SMORGASBORD OF IDEAS FOR SMORGASBORD OF IDEAS FOR LANGUAGE TEACHERSLANGUAGE TEACHERS

Five hypotheses about Five hypotheses about second language acquisitionsecond language acquisition

I.I. The The acquisition/Learning acquisition/Learning

HypothesisHypothesis Acquisition is defined as the Acquisition is defined as the

process children use to process children use to acquire first language.acquire first language.

The process is subconscious; The process is subconscious; we are usually not aware that we are usually not aware that we are acquiring while we we are acquiring while we are acquiring.are acquiring.

Learning is conscious, or explicit Learning is conscious, or explicit knowledge about language. knowledge about language. Learning is developed, it is thought Learning is developed, it is thought to be aided by the practice of error to be aided by the practice of error correction. Error correction, correction. Error correction, supposedly, helps the learner come supposedly, helps the learner come to the correct mental representation to the correct mental representation of a rule. In everyday language, of a rule. In everyday language, acquisition is " picking up" a acquisition is " picking up" a language, while learning is language, while learning is "grammar", or "rules"grammar", or "rules".".

II.II. The Natural Order The Natural Order Hypothesis Hypothesis

This hypothesis states that we This hypothesis states that we acquire (not learn ) grammatical acquire (not learn ) grammatical structures in a predictable structures in a predictable order, that is, certain structures order, that is, certain structures tend to be acquired early, and tend to be acquired early, and others tend to be acquired late.others tend to be acquired late.

III.III. The Monitor The Monitor Hypothesis Hypothesis

The Monitor hypothesis describes The Monitor hypothesis describes their interrelationship and how each their interrelationship and how each is utilized by the second language is utilized by the second language performer. The Monitor hypothesis performer. The Monitor hypothesis claims that acquisition, not learning, claims that acquisition, not learning, is responsible for our fluency in is responsible for our fluency in second language performance, for second language performance, for our ability to use second language our ability to use second language easily and comfortably easily and comfortably

There are three conditions There are three conditions for using Monitorsfor using Monitors

1: 1: TimeTime In normal conversation, In normal conversation, there is rarely enough time to there is rarely enough time to consult and utilize conscious rules.consult and utilize conscious rules.

2: 2: Focus on formFocus on form Just having time Just having time is not enough. Even when is not enough. Even when acquirers have plenty of time, they acquirers have plenty of time, they do not always think about do not always think about grammatical correctness.grammatical correctness.

3: 3: Know the Rule Know the Rule use find use find basically three types of basically three types of performers: Monitor over-users, performers: Monitor over-users, who Monitor all the time, to the who Monitor all the time, to the detriment of their fluency; Monitor detriment of their fluency; Monitor under-users, those who fail to under-users, those who fail to consult the conscious grammar at consult the conscious grammar at all; and optional users, performers all; and optional users, performers who use the grammar when they who use the grammar when they can, but only if such use does not can, but only if such use does not interfere with communication. interfere with communication.

IV.IV. The Input Hypothesis The Input Hypothesis

This hypothesis deals with the This hypothesis deals with the important question of how we acquire. important question of how we acquire. It consists of three interrelated parts. It consists of three interrelated parts. In terms of the Natural Order In terms of the Natural Order hypothesis we move from our current hypothesis we move from our current level I to the nest level I+1 by level I to the nest level I+1 by understanding input containing understanding input containing II+1.+1.

We generally do not allow our students We generally do not allow our students to have a silent period . we insist on to have a silent period . we insist on production, and accurate production,production, and accurate production,

V.V. The Affective Filter The Affective Filter HypothesisHypothesis

This hypothesis deals with the This hypothesis deals with the role of affective variables. Those role of affective variables. Those variables are related to success variables are related to success in second language acquisition:in second language acquisition:

1: 1: Anxiety Anxiety The lower the The lower the level of anxiety, the better the level of anxiety, the better the language acquisition. The language acquisition. The student should be off the student should be off the defensive.defensive.

2: 2: MotivationMotivation Higher Higher motivation predicts better motivation predicts better second language acquisition,second language acquisition,

3: 3: Self-confidenceSelf-confidence The The acquirer with more self-acquirer with more self-esteem and self-confidence esteem and self-confidence tends to do better in second tends to do better in second language acquisition.language acquisition.

According to the Affective According to the Affective Filter hypothesis, acquirers in a Filter hypothesis, acquirers in a less than optimal affective state less than optimal affective state will have a filter, or mental will have a filter, or mental block, preventing them from block, preventing them from utilizing input fully for further utilizing input fully for further language acquisition. The one language acquisition. The one with the lower filter will go with the lower filter will go faster and farther. faster and farther.

Reading SkillReading SkillACHIEVING GOALSACHIEVING GOALS

Learning EnvironmentLearning Environment Role of TeacherRole of Teacher MaterialsMaterials Evaluating Reading SelectionsEvaluating Reading Selections Preparing and Using MaterialsPreparing and Using Materials Developing Reading and Developing Reading and

Language SkillsLanguage Skills

Reading SkillsReading Skills Skimming is quick reading for the Skimming is quick reading for the

general drift of a passagegeneral drift of a passage Scanning s similar to skimming in Scanning s similar to skimming in

that the reader is pushing himself that the reader is pushing himself through a selection at an initially through a selection at an initially uncomfortable rateuncomfortable rate

Reading for thorough comprehension Reading for thorough comprehension Critical readingCritical reading

Language SkillsLanguage Skills

Vocabulary Vocabulary Guessing vocabulary from Guessing vocabulary from

context is perhaps the most context is perhaps the most important of the vocabulary important of the vocabulary attack skills.attack skills.

Synonym in apposition Synonym in apposition AntonymAntonym

Language SkillsLanguage Skills

Cause and effectCause and effect Syntax work in reading Syntax work in reading

classes is conducted on a classes is conducted on a diagnostic basisdiagnostic basis

Discourse analysis consists of Discourse analysis consists of making students conscious making students conscious

SAMPLE LESSON SAMPLE LESSON PLANPLAN

Day 1Day 1

1.1. Non-prose reading (15 Non-prose reading (15 min) (train schedule, min) (train schedule, menu, map, graph, etc.)menu, map, graph, etc.)

A.A. Students are given teacher-Students are given teacher-prepared questions and told prepared questions and told to scan to find the answers.to scan to find the answers.

B.B. The questions should reflect The questions should reflect " real life " situations." real life " situations.

C.C. The work is fast-paced and The work is fast-paced and oral, students working oral, students working individually or in small individually or in small groups.groups.

2.2. Paragraph work (20 Paragraph work (20 min) (paragraphs min) (paragraphs

from Baudion et al., from Baudion et al., Harris, SRA, or Harris, SRA, or

teacher-prepared)teacher-prepared)

Day 1Day 1

A.A. As an introduction, a paragraph is read As an introduction, a paragraph is read by the teacher, and the students are by the teacher, and the students are given time to answer the questions. given time to answer the questions. Discussion follows, with students Discussion follows, with students defending answers using vocabulary and defending answers using vocabulary and syntax analysis. Students are then given syntax analysis. Students are then given the opportunity to work individually.the opportunity to work individually.

B.B. Students read silently and answer Students read silently and answer questions. questions.

C.C. Discussion follows with the Discussion follows with the class as a whole, in small class as a whole, in small groups, or in pairs. Intensive groups, or in pairs. Intensive work is done on determining work is done on determining the main idea, drawing the main idea, drawing inferences, as well as inferences, as well as sentence and discourse work.sentence and discourse work.

D.D. If students aren't able to If students aren't able to finish in the allotted time or if finish in the allotted time or if problems arise, the work can problems arise, the work can be continued as homework.be continued as homework.

Day 1Day 1

3.3. Introduction to longer Introduction to longer reading (15 min)(ESL reading (15 min)(ESL textbook reading of over textbook reading of over 2000 words found, for 2000 words found, for example, in Baudion et al., example, in Baudion et al., and Baumwoll and Saitz).and Baumwoll and Saitz).

A.A. Reading is introduced by a Reading is introduced by a discussion relating the topic discussion relating the topic to students' experiences, to students' experiences, followed by an introduction followed by an introduction of potentially difficult of potentially difficult vocabulary from the reading.vocabulary from the reading.

B.B. The teacher reads the first few The teacher reads the first few paragraphs orally to introduce paragraphs orally to introduce the students to the reading. the students to the reading. Discussion follows on the topic Discussion follows on the topic and on potential vocabulary and on potential vocabulary and syntax problems.and syntax problems.

C.C. If time permits, students skim If time permits, students skim the selection to answer general the selection to answer general questions posed by the teacher.questions posed by the teacher.

Day 1Day 1

4.4. Assignment Assignment

A. Read longer reading, answer comprehension questions for Day 3.

B. Finish paragraph work, if necessary.

Day 2Day 2

1.1. Paragraph work (10 min)Paragraph work (10 min)

A.A.Finish paragraph work begun Finish paragraph work begun on Day 1.on Day 1.

Day 2Day 22.2. Vocabulary work (15 min) Vocabulary work (15 min)

(vocabulary from context, (vocabulary from context, stem/affix, or dictionary: stem/affix, or dictionary: exercises taken from exercises taken from Baudoin et al., Harris, Baudoin et al., Harris, Yorkey, or other skills Yorkey, or other skills textbook or are teacher-textbook or are teacher-prepared)prepared)

A.A. Intensive oral skill work in Intensive oral skill work in which students are pushed at which students are pushed at fast pace. Focus is on skills fast pace. Focus is on skills not on learning new not on learning new vocabulary.vocabulary.

B.B. Teacher-prepared exercises Teacher-prepared exercises can be used to introduce can be used to introduce vocabulary from the nest vocabulary from the nest reading selection.reading selection.

Day 2Day 2

3.3. Short passage (25 min) Short passage (25 min) (ESL textbook such as (ESL textbook such as Baudoin et al., Sailz and Baudoin et al., Sailz and Carr, Hirasawa and Carr, Hirasawa and Markstein, or teacher-Markstein, or teacher-prepared activity; reading prepared activity; reading of 500 – 1000 words) of 500 – 1000 words)

A.A. Students do intensive forced Students do intensive forced reading for a particular reading for a particular purpose. (The reading purpose. (The reading determines what you do with determines what you do with it.)it.)

B.B. The teacher reads the passage The teacher reads the passage orally to the students while orally to the students while they read silently forcing they read silently forcing them to read quickly, or sets a them to read quickly, or sets a time limit for silent reading.time limit for silent reading.

C.C. The reading is followed by The reading is followed by comprehension questions to comprehension questions to be done orally, or in writing be done orally, or in writing if true/false, multiple choice if true/false, multiple choice format is used.format is used.

D.D. Discussion of questions can Discussion of questions can take place with the class as take place with the class as a whole, in small groups or n a whole, in small groups or n pairs.pairs.

4.4. AssignmentAssignment

A.A. Reminder from Day 1 to read Reminder from Day 1 to read longer reading and answer longer reading and answer comprehension questions.comprehension questions.

Day 2Day 2

Day 3Day 3

1.1. Longer reading (50 min)Longer reading (50 min)

2.2. AssignmentAssignment

Day 4Day 4

1.1. Go over homework.Go over homework.

2.2. Structure work (15 Structure work (15 min) (worksheets from min) (worksheets from Quirk and Greenbaum, Quirk and Greenbaum, Rutherford, Praninskas, Rutherford, Praninskas, or teacher-prepared ).or teacher-prepared ).

Day 4Day 43.3. Short passage (20 min )(ESL Short passage (20 min )(ESL

textbook or teacher-prepared textbook or teacher-prepared reading of approximately 500 reading of approximately 500 words with comprehension, words with comprehension, vocabulary, and syntax vocabulary, and syntax exercises as appropriate ).exercises as appropriate ).

4.4. Realia ( 15 min )Realia ( 15 min )

5.5. Assignment Assignment

Day 5Day 5

1.1. Realia (35 min ).Realia (35 min ).

2.2. Poetry (15 min ) Poetry (15 min ) ( Teacher-prepared ( Teacher-prepared exercises ).exercises ).