theories and english approaches
TRANSCRIPT
05/03/23
ENGLISH ENGLISH APPROACHESAPPROACHES
Orlando Nieto B.Orlando Nieto B.
05/03/23
TO REFLECT AND TO REFLECT AND SHARESHARE
• What theory of learningtheory of learning is behind your teaching practices?
• What is the approachapproach for teaching english you use most? Why?
• What elementselements of the language are important to teach English to our students successfully?
05/03/23
BEHAVIORISM - BEHAVIORISM - SkinnerSkinner
05/03/23
BEHAVIORISM - BEHAVIORISM - SkinnerSkinner
• DevelopmentDevelopment = LearningLearning• LanguageLanguage = BehaviorBehavior• Psychological development process
which has its origin in the external.• Based on observable aspects of verbal behavior:
– Practical events which precede speech– Speech itself– Practical events which follow speech
• Avoids speculation about internal processes.• Language is a copy of external world as a relatively
passive record of associations of previous data.
05/03/23
05/03/23
INNATISM - ChomskyINNATISM - Chomsky• Human developmentHuman development = process
that occurs in a natural way in terms of maturation of ‘innate’‘innate’ structures.
• LanguageLanguage = genetic program which unfolds and results in a level of complexity that does not reflect what is ‘outside’.
• It develops as a ‘mental organ’ with congenital capacities and limits.
• It implies mental representation of a generative grammargenerative grammar = Universal Grammar, thanks to a Language Language Acquisition Device Acquisition Device (L.A.D.)(L.A.D.)
05/03/23
COGNITIVISM – CONSTRUCTIVISM COGNITIVISM – CONSTRUCTIVISM
(Piaget – Vygotsky)(Piaget – Vygotsky)• Emphasis on individual, and
everything which cannot be understood as mere copy or reproduction (Bermeosolo, 2001)
• Importance on what the individual brings; he discovers the world actively and ‘constructs’ knowledge of reality and language (Bermeosolo, 2001)
05/03/23
COGNITIVISM – CONSTRUCTIVISM COGNITIVISM – CONSTRUCTIVISM
(Piaget – Vygotsky)(Piaget – Vygotsky)
• Development Development Learning Learning• PiagetPiaget: Intelligence,
supported on experience but more on individual’s activityactivity, through a process of constant ‘equilibrationequilibration’ [disequilibration -accommodation – assimilation – equilibration]
05/03/23
COGNITIVISM – CONSTRUCTIVISM COGNITIVISM – CONSTRUCTIVISM
(Piaget – Vygotsky)(Piaget – Vygotsky)
• Learning Learning and development development are not the same and not one before the other.
• VygotskyVygotsky: – thinkingthinking and languagelanguage
have different genetic roots, which later join together.
– meaningmeaning is constructed in reference to others, representative of culture and history.
05/03/23
05/03/23
APPROACH, METHOD APPROACH, METHOD AND TECHNIQUEAND TECHNIQUE
APPROACHAPPROACH
METHODMETHOD
TECHNIQUETECHNIQUE
AXIOMATIC
PROCEDURAL
IMPLEMENTATIONAL
05/03/23
APPROACHESAPPROACHESWEAKNESSESWEAKNESSES
• gradation and sequence of materials not based on realistic spoken speech
• Exposed to unrealistic language [not communicative]
• All statements used related to classroom
• Real life connection expected later not in school.
Beginnings XX CenturyBeginnings XX CenturyFrancois Gouin & Charles Francois Gouin & Charles
BerlitzBerlitz
DIRECT/NATURALDIRECT/NATURAL• aural-oral skills• rejected L1• Reading and writing
deferred = written symbol would confuse learners in use of sounds.
• intensive immersion in L2• emphasize effective
language use.• Procedures accompanied
language use with appropriate actions (vocabulary introduced by demonstration).
• Grammar = inductive, no explanation.
05/03/23
APPROACHESAPPROACHESORAL/AURALORAL/AURAL
• 1st spoken language, then written• Vocabulary selection• Items are graded• Speech regarded as basis of
language• Structure = heart of speaking
activity• Teachers: models, manipulators
[corrected, revised, etc.], looked for errors.
• Visual aids [wall charts, flashcards, etc.]
WEAKNESSESWEAKNESSES• Gradation sometimes
arbitrary• Depends on level of
teacher• Special materials
1920s – 1930s Thornby 1920s – 1930s Thornby PalmeiPalmei
British Structuralism - British Structuralism - behaviorismbehaviorism
05/03/23
APPROACHESAPPROACHESGRAMMAR-GRAMMAR-TRANSLATIONTRANSLATION
• From teaching of LatinLatin• Concerned with written
language of literature.• Taught in L1L1.• Texts accompanied by
list of vocabulary with L1 translation.
• Gives basic foundation to build communicative skills later.
WEAKNESSESWEAKNESSES• Boring?• not communicative• ignores speaking• Lots of grammar =
learning about the lang. Not to use the language.
1950s – 1950s – 1960s1960s
StructuralisStructuralismm
05/03/23
APPROACHESAPPROACHESAUDIOLINGUALISM (Comeback of AUDIOLINGUALISM (Comeback of
Direct Method)Direct Method)• USA in WWII, to train personnel• Small groups; highly motivated• Language = mastering building
blocks and rules by which these elements combine from ‘sound’ to ‘sentence’.
• Language is behaviour [S - R - R]• Mechanical habit formation through
repetition.• DialoguesDialogues and drillsdrills. Mimicry and
memorization. • Accurate pronunciation and control
of structure = paramount.
WEAKNESSESWEAKNESSES• difficulty of transferring to
real communication• learners could not say
what they wanted • Neglects useful language
for structurally complex.• Ignores ‘meaningmeaning’
1960s1960s StructurStructuralal LinguistiLinguistics cs BehavioBehaviourismurism
05/03/23
APPROACHESAPPROACHEST.P.R. (Total Physical Response)T.P.R. (Total Physical Response)• Based on LISTENING.• Physical actions reinforce
comprehension of basic items.• Carry out instructions physically
performing.• If environment fun, activities can
be motivating and fun• Asher = it should be used with
other methods• Many learners respond well to
kinaesthetic activities• Activities can serve as memory
aid
WEAKNESSESWEAKNESSES• Unlikely that teacher
sustain lesson for more than 20 mins
• Teach only imperatives• Difficult beyond
‘beginners’• Questionable relevance
of some lang. • Could work with few
learners, problematic in a large class.
This method was
This method was suggested in the 1960s by
suggested in the 1960s by
James Asher. He thought
James Asher. He thought
memory improved with
memory improved with
physical movement!!!
physical movement!!!
05/03/23
APPROACHESAPPROACHESNOTIONAL-FUNCTIONALNOTIONAL-FUNCTIONAL
• D.A. Wilkins [’72] = work with communicative meanings needed to express and understand effectively.
• Language categorized: notionsnotions and functionsfunctions
• Communicative focus allows use of ‘complex’ structures.
• Examples: introducing yourself, making requests, offering, apologizing.
WEAKNESSESWEAKNESSESDifficulty in deciding the order of functions
presented.• Problem: wide range of grammatical structures for basic functions.• Higher levels.?
05/03/23
APPROACHESAPPROACHESWEAKNESSESWEAKNESSES
• Sense of syllabus without direction
• a sense of communication for communication's sake
• ACCURACYACCURACY in grammar is sacrificed
COMMUNICATIVECOMMUNICATIVE• Engage in more meaningful,
authentic language use. [opposite to AUDIOLINGUALISM]
• Activities where learners communicated and where tasks are completed by interaction with other students [rather than accurate use of form]
• More communicative focus to begin communicating in English from first class
• Reduces teacher talking time and maximizes opportunities for communication.
• Emphasis on more authentic contexts with communicative value. 1970s – 1980s1970s – 1980s
05/03/23
APPROACHESAPPROACHESLEXICAL APPROACHLEXICAL APPROACH
• Lots in common with communicative approach.
• Examines how lexical phrases, play important role in producing fluent speech.
• First coined by Michael Lewis
• Fundamental principle: "language consists of grammaticalized lexis, not lexicalized grammar”: far more language generative power.
WEAKNESSESWEAKNESSES
This 1990s approach is basis of Mineduc’s Progam. It will be explained at length later.
05/03/23
GRAMMAR-BASED GRAMMAR-BASED PROGRAMPROGRAM
• PRESENTPRESENT– TO BETO BE– OTHER VERBSOTHER VERBS
• PASTPAST– REGULARREGULAR– IRREGULARIRREGULAR
• PRESENT PRESENT PROGRESSIVEPROGRESSIVE
• PAST PROGRESSIVEPAST PROGRESSIVE
• PRESENT PERFECTPRESENT PERFECT• PAST PERFECTPAST PERFECT• SIMPLE FUTURE SIMPLE FUTURE
(WILL)(WILL)• FUTURE WITH ‘GOING FUTURE WITH ‘GOING
TO’TO’• FIRST, SECOND FIRST, SECOND
THIRD CONDITIONALSTHIRD CONDITIONALS• PASSIVE VOICEPASSIVE VOICE• MODAL VERBSMODAL VERBS
05/03/23
MINISTRY OF MINISTRY OF EDUCATIONEDUCATION
•“Ingles Abre PuertasIngles Abre Puertas”•Andrew Sheehan •Establishes the curricula
and programs for each level•Based on ‘corpus linguistics’
and lexical approach
05/03/23
• Typical examples:• British National CorpusBritish National Corpus with over 100
million words (90 million written texts and 10 million spoken texts)
• COBUILD Bank of English CorpusCOBUILD Bank of English Corpus with over 300 million words (spoken and written)
• Cambridge International CorpusCambridge International Corpus with over 100 million words (spoken and written)
A ‘A ‘corpuscorpus’ (pl ’ (pl corporacorpora) is a large ) is a large collection of spoken collection of spoken or written texts or written texts stored on a stored on a computer.computer.
05/03/23
‘‘Corpus linguisticsCorpus linguistics’ is the study and ’ is the study and analysis of these corpora of written analysis of these corpora of written and spoken texts, using a variety of and spoken texts, using a variety of programs (such as programs (such as concordancersconcordancers) )
05/03/23
What does analysis What does analysis of corpora tell us ?of corpora tell us ?
• What ‘words’ really are• Word Frequency• Collocation• Lexicography• What language really is
It provides information about:
05/03/23
Word FrequencyWord Frequency
Why is this important ?Why is this important ?
05/03/23
• top 3 words: 11.5% of all word tokens*• top 10 words: 22% of all word tokens • top 50 words: 37% of all word tokens • top 100 words: 44% of all word tokens• top 1000 words: 74% of all word tokens• top 2000 words: 80% of all word tokens• top 3000 words: 85% of all word tokens• top 10000 words: 93% of all word tokens_________________________________________Look at this sentence:
He told her that he wanted to see her again.
The sentence contains 10 tokens, and 8 types.
05/03/23
• top 3 words: 11.5% of all word tokens*• top 10 words: 22% of all word tokens • top 50 words: 37% of all word tokens • top 100 words: 44% of all word tokens• top 1000 words: 74% of all word tokens• top 2000 words: 80% of all word tokens• top 3000 words: 85% of all word tokens• top 10000 words: 93% of all word tokens_________________________________________Look at this sentence:
He told her that he wanted to see her again.
The sentence contains 10 tokens, and 8 types.
05/03/23
The ‘top’ 3 words: The ‘top’ 3 words: 11.5%11.5%
• Spoken English:Spoken English: the I you
• Written English:Written English: the to and
05/03/23
The ‘Top’ 50 words: The ‘Top’ 50 words: 37%37%
the of and to ain that is was itfor he as with beon I his at byhad this not but fromhave are whichher sheor you they an werethere been one all wetheir has would when ifso no will him who
05/03/23
Words from the ‘Top’ Words from the ‘Top’ 400-500 list 400-500 list
problems feet sat parentsshall today ask showbusiness coming education poorago certainly view stoodmonths boy living countriesrest usually hours startclass difficult wife citybad minutes road longerpolice friends late startedarea death further tableheld area
05/03/23
The importance of The importance of vocabularyvocabulary
• 2000 words is recognized as the absolute 2000 words is recognized as the absolute minimum a language learner needs – the minimum a language learner needs – the ‘survival’ level‘survival’ level
• ‘‘Knowing’ 2000 words means that about Knowing’ 2000 words means that about 80% of a text will be understood (or 1 in 5 80% of a text will be understood (or 1 in 5 words will be unknown)words will be unknown)
• ‘‘Knowing’ 10,000 words means that 93% Knowing’ 10,000 words means that 93% of a text will be understood – this is the of a text will be understood – this is the ideal target for a language learnerideal target for a language learner
05/03/23
What are the What are the implications?implications?
VocabularyVocabulary developmentdevelopment is the key to communication - NOTNOT
grammar !!!!!
05/03/23
Summarizing the Summarizing the ImplicationsImplications
• Language learners need to learn as many words Language learners need to learn as many words as possible as soon as possible (initial 2000 word as possible as soon as possible (initial 2000 word target, with 10,000 words as ideal longer-term target, with 10,000 words as ideal longer-term target)target)
• Vocabulary development will have to be given Vocabulary development will have to be given much more prominence in language teaching much more prominence in language teaching than it receives nowthan it receives now
• Vocabulary teaching will (probably) have to be Vocabulary teaching will (probably) have to be much more explicit and systematic than it is nowmuch more explicit and systematic than it is now
• Teachers will have to develop their own Teachers will have to develop their own expertise in vocabulary development principles expertise in vocabulary development principles and techniques, so that they can provide and techniques, so that they can provide appropriate introduction, storage and retrieval appropriate introduction, storage and retrieval activities for their studentsactivities for their students
05/03/23
Summarizing the Summarizing the ImplicationsImplications
• Perhaps, a huge ‘mental shift for many Perhaps, a huge ‘mental shift for many teachers whose teaching careers have teachers whose teaching careers have been dominated by the idea that language been dominated by the idea that language is ‘is ‘lexicalized grammarlexicalized grammar’, and not what it ’, and not what it actually is: ‘actually is: ‘grammaticalized lexisgrammaticalized lexis’’
• Perhaps, too, teachers will have to learn (if Perhaps, too, teachers will have to learn (if they do not know) what is happening in the they do not know) what is happening in the field of research and development in lexis field of research and development in lexis (´corpus linguistics´) and the necessary (´corpus linguistics´) and the necessary terminology to talk about vocabularyterminology to talk about vocabulary
05/03/23
CONCLUSIONSCONCLUSIONS• Teachers should have practices based on at
least oneone central Theory of Learning.Theory of Learning.• English teachers should have a guiding
ApproachApproach - A set of principles about teaching including views on method, syllabus, and a philosophy of language and learning, with theoretical backing with practical applications.
• Methods, techniques and assessment are influenced by the election of an approach, and they should not contradict it.
05/03/23
CONCLUSIONSCONCLUSIONS• In our practices “there must be an
emphasisemphasis on communicative communicative activitiesactivities which improve the students’ ability to communicate, but there is also place for controled presentation of more [structuralist] input and semi-controled language practice” (Harmer: 1991: 43).
• The approach could be ‘ecclecticecclectic’.
05/03/23
05/03/23
BIBLIOGRAPHYBIBLIOGRAPHY• Bermeosolo Bertrán, Jaime. Psicología del Lenguaje:
Fundamentos para Educadores y Estudiantes de Pedagogía. Chile: Universidad Católica de Chile, 2001.
• Edward, Anthony. “Approach, Method and Technique”. English Language Teaching, 17 (January, 1963), 63-67.
• Harmer, Jeremy. The Practice of English Language Teaching. UK: Longman, 1991.
• Ur, Penny. A Course on Teacher Training. Practice and Theory. UK: Cambridge University Press, 2003.