foundation to language teaching

8/3/2019 Foundation to Language Teaching

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Foundation in

Language Teachingng Hip Giang

SED-MOET


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Essential elements of language

teaching Language teaching can be broken down into

aspects of language and language skills.

Aspects of language include grammar,vocabulary, pronunciation, functions and levels offormality.

Language skills!

Remember skills are not entirely separate. Werarely use one skill in isolation.


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SOME COMMON LANGUAGE

FUNCTIONSaccepting offers and

invitations

accepting complimentsacknowledging

someone's interest

agreeing

apologizing

asking for information

asking for permission

attracting attention

encouraging

expressing emotions such as

surprise,excitement, and disappointment

giving advice

giving compliments

giving information

giving opinions

giving reasons

greeting someone


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SOME COMMON LANGUAGE

FUNCTIONSchecking understanding

clarifying information

complaining

correcting informationdescribing a person, place,

thing, or an experience

disagreeing

discussing probability

discussing possibilityidentifying someone or

something

imagining

instructing someone how to do

something

interrupting politelykeeping the conversation going

making introductions

making invitations

making requests

making offersmaking suggestions


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Behavioral psychology and

structural linguistics When people do something the same way many

times, they form habits that become part of their

behavior and their lives. Drills and Pattern practice are favored.

Students learn to use correct forms and

vocabulary through repetition and reinforcement.


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Cognitive psychology and

generative linguistics Learning is a rational activity based on

understanding rules that we cannot immediately

observe =>L

earning is a complex mentalprocess.

Language isn't simply learned through habit-

forming processes; it is a mental process that

involves perception, motivation, and experience.


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Some learning tools that

cognitivists favor Logic: Recognize logical relationships between things

to see how they are connected

Reason: Use thinking processes, not repetition of

behavior, to understand how language structures work Exploration: Discover connections between forms and

rules

Inference: Understand rules through looking atexamples first

=> In the classroom, teachers give detailed explanations ofgrammar points and structures because they believethis will help learning. Then the students engage inmeaningful practice of that point and structure.


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Constructivism Knowledge is built by sharing and communicating with each

other.

Learning is a process in which learners discover newmeaning by interacting with the environment and one

another. When we work or talk with other people, we exchange

knowledge, experiences, and ideas, so:

knowledge is socially constructed.

Constructivism combines linguistic, psychological, and

sociological ideas about learning, most closely associatedwith sociolinguistics.

Language learning happens when people are engaged insocial interaction.


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Constructivism in the classroom Cooperative learning is the center of class activities.

Learners work together in groups and each group memberhas specific responsibilities.

Typical classroom activities involve group and pair work,discussions, information sharing, and classroom student talk.

There is very little need for explanations of grammar andstructures by the teacher because interaction andcommunication with peers is believed to help learning.


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A

MODEL

OF

SECOND

LANGUAGE

LEARNING


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BLOOM'S TAXONOMY Cognitive


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The Gradual Release of

Responsibility Model


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FUNDAMENTAL TEACHING

PRINCIPLES: PPP PPP stands for presentation, practice, and production. It

was popular throughout the 1980s. Very beneficial at

lower levels and is still widely used today.

Presentation involves presenting a language point.

Practice refers to controlled practice.

Production refers to freer practice; students use the target

language in sentences of their own.


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FUNDAMENTAL TEACHING

PRINCIPLES: ESA ESA stands for engage study activate.

Engage involves getting the students attention or interest,

getting them involved. If students are involved or engaged, they

are more open to the learning process. Study as the name suggests involves focus on a language

point.

Activate involves having students use the language, preferably

in a realistic context that is as close to real life as possible. Try

to incorporate activities that have students using any languagethey know and not just focused on one structure (controlled

language use).


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Learning Styles and Strategies Learning styles are innate (something you are

born with) preferences, or styles for ways oflearning concepts, language, or anything else.

Learning strategies are techniques which astudent consciously uses when learning. Astrategy is the way a student learns vocabulary,reads a story, or studies for a test.

For example, some students memorize vocabulary on alist; others prefer to learn new words in context.


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Left-brain dominance.

Learners are more analytic and systematic,

with a mathematical processing of

information; they rely on language in thinking

and remembering.

Right-brain dominance. Learners are more

intuitive and more efficient in processing

information as a whole; they prefer visual and

auditory images to learn and remember

things.Tolerance ofambiguity.

Learners tolerate and accept ambiguous, or

incomplete and contradictory, information.

Intolerance ofambiguity. Learners have

difficulties resolving ambiguities.

Group. Learners learn best through

interaction and working with others.

Individual. Learners learn best working

alone.

Reflective. Learners take a relatively long

time to think and consider choices before

making a decision or solving a problem; they

need to be certain of the right answer before

trying it out.

Impulsive. Learners respond immediately

and make quick decisions; they often enjoy

guessing and are willing to be wrong

sometimes.

Visual. Learners learn best through seeing. They study photos and pictures, and may begood at using charts and graphs.

Auditory. Learners learn best through hearing. They listen to tapes, videos, or music, and

associate a particular lesson to the associated sounds.

Kinesthetic. Learners learn best through using their body. They move around and perform

activities where they explore the environment.


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Interaction ModelSTUDENTS

TEACHERS MATERIALS


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Implications There is no general agreement on how languages are learned.

The teaching of vocabulary, grammar, and structures changes asthe theories about how language is learned change and develop.

Well-informed teachers are aware of the many theories and their

applications in the classroom. Knowing the theories can help theteachers to:

better plan lessons by focusing on problem areasin learning

develop methods and techniques that best suit

students' needs realize that only one type of learning, such as

memorization, may not be sufficient


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ImplicationsTeachers need to remember:

There is no one best and most successful method for teachingEnglish.

We do not learn a new language by simply repeating and practicing

forms (Audio-lingual Method) or by translating sentences from onelanguage to another (Grammar-translation method). Nor do welearn by just communicating (Communicative Language Teaching).We learn by being exposed to the new language, by interacting withothers, and by studying forms of the language.

=> use a number of different methods eclectic methods - to helpstudents learn a new language successfully.


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ImplicationsGet students involved by

creating an enjoyable and exciting learning environment

using topics and materials that the students find interesting

connecting classroom topics to students' personal lives

developing good, supportive relationships with students

helping students be aware of their potential and goals

making second language culture more approachable


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ImplicationsStudents need to:

interact with other students and experiment with the newlanguage;

be exposed to the new language both inside and outside theclassroom;

focus on forms of the language and receive sufficientexplanation of forms they are learning;

have sufficient time to learn the new language. Somestudents pick up a new language quickly; others need a silent

period before they are comfortable using the new language.


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THANK YOU!

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