FAMOUS ESL THEORIST

transcript

LANGUAGE TEACHING METHODOLOGY ESEM5353

FAMOUS ESL THEORIST(APPROACHES AND METHODS THAT CAN BE

APPLIED IN ESL CLASSROOM)

Name: Cristelyn Sharna (MC1510MD0215)Lecturer: Asst. Prof Dr Nafiseh Zarei

Date: 21/08/2016

DEFINITION • The level at which the theory is put into practice.• PROCEDURAL(Based on selected

approach)METHOD

• beliefs about language and language learning are specified.

• FUNDAMENTALAPPROACH

• classroom procedures are described• IMPLEMENTATIONTECHNIQUE

STEPHEN KRASHEN’S SECOND LANGUAGE ACQUISITON THEORY

THE NATURAL ORDER HYPOTHESIS

THE MONITOR HYPOTHESIS THE INPUT HYPOTHESIS

THE AFFECTIVE FILTER THE ACQUISITION / LEARNING HYPOTHESIS

The Input Hypothesis

We acquire language only when we understand language that contains structure that is “a little beyond” where we are now.

This is possible because we use more than our linguistic competence to help us understand.

APPLICATION IN TEACHING

This hypothesis highlights the importance of using the Target Language in the classroom.

The goal of any language program is for learners to be able to communicate effectively.

By providing as much comprehensible input as possible, especially in situations when learners are not exposed to the TL outside of the classroom, the teacher is able to create a more effective opportunity for language acquisition.

provide comprehensible input and that is through reading and hearing.

Early speech will come when the acquirer feels “ready:” It is typically not grammatically accurate.

The Natural Order hypothesis

learners acquire parts of language in a predictable order. For any given language, certain grammatical structures

are acquired early while others are acquired later in the process.

This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence.

teachers should be aware that certain structures of a language are easier to acquire than others and therefore language structures should be taught in an order that is conducive to learning.

Teachers should start by introducing language concepts that are relatively easy for learners to acquire and then use scaffolding to introduce more difficult concepts.

SCAFFOLDING STRATEGIES

The Acquisition-Learning hypothesis

Ways of Developing Language

Ability

Acquisition• subconscious acceptance of

knowledge where information is stored in the brain through

the use of communicationEG: PROCESS OF DEVELOPING L1

LEARNING• the conscious acceptance of

knowledge ‘about’ a language (i.e. the grammar or form).

• EG: PROCESS OF DEVELOPING L2

the optimal way a language is learned is through natural communication.

As a second language teacher, the ideal is to create a situation wherein language is used in order to fulfil authentic purposes.

This is turn, will help students to ‘acquire’ the language instead of just ‘learning’ it.

The Monitor hypothesis

explains how acquisition and learning are used; the acquisition system, initiates an utterance and the learning system ‘monitors’ the utterance to inspect and correct errors.

Krashen states that monitoring can make some contribution to the accuracy of an utterance but its use should be limited.

He suggests that the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency.

The Monitor hypothesis

LEARNED COMPETENCE

ACQUIRED COMPETENCE

SUBCONCIOUS

MONITOR

LEARNED COMPETENCE

GRAMMAR RULES AND TIME

SELF CORRECTION

As an SL teacher it will always be a challenge to strike a balance between encouraging accuracy and fluency in your students.

This balance will depend on numerous variables including the language level of the students, the context of language use and the personal goals of each student.

This balance is also known as Communicative competency

The Affective Filter hypothesis

According to Krashen one obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning.

This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain.

According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.

AFFECTIVE FILTER

When the learner is having high anxiety , low motivation, low self confidence , the filter turn on and causes the learner to block out input.

In any aspect of education it is always important to create a safe,

welcoming environment in which students can learn.

In language education this may be especially important since in order to

take in and produce language, learners need to feel that they are able to

make mistakes and take risks.

Teachers try to reduce the learner’s negative feelings.

Learners can have higher competence when they receive

comprehensible input in low-stress condition.

Teaching strategies

Strategy 1: Analyzing characteristics of the second language learners

Strategy 2: Signing classroom contracts to build the language learners’ expectation toward independence

Strategy 3: Creating the learner-centered classroom to set students’ learning responsibilities

Strategy 4: Setting goals for the language learners to lead to increased motivation

Strategy 5: Integrating theories of second language acquisition with practice

Strategy 6: Building second language learner motivation including value, self-efficacy and attributions

HOWARD GARNER’S MULTIPLE

INTELLIGENCES THEORY

* Identified 8 intelligences which students possess. *different kinds of minds and therefore learn, remember, perform, and understand in different ways

Linguistic Intelligence

Word Smart Ability to write or read Ability to rhyme Good speakers Actors How many of you can

speak or write?

NATURALIST INTELLIGENCE

NATURE SMART LEARN THROUGH CLASSIFICATION,CATEGORIES AND HIERARCHIES ABILITY TO PICK UP ON SUBTLE DIFFERENCESEG: IDENTIFY PLANTS : ENVIROMNENTAL FEATURES

Logical/Mathematical Intelligence

Number smart Ability to do math Ability to balance a checkbook How many of you can count your money? How many of you have done a science

experiment?

Spatial Intelligence

Picture Smart Who can draw

pictures? How many people

can see pics in their heads when they close their eyes?

How many of you like movies, tv, or video games?

Kinesthetic Intelligence

Body, sports or hand smart Who can dance, play sports, build models?

Musical Intelligence

Music Smart Who likes music? Who can play an

instrument?

Interpersonal Intelligence

People Smart Who has at least one friend or associate? Who likes group work?

Intrapersonal Intelligence

Self Smart Who has ever talked to

themselves? Who likes to work on

their own? Who takes care of

themselves after school?

Kinds of learning activities for these intelligences

Intrapersonal Intelligence (study through research, reflection, or individual projects)

Interpersonal Intelligence (they develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm ideas and discuss that day’s topic collaboratively).

Musical Intelligence( students compose and sing songs about the subject matter, make their own instruments, and learn in rhythmical ways)

Spatial Intelligence (they explore a subject area using diverse art media, manipulables, puzzles, charts, and pictures.)

Kinaesthetic Intelligence*They build models, dramatize events, and dance, all in ways that relate to the content of that day’s subject matter) Logical/ Mathematical Intelligence*they work with math games, manipulatives, mathematical concepts, science experiments, deductive reasoning, and problem solving Linguistic Intelligence *students read, write, and learn in many traditional modes. They analyse and organize information in written form.

DELL HATHAWAY HYMES’S COMMUNICATIVE COMPETENCE THEORY

PURPOSE : the ability to use the language correctly and appropriately to accomplish communication goals.

The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does.

Communicative competence is made up of four competence areas:

linguistic, sociolinguistic, discourse, and strategic.

Linguistic competence

knowing how to use the grammar, syntax, and vocabulary of a language.

What words do I use? How do I put them into phrases and sentences?

Sociolinguistic competence

knowing how to use and respond to language appropriately, given the setting, the topic and the relationships among the people communicating.

which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?

STRATEGIC COMPETENCE

knowing how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about the language and in the context.

How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?

DISCOURSE COMPETENCE

knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole.

How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?

Goal of Communicative Efficiency

In the early stages of language learning, teacher and students may want to keep in mind the goal of communicative efficiency:

• That learners should be able to make themselves understood, using their current proficiency to the fullest.

• They should try to avoid confusion in the message (due to faulty pronunciation, grammar, or vocabulary)

• to avoid offending communication partners (due to socially inappropriate style)

• to use strategies for recognizing and managing communication breakdowns.

CLASSROOM ACTIVITIES TO PROMOTE CC

Information gap– Guessing game, problem solving activities

Role playSimulation Jigsaw listening

Lev Semyonovich Vygotsky’ss

SOCIAL AND COGNITIVE DEVELOPMENT THEORY

A theory based on how people learn. people construct their own understanding and knowledge of the

world, through experiencing things and reflecting on those experiences.

stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning

Children acquire knowledge as a result of engaging in social experiences.

Young learner

Older learner

Shares skills. Knowledge and values

SOCIAL DEVELOPMENT

placed more emphasis on social contributions to the process of development

focused on the connections between people and the sociocultural context in which they act and interact in shared experiences.

humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs.

2 MAJOR THEME

Social Interaction

Zone of Proximal Development

SOCIAL INTERACTION

social learning anticipates development. He believes that young children are curious and actively involved in

their own learning and the discovery and development of new understanding

WHAT WE LEARN has a direct link with HOW WE LEARN A child’s language development is strongly tied to:• A child’s appreciation of others communicative intention• Desire to imitate other’s behavior and speech

ZONE OF PROXIMAL DEVELOPMENT

concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.

According to Vygotsky learning occurs here.

RANGE OF TASK

HELP AND GUIDANCE

CANNOT YET PERFORM INDEPENDENTLY

ZPD is the area where the most sensitive instruction or guidance should be given, allowing the child to develop skills they will then use on their own, developing higher mental functions.

ACTUAL DEVELOPMENT

LEVEL(independently)

LEVEL OF POTENTIAL DEVELOPMENT

(with the assistance of a more competent individual)

CLASSROOM APPLICATIONSOCIAL INTERACTION

Class Survey (ICE BREAKING)• Objective: Learners gather information about a particular topic. They

increase proficiency and confidence in asking one or more questions at the same time as they are increasing their literacy skills.

Conversation grid* Objective: Learners practice and increase knowledge of language structures (such as what, when, where, and why questions and their typical answers), vocabulary (as related to a particular topic such as “on the job”), and cultural aspects related to a topic. They ask questions, listen to answers, and record information on the grid.

ZPDSCAFFOLDING

EG: ASSISSTING

SUPPORT MECHANISM THAT HELPS A LEARNER TO SUCCESSFULLY PERFORM A TASK WITH HIS OR

HER ZPD

WITH THE SUPPORT OF MORE COMPETENT INDIVIDUAL

SCAFFOLDING ACTIVITIES

Show and Tell (Modelling) Pre teach (vocabulary)- information gap Strip Story

NEURO LIINGUIST

studies the relation of language and communication to different aspects of brain function

EG: it tries to explore how the brain understands and produces language and communication.

This involves attempting to combine theory from neurology/neurophysiology (how the brain is structured and how it functions) with linguistic theory (how language is structured and how it functions).

MICHAEL LEWIS’S LEXICAL

APPROACH

• Giving importance the insight of the language lexicon

• concentrates on developing learners' proficiency with lexis, or words and word combinations.

• Chunks, minimal pairs, collacations, lexical units are the specific characteristics of this approach

EG: COLLACATIONS

totally convincedstrong accentterrible accidentsense of humoursounds excitingbrings good luck

LEXICAL UNITS

Binomials ( e.g. Knife and fork…)

Trinomials ( e.g. Cool, calm and collected…)

Idioms ( e.g. To rain cats and dogs… )

Similes ( e.g. As white as snow …. )

Connectives ( e.g. Finally, to conclude )

Conversational gambits ( e.g. Guess what… )

CLASSROOM APPLICATION

Using Language Chunks in Class Finding Useful Chunks (Usefulness + Personal Interest =

Good lexical chunk) Guessing the meaning of vocabulary items from

context Phrase matching

THANK YOU

FAMOUS ESL THEORIST

Education