20130905_excludemothertongue
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Excluding mother tongue or make use of it?
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20130905_excludemothertongue
- 1. coach
- 4. English Only in Japanese Only Classrooms: the Necessity of the Full-English Approach Takayuki YOKOYAMA Group 14 University of Warwick
- 5. Questions • Why should English be taught through English? • How do infants learn a language? • What types of input should be provided?
- 6. Purposes • discussing the necessity of the English Only Approach • examining how ‘coaches’ should provide input with learners
- 7. Outline • Discussion – Background – System of Language Acquisition – Quality of Input • Conclusion and Recommendations
- 8. Why should English be taught through English?
- 9. Background of English Education in Japan • TOEFL • Grammar-Translation Method
- 10. TOEFL (2013)
- 12. Listening and Modeling • Gerhard (1955:302) insisted that ‘[w]e can develop new speech habits only by continuous practice in the new language…not by consciously applying rules, nor translation’.
- 13. How do infants learn a language?
- 14. System of Language Acquisition Chomsky (1975) •Language Acquisition Device INPUT INPUT LAD LAD OUTPUT OUTPUT Input Hypothesis & Experience Output
- 15. The Input Hypothesis • Krashen (1985:2) suggests that ‘humans acquire language in only one way –by understanding messages’
- 16. What types of input should be provided?
- 17. Quality of Input • comprehensible input • affective filter
- 18. Comprehensible Input Input Level of Students
- 20. Comprehensible Input CONTEXT&ASSISTANCE Acquisition Level of Students Input
- 21. Affective Filter Not motivated to learn Motivated to learn
- 22. Conclusion and Recommendation: the Necessity of the Full-English Approach • Students should learn how to USE a language • Children have grammatical rules of languages innately. The FEA is theoretically proven.
- 23. Conclusion and Recommendation: Quantity and Quality of Input • The amount of input should be sufficient • Input should be comprehensible and attractive for students
- 24. References • Chomsky, N. 1975. Reflection on Language. New York: Pantheon. • ETS. 2012. Test and Score Data Summary for TOEFL iBT Tests and TOEFL PBT Tests. http://www.ets.org/s/toefl/pdf/94227_unlweb.pdf. Accessed 20 August 2013. • Gerhard, J. S. 1955. ‘The Berlitz Method’. The Modern Language Journal 39/6: 300-310. • Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
Editor's Notes
- However, one question arouse in my mind through my teaching experience. In order to answer this question, this presentation will deal with following aspects of the effectiveness of Full English Approach.
- Japan 27th in 36 countries in the Asian region
- Students know ABOUT language but do not know how to USE language
- However, one question arouse in my mind through my teaching experience. In order to answer this question, this presentation will deal with following aspects of the effectiveness of Full English Approach.
- Age to age Culture to culture Education system
- However, one question arouse in my mind through my teaching experience. In order to answer this question, this presentation will deal with following aspects of the effectiveness of Full English Approach.
- Age to age Culture to culture Education system
- Age to age Culture to culture Education system
- Age to age Culture to culture Education system
- Age to age Culture to culture Education system
- they need a sufficient amount of input to test their hypothesis