1. By: Maria Fernanda Morocho PRINCIPLES OF LANGUAGE LEARNING
AND TEACHING
2. LANGUAGE LEARNING AND TEACHING Many variables are involved
in the acquisition of second languuage. CURRENT ISSUES IN SLA May
be initially approached as a multitude of questions that are being
asked about this complex process.
3. LANGUAGE Is a complex, specialized skill, whch develops in
the child spontaneously, without conscious effort of formal
instruction. Language is systematic Langugae is a seto of arbitrary
symbols. Those symbols are primarily vocal, but may also be visual.
Language is used for communication. Language operates in a speech
community or culture.
4. Learning and teaching Learning is acquisition or getting
Learning is retention of information or skill Learning involves
active, conscious focus on and acting upon. Learning is relatively
permanet but subject to forgetting. Involves some form of practice.
Learning is a change bahaviour. Teaching is guiding and
facilitating learning, enabling the lerner to learn, setting the
conditions for learning.
5. Schools of thought in SLA Structuralism Languages can differ
from each other without limit. Behaviourism Focuses on publicy
observable responses that can be perceives, recorded and measure.
Cognitive Psychology Cognitive psychologists asserted that meaning,
understanding, and knowing were significant data for psychological
study. Constructivism Individuals engages in social practices, on a
collaborative group on a global community.
6. Language teaching methodology Grammar Translation Method
Classes are taught in mother tongue, with litte active use of
target language. Often the only drills are esxercises in
translating disconected sentences from the target language into the
mother tongue.
7. FIRST LANGUAGE ACQUISITION
8. Theories of first language acquisition Behaviourist approach
Inmediately perceptible aspects of linguitic behavior and the
relatinships or associations between those responses and events in
the world surrounding them. Nativist Approach This approach studies
the child language Functional Cognition and language development
Social interaction and language development Mediation theory
Mediation response
9. Issues in first language acquisition Competence and
performance Comprehension and production Universals Systematicity
and variability Langugae and Thought Imitation Practice Input
Discourse
10. AGE AND ACQUISITION
11. DISPELLING MYTHS In language teaching, we must practice and
practice Lnaguage learning is mainly a metter of imitation. First,
we practice the separate sounds, then words then sentences. A small
child listens and speaks no one would dream making hom read or
write.
13. Linguistics considerations Bilingualism Interference
between first ans second language Interference in asults Order of
acquisition
14. HUMAN LEARNING
15. Learning and training PAVLOVS CLASSICAL BEHAVIOURISM
Respondent conditioning Elicit response. SKINNERS OPERANT
CONDOTIONING Governed by COGNITIVE Meaningful = powerful
Subsumption Association Systematic forgetting CONSTRUCTIVIST Fully
functioning person Learn how to learn Community of learners
Empowerment
16. Theories of learning Signal learning Stimilus-response
learning Chaining Verbal association Multiple discrimination
Concept learning Principle learning Problem solving
17. STYLE AND STRATEGIES
18. LEFT-BRAIN DOMINANCE RIGHT-BRAIN DOMINANCE Intellectual
Remembers names Responds to verbal instructions and explanations
Makes objective judments Planned and structured Intuitive Remembers
faces Responds to demostrated, illustrated, or symbolic
instructions. Makes subjective judments Fluid and spontaneous
20. AVOIDANCE STRATEGIES COMPENSATORY STRATEGIES Message
abandonment Topic avoidance Circumlocution Approximation Use of all
purpose words Word coinage Prefabricated patterns Literal
translation
21. PERSONALITY FACTORS
22. Myres-Briggs character types Extroversion (E) Introversion
(I) Sociability Interaction External Breadth Extensive Multiplicity
of relationships Expenditure of energies Territorial Concentration
Internal Depth Intensive Likmited relationships Conservation of
energies
23. Sensing (S) Intuition (N) Experience Past Realistic
Perspiration Actual Down-to-earth Utility Fact Hunches Future
Speculative Inspiration Possible Head-in-clouds Fantasy
Fiction
25. Judging (J) Perceiving (P) Settled Decide Fixed Plan ahead
Run ones life Clousure Decision.making Planned Completed Pending
Gather more data Flexible Adapt as you go Let life happen Open
options Treasure hunting Open ended Emergent
26. SOCIOCULTURAL FACTORS
27. Differences in teacher/studen and student/teacher
interaction related to the individualism versus collectivism
dimension Collectivist Societies Individualist Societies Positive
association in society with whatever is rooted in tradition The
young should learn; adults cannot accept student role Students
excet to learn how to do Positive association in society with
whatever is new One is never too old to learn permanent education
Students expect to learn how to learn
28. CROSS LINGUISTIC INFLUENCE AND LEARNER LANGUAGE