ght and materials preparation are involved.
air-work teahing
(dvantages t dramatially inreases the amo%nt o! speaking
time, it allows st%dents to work and interat independently9 it promotes
ooperation in the lassroom9 it is relatively )%ik and easy to
organi8e.
isadvantages airwork is !re)%ently noisy9 st%dents may veer
away9 it is not always pop%lar with st%dents9 the at%al hoie o! paired
partner an $e pro$lemati.". Classroom management
a) physical en,iron(ent: !) sight" sound" co(fort #) seating
arrange(ent se(i'circles" ='shapes or concentric circles)" $) chalkboard
use neat and orderly)" 4) equip(ent
b) your ,oiceto be heard) and body language
c) teaching under ad,erse circu(stances
3i4 teahing large lasses
pro$lems o! large lasses
varia$le pro!iieny and a$ility
2005 Copy Right Reserved 101
-
8/11/2019 Te Sol Package 94
102/111
minimi8ed individ%al -* attention
!ewer st%dent opport%nities to speak
limited !eed$ak !rom on *s>
written work
sol%tions
o make eah st%dent !eel
importane $y learning names and
%sing them
o assign *s as m%h interative
work as possi$le
o optimi8e the %se o! pair work and
small-gro%p work
o do more listening omprehension
ativities
o %se peer-editing, !eed$ak, and
eval%ation in written work
o give a range o! e pro!iieny levels
iagnose *s> ompetenies whih may vary among di!!erent
skills
!!er hoies in individ%al tehni)%es that vary aording to
needs and hallenges 3varying e di!!ering styles and
a$ilities.
2005 Copy Right Reserved 102
-
8/11/2019 Te Sol Package 94
103/111
b) 6ttitudes to 8! in the classroo(
- advantages o! '1 %se grammar e
-
8/11/2019 Te Sol Package 94
104/111
3v4 essay marking
b) hat co(puters can do
3i4 drills word proessor !or omposition
3ii4 adaptive testing
3iii4 re!erene orpora and onordaning 3!or preparation o! teahing
materials, reation o! lists o! olloations, and looking at the onte
-
8/11/2019 Te Sol Package 94
105/111
Integrating the our Skills' a recent trend toard skill integration " a hole lg
approach" (anifested in fi,e (odels
1. Why integration? 3ook " Ch15 p.2"2-++4
a) It gi,es students greater (oti,ation that con,erts to better retention ofprinciples of effecti,e speaking" listening" reading and riting.
b) Students are gi,en a chance to di,ersify their efforts in (ore
(eaningful tasks.
c) Support of obser,ations: for a skills'integrated approach ithin a
co((unicati,e fra(eork
3i4 prod%tion and reeption are two sides o! a oin.
3ii4 nteration means sending and reeiving messages.
3iii4 Written and spoken lang%age are interrelated.
3iv4 &or literate learners, the interrelationship o! written and spoken lang%age
is an intrinsially motivating re!letion o! lang%age and %lt%re and soiety.
3v4 y attending to what learners an do with lang%age, all o! the !o%r skills
are invited to the lassroom.
3vi4 !ten one skill rein!ore another.
3vii4 ost o! o%r nat%ral per!ormane involves the integration o! skills and
onnetions $etween lang%age and the way we