Lecture 1Lecture 1Introduction. Introduction.

General Theory of Foreign General Theory of Foreign Languages Teaching and Learning Languages Teaching and Learning

(FLTL)(FLTL)

PLANPLAN

1.1. The goals of the course.The goals of the course.2.2. Complexity of the term notion Complexity of the term notion

“Method” in FLTL.“Method” in FLTL.3.3. Modeling in FLTL. Stephen D. Modeling in FLTL. Stephen D.

Krashen's Monitor Model of second Krashen's Monitor Model of second language development (1981) language development (1981)

4.4. Approaches to FLTL. Approaches to FLTL. 5.5. Design.Design.6.6. Procedure. Procedure.

1. The goals of the 1. The goals of the coursecourse to give the teacher trainees a straight to give the teacher trainees a straight

forward introduction to commonly used forward introduction to commonly used and less commonly used methodsand less commonly used methods

to inform about the nature, strengths, to inform about the nature, strengths, and weaknesses of methods and and weaknesses of methods and approaches approaches

to form a set of criteria by which to to form a set of criteria by which to critically read, question, and observe critically read, question, and observe methods methods

to enable teacher trainees to better to enable teacher trainees to better arrive at their own judgments and arrive at their own judgments and decisionsdecisions

to provide teacher trainees with a wide to provide teacher trainees with a wide variety of methodological options to variety of methodological options to choose from.choose from.

2. Complexity of the 2. Complexity of the term notion “Method” term notion “Method” in FLTLin FLTL Edward Anthony in 1963 Edward Anthony in 1963

identified three levels of identified three levels of conceptualization and conceptualization and organization, which he organization, which he termed termed approach, method, approach, method, and and technique.technique.

An approachAn approach

is a set of correlative is a set of correlative assumptions dealing with assumptions dealing with the nature of language the nature of language teaching and learning. It is teaching and learning. It is axiomatic. It describes the axiomatic. It describes the nature of the subject matter nature of the subject matter to be taught. to be taught.

MethodMethod is an overall plan for the orderly is an overall plan for the orderly

presentation of language material, presentation of language material, no part of which contradicts, and no part of which contradicts, and all of which is based upon, the all of which is based upon, the selected approach. An approach is selected approach. An approach is axiomatic, a method is procedural. axiomatic, a method is procedural. Within one approach, there can be Within one approach, there can be many methods. many methods.

A techniqueA technique is implementational - that which is implementational - that which

actually takes place in a classroom. actually takes place in a classroom. It is a particular trick, strategem, or It is a particular trick, strategem, or contrivance used to accomplish an contrivance used to accomplish an immediate objective. Techniques immediate objective. Techniques must be consistent with a method, must be consistent with a method, and therefore in harmony with an and therefore in harmony with an approach as well.approach as well.

Method

Approach

Design

Procedure

3. Modeling in FLTL. 3. Modeling in FLTL.

The model of a method study The model of a method study used in subsequent lectures is used in subsequent lectures is based on based on Approaches and Approaches and Methods in Language Teaching by Methods in Language Teaching by Jack C. Richards and Theodore Jack C. Richards and Theodore Rodgers. Rodgers.

The learning objectives

Materials used within

the approach

The roles of teachers and

learners

Classroom procedures

and techniques

The syllabus model

Theories of language and

language learning

Approach

Stephen D. Krashen's Monitor Stephen D. Krashen's Monitor Model of second language Model of second language development (1981)development (1981)

At the level of process, Krashen At the level of process, Krashen distinguishes between acquisition distinguishes between acquisition and learning. and learning. Acquisition Acquisition refers to refers to the natural assimilation of language the natural assimilation of language rules through using language for rules through using language for communication. communication. Learning Learning refers to refers to the formal study of language rules the formal study of language rules and is a conscious process. and is a conscious process.

AcquisitionAcquisition

11 [uncount] the process of buying [uncount] the process of buying something or obtaining it in some other something or obtaining it in some other way:way:

acquisition of: the acquisition of propertyacquisition of: the acquisition of property

44 [uncount] the process of learning skills [uncount] the process of learning skills or getting knowledge:or getting knowledge:

theories of language acquisitiontheories of language acquisition

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LearningLearning

noun [uncount] ** the process of gaining knowledge noun [uncount] ** the process of gaining knowledge and experience, for example by studying:and experience, for example by studying:

the oldest institute of learning in Europethe oldest institute of learning in EuropeThe school provides an ideal learning environment for The school provides an ideal learning environment for

children.children. a learning experience (=a situation in which you learn a learning experience (=a situation in which you learn

something about yourself, other people, or life in something about yourself, other people, or life in general): general): My summer job wasn't fun but it was a real My summer job wasn't fun but it was a real learning experience for me.learning experience for me.

a. knowledge that someone has gained, especially by a. knowledge that someone has gained, especially by studying:studying:

a man of great learninga man of great learning(c) Macmillan Publishers Ltd. 2003(c) Macmillan Publishers Ltd. 2003

Monitor Model of second Monitor Model of second language developmentlanguage development

According to Krashen, learning is According to Krashen, learning is available only as a "monitor." The available only as a "monitor." The monitor is the monitor is the repository repository of of conscious grammatical knowledge conscious grammatical knowledge about a language that is learned about a language that is learned through formal instruction and through formal instruction and that is called upon in the editing that is called upon in the editing of utterances produced through of utterances produced through the acquired system. the acquired system.

repositoryrepository

noun [count]noun [count]11 a place where large quantities of a place where large quantities of

things are stored or kept safe:things are stored or kept safe:a nuclear waste repositorya nuclear waste repository22 a person, book, library etc a person, book, library etc

considered as a store of considered as a store of information and knowledgeinformation and knowledge

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Krashen's theory also addresses the Krashen's theory also addresses the conditions necessary for the process conditions necessary for the process of "acquisition" to take place. of "acquisition" to take place. Krashen describes these in terms of Krashen describes these in terms of the type of "input" the learner the type of "input" the learner receives. Input must be receives. Input must be comprehensible, slightly above the comprehensible, slightly above the learner's present level of learner's present level of competence, interesting or relevant, competence, interesting or relevant, not grammatically sequenced, in not grammatically sequenced, in sufficient quantity, and experienced sufficient quantity, and experienced in low-anxiety contexts.in low-anxiety contexts.

4. Approaches to FLTL 4. Approaches to FLTL

ApproachApproach refers to theories refers to theories about the nature of language about the nature of language and language learning that and language learning that serve as the source of serve as the source of practices and principles in practices and principles in language teaching.language teaching.

ApproachApproach noun ***noun ***11 [count] a particular way of thinking about or [count] a particular way of thinking about or

dealing with something:dealing with something:We need a fresh approach to sports in education.We need a fresh approach to sports in education. approach to: approach to: He has a relaxed approach to life.He has a relaxed approach to life. adopt/take/use an approach: adopt/take/use an approach: As a writer she As a writer she

takes a completely new approach to the classic takes a completely new approach to the classic horror story.horror story.

(four meanings!)(four meanings!) (c) Macmillan Publishers Ltd. 2003(c) Macmillan Publishers Ltd. 2003

Theory of languageTheory of language

There are at least three There are at least three different theoretical different theoretical views of language and views of language and the nature of language the nature of language proficiency. proficiency.

Theoretical views of language and the nature of language proficiency

Interactional theory

Str

uc

tura

l th

eor

y Func

tiona

l th

eor

y

generalization

Process-oriented theories

Condition-oriented theories

habit formationinduction

inferencing

hypothesis testing

physical context

human context

Language Learning Theories

Types of learning

tasks and teaching activities

The roles of

learnersThe role of instruction

al materials

The roles of

teachers

Selection and

organization of

language content

Objectives of a method

Design

6. Procedure6. Procedure

The actual moment-to-The actual moment-to-moment techniques, moment techniques, practices, and behaviors practices, and behaviors that operate in teaching a that operate in teaching a language according to a language according to a particular method are particular method are termed “procedure”.termed “procedure”.

At the level of procedure At the level of procedure we are concerned with how we are concerned with how tasks and activities are tasks and activities are integrated into lessons and integrated into lessons and used as the basis for used as the basis for teaching and learning. teaching and learning. There are three dimensions There are three dimensions to a method at the level of to a method at the level of procedure:procedure:

three three dimensionsdimensions the use of teaching activities (drills, the use of teaching activities (drills,

dialogues, information-gap activities, etc.) dialogues, information-gap activities, etc.) to presentto present new language and to clarify new language and to clarify and demonstrate formal, communicative, and demonstrate formal, communicative, or other aspects of the target language; or other aspects of the target language;

the ways in which particular teaching the ways in which particular teaching activities are used for activities are used for practicing practicing language; language;

the procedures and techniques used in the procedures and techniques used in giving giving feedbackfeedback to learners concerning the to learners concerning the form or content of their utterances or form or content of their utterances or sentences.sentences.