teaching english to young learners
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TEACHING ENGLISH TO YOUNG
LEARNERS
1. BASIC TERMS
1.EFL
ENGLISH AS A FOREIGN LANGUAGE
2. TEFL
TEACHING ENGLISH AS A FOREIGN LANGUAGE
3. SLA
SECOND LANGUAGE ACQUISITION
4. FLA
FOREIGN LANGUAGE ACQUISITION
5. ELT
ENGLISH LANGUAGE TEACHING
6.ESP
ENGLISH FOR SPECIAL PURPOSES
7. UG
UNIVERSAL GRAMMAR
Language Pedagogy and other Sciences
Linguistics Psychology Pedagogy
Applied Psycho- Applied Pedagogical Didactics
Linguistics linguistics psychology psychology
FIRST
L1
NATIVE
PRIMARY
MOTHER TONGUE
STRONGER
SECOND
L2
NON-NATIVE
SECONDARY
FOREIGN LANGUAGE
WEAKER
LANGUAGE SKILLS
SKILLS AUDITIVE VISUAL
PASSIVE LISTENING READING
ACTIVE SPEAKING WRITING
SIMPLE SKILLS
L R
S W
COMPLEX SKILLS:
L AND R: COMPREHENSIVE SKILLS
S AND W: COMMUNICATION SKILLS
I AND T: MEDIATION SKILLS
INTERPRETATION AND TRANSLATION: 2 LANGUAGES ARE INVOLVED
GROUPING :
DESCRIBING A METHOD
I. BASIC DILEMMAS
1. L1-------L2
2. AWARENESS --- INTUITION
3. FORMS ----- FUNCTIONS
II. THE ARRANGEMENT OF LANGUAGE CONTENT
4.PRONUNCIATION
5.GRAMMAR
6. VOCABULARY
7. PRAGMATICS
III. TEACHING SKILLS
8. ALL SKILLS OR ONE SKILLS
9. THE ROLE AND AMOUNT OF TRANSLATION
IV. TEACHING STYLE
10. STUDENT PARTICIPATION
11. TEACHER’S ROLE
12. ERROR CORRECTION
13. FEEDBACK
1. EARLY LANGUAGE TEACHING
2. GRAMMAR TRANSLATION METHOD
3. DIRECT METHOD
4. INTENSIVE METHOD
5. READING METHOD
6. AUDIO-LINGUAL METHOD
7. AUDIO-VISUAL METHOD
8. COGNITIVE APPROACH
9. HUMANISTIC APPROACHES
10. COMMUNICATIVE LANGUAGE TEACHING
1. EARLY LANGUAGE TEACHING
ANCIENT TIMES
MARKETPLACE ----- MONASTERY
IMMERSION
THE EGYPTIANS-----THE GREEKS------ THE ROMANS
MIDDLE AGES
THE EVALUATION OF EARLY LANGUAGE TEACHING
1. READING COMES FIRST
2. PRONUNCIATION --- PHONETIC TRANSCRIPTION ????
3. WRITING - COPYING, PARAPHRASES,VERSIFICATION
4. SPEECH – ROTE LEARNING, Q & A, DIALOGUES, DRILLS, MONOLOGUES
2. GRAMMAR TRANSLATION METHOD
1. NAME:
NYELVTANI FORDÍTÓ MÓDSZER
CLASSICAL METHOD
TRADITIONAL METHOD
MEDIEVAL METHOD
PRUSSIAN METHOD
2. THE OBJECTIVES OF GRAMMAR TRANSLATION METHOD
•READ WITH THE HELP OF DICTIONARY—TEXT:ANCIENT
•LEARN WITH THE HELP OF TRANSLATION
•WRITE IN BOTH LANGUAGES WITH GRAMMATICAL AWARENESS --- TERMS
•MENTAL DISCIPLINE
SPEAKING IS NOT AN OBJECTIVE
A TYPICAL CLASSROOM
MORE THAN 30 CHILDREN
2-6 LESSONS A WEEK
TABLES OF PARADIGMS (DECLINATIONS, CONJUGATIONS)LACK OF ONE EQUIPMENT
FRONTAL TEACHING (T – S) INTERACTION
STRONG CONTROL
CONSTANT USE OF L1
CORRECTION
BOOKS:
TOPIC: GRAMMATICAL
EXAMPLARY SENTENCES TO ILLUSTRATE RULES
L1 AND L2 WORD LISTS (BEFORE THE TEXT OF THE LESSON)
TASK TYPES:
COMPLETION
TRANSFORMATION
TRANSLATION (L1-L2, L2-L1)
TEACHING TECHNIQUES
DEDUCTIVE, DETAILED GRAMMAR EXLPANATION
READING ALOUD
RECITALS OF MEMORITERS (ROTE LEARNING)
LISTS OF EXCEPTIONS
RARE WORDS
TERMS OF GRAMMAR
RECITALS OF CONJUGATIONS AND DECLANATIONS
WHY IN GERMANY?
EFL: SCHOOL SUBJECT
CIVIL CERVANTS
NO CHANGES IN THE SCHOOL SYSTEMS
EXAMS
NAMES:
SEIDENSTÜCKER (1765-1817) DISCONNECTED SENTENCES
AHN (1796-1865) 12 AREAS OF VOCABULARY
PLOETZ (1819-1881)SENTENCE PARADIGM
ASSESSMENT OF GRAMMAR TRANSLATION METHOD
NEGATIVE FEATURES
o READING AND WRITING ONLY
o SENTENCE CENTRED (NO TEXTS)
o RULE CENTRED
o MENTAL GYMNASTICS
POSITIVE FEATURES
EXPLICIT KNOWLEDGE ABOUT THE LANGUAGE
TRANSLATION INTO L1
CULTURAL TEXTS AND LITERATURE (LIVY)
DIRECT METHOD
1900-1940
GENERAL FEATURESo LONG PHONETIC INTRODUCTION
o NO L1
o NO TRANSLATION
o ASSOCIATIONS
o INDUCTIVE AND INTUITIVE GRAMMAR TEACHING
oTEXTS: PROSE: BRITISH STUDIES
o SKILLS SPEAKING AND LISTENING
(READING AND WRITING)
o SELF-CORRECTION
CLASSROOM TECHNIQUES
ORAL WORK
EXPLANATION IN L2
PRONUNCIATION: IMMEDIATELLY CORRECTED
QUESTION AND ANSWER ---CHORUS
SOUND READING
CONVERSATION
DICTATION
COMPLETION
VARIETIES OF DIRECT METHOD
ORIGINAL DIRECT METHOD
BERLITZBASIC ENGLISH: OGDEN AND RICHARDS
BRITISH
AMERICAN
SCIENTIFIC
INTERNATIONAL
COMMERCIAL
20,000 WORDS: 850/16
EVALUATION:
POSITIVE FEATURES:
ORAL WORK
SPOKEN LANGUAGE
THINKING IN A FL
NEGATIVE FEATURES:
LONG PHONETIC INTRODUCTION
TOO DEMANDING FOR THE LEARNERS
INTENSIVE METHOD
AN ARMY SPECIALISED TRAINING PROGRAMME
WW2
TEAM TEACHING: INFORMANT (NATIVE SPEAKER)
INSTRUCTOR : TEACHER
6 WEEKS/10 HRS A DAY
METHOD: 1. IMITATION
2. REPETITION
3. L2---L1 TRASNSLATION
4. ROTE LEARNING
ASSESSMENT
TEAM WORK
PRONUNCIATION-- PERFORMANCE
LANGUAGE LEARNING (AL METHOD WITHOUT MACHINES
LANGUAGE TEACHING TO A LARGE POPULATION
+ FEATURES
COMENIUS
15TH CENTURY
VESTIBULUM---ELŐSZOBA
IANUA---KAPU
ATRIUM---NAGYTEREM
ROAD TO LANGUAGES
VIA = THROUGH
WORD EXPLANATION: PICTURE DICTIONARY:
8,000 VOCABULARY UNITS
GOUIN
19TH CENTURY
‘ACTION SERIES’: THE MILL
5 TOPICS:
HOME
NATURE
SOCIETY
SCIENCE
OCCUPATIONS
PRENDERGAST
THE LABYRINTH
1 2 3 4 5 6 7
HIS SERVANT SAW YOUR FRIEND’S NEW BAG
8 9 10
NEAR THE HOUSE.
NEW SENTENCE: 8,9,7,10,4,2,3,1,5,7
READING METHOD
IN THE 1930S AND 1940S
1929 COLEMAN REPORT: THE MAIN TECHNIQUE IS READING (DEVELOPING VOCABULARY )
VOCABULARY LISTS:
•THORNDIKE
•WEST: GENERAL SERVICE LIST
READERS: 500, 800, 1200 WORDS: EASY READERS
LEXICAL SELECTION AND LEXICAL DISTRIBUTION
READING TECHNIQUES:
INTENSIVE:
EXTENSIVE:
SCANNING:
SKIMMING:
ANALYTICAL
FOR GENERAL MEANING , FOR PLEASURE
TO LOCATE INFO
READING FOR GIST (TO FIND THE MAIN POINTS OF THE TEXT AND SUMMARISE IT)
AUDIO-LINGUAL METHOD
1950-70
TECHNICAL BACKGROUND:
1875 EDISON - PHONOGRAPH
1940 TAPE RECORDER 2-PHASE
POLIESTHER
1960s: LANGUAGE LABORATORIES: STT
AA: AUDIO-ACTIVE
AAC: AA COMPERATIVE
AACI: AAC INTERACTIVE
LINGUISTIC BACKGROUND:
STRUCTURALISM: LANGUAGE IS A SYSTEM
IT EXISTS IN SPEAKING
ITS FUNCTION: COMMUNICATION
PSYCHOLOGICAL BACKGROUND:
BEHAVIORISM: LG IS BEHAVIOUR
CLASSROOM PROCEDURES:
PRESENTATION
PRACTICE: DRILLS
MEMORISATION
CONFIRMATION
REPETITION
DRILLS:
FIRST FORM:SUBSTITUTION CHARTS
FUNCTIONAL GROUPING:
REPETITION DRILLS
COMPLETION DRILLS
SUBSTITUTION DRILLS
TRANSFORMATIONAL DRILLS
TECHNICAL GROUPING:
3-PHASE: STIMULUS
RESPONSE
CORRECT ANSWER
4-PHASE: STIMULUS RESPONSE CORRECT ANSWER ST REPEATS CORRECT ANSWER
ASSESSMENT:
+COMPLEX METHOD
SIMPLE METHOD
MANY ACTIVITIES
GRADUAL DEVELOPMENT: INDIVIDUALISATION
-NOT EVERY LANGUAGE FORM CAN BE CONDITIONED
TOO LONG DIALOGUES
RECOGNISING LG ELEMENTS ≠ KNOWLEDGE
MIM-MEM= MIMICRY AND MEMORISATION
AUDIO-VISUAL METHOD
1960s
SOUND + IMAGE = SITUATION
TAPE RECORDER SLIDE SITUATION
OBJECTIVES:
1. MAKE EVERYDAY SPEECH SOUNDS FAMILIAR
2. INCREASE STT
3. ESP
STEPS:
1. PRESENTATION
2. EXPLANATION
3. REPETITION
4. EXPLOITATION
EVALUATION
+ SCRIPT AND SCENARIO (BETTER THAN READING)
SITUATION-CENTRED
NEW TECHNOLOGY
-
CULTURE SPECIFIC
FEW PICTURES
STRICT METHODOLOGY
COGNITIVE METHOD
1960s
= MENTALIST APPROACH
LANGUAGE LEARNING IS A CONSCIOUS PROCESS
MAKING UP HYPOTHESES
CHOMSKY:
LANGUAGE COMPETENCE: KN OF GR RULES
LANGUAGE PERFORMANCE: USING THE LG
COMMUNICATIVE COMPETENCE
1. LINGUISTIC COMPETENCE (ACCURACY AND FLUENCY)
2. SOCIOLINGUISTIC COMPETENCE: ACCEPTABILITY
AND APPROPRIATENESS)
3. DISCOURSE COMPETENCE
4. STRATEGIC COMPETENCE
COMMUNICATIVE LANGUAGE TEACHING
1970s -
AIMS:
TEACHING ALL THE 4 SKILLS
FOCUS ON ORAL AND WRITTEN COMMUNICATION
CONTENT AND SKILLS TRAINING
COMMUNICATIVE COMPETENCE
METHOD: LEARNING BY USING
NOTIONS AND FUNCTIONS
TOPICS
HUMANISTIC APPROACHES
SUGGESTOPAEDIA
CLL
TPR
SILENT WAY
DOR
HUMANISTIC=HOLISTIC
SILENT WAY
GATTEGNO: 1976 THE COMMON SENSE OF TEACHING
BASIC PRINCIPLES:
LG SHOULD BE LEARNED INDIVIDUALLY
TEACHING DEPENDS ON LEARNING
TEACHER SETS MATERIALS
LEARNERS DEPEND ON EACH OTHER
SILENCE IS A METHOD
STs HAVE TO CONCENTRATE (90% STT)
AIDS: CHARTS: CUISINAIRRE RODS, FIDEL CHARTS
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