Te Sol Package 94

8/11/2019 Te Sol Package 94

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English TeachingMethodology Package

By Claire Chia-hsing Pan

Department of Applied Foreign Languages

!hu-te "ni#ersity

Fall $%%&

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'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.



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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]


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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


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!.$ 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


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#.# 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


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#.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


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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.

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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


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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


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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

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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


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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

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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


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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


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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


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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

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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


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%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


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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


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= *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


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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


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" *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

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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


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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


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!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


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;


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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


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2 p.12@4

ir%mlo%tion789:3the thing yo% open $ottles with !or

orksrew4 , appro


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


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!ear o! negative soial eval%ation test an


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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


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goals 3pereived larity and relevane o! learning goals as reasons !or learning4

involvement 3i.e., e


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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


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$.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 ]


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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


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".+.: '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:


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$.; *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


39/111

proed%res or strategies the learner is employing in the disovery o! lang%age

le


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


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".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)


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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


43/111

$.5 *o((unicati,e co(petence 2ook #" p. #55)

".:.1 e!inition

a)


44/111


45/111

3ii4 ver$al and nonver$al !eat%re in styles

3iii4 synta


46/111

Fat%ral order o! a)%isition

Uero option !or grammar

instr%tion

mpliit/e


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


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 =.@. :


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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


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long. %e to per!ormane !ators s%h as !atig%e, lak o! attention, nervo%sness or

e


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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


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%rri%l%m s%h as identi!ying, reporting, denying, apologi8ing, et. 3Oan Ek H

(le


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


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


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


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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


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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


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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@


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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


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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


61/111

314 !ine arts to rela< learners

324 emphasis o! keeping st%dents> privay and dealing with their !eelings

3"4 onte


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


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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

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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


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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

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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


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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


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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


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". 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


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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

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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

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()%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

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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

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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


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*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


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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


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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


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approah was !irst oined $y ihael 'ewis.

he !%ndamental priniple o! the le


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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


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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


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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


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". 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


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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

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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

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:. 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


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%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


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a$ility to e


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*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

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$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


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". ind%e grammar !rom

e


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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


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The Silent ?ay


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". a rela


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*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

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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


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$. *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



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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.



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b) 6ttitudes to 8! in the classroo(

- advantages o! '1 %se grammar e


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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


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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

Documents

Te Sol Package 94