summaries of famous esl theorist. their approaches and how can their approaches can be applied in classrooms.

1. LANGUAGE TEACHING METHODOLOGY
ESEM5353
FAMOUS ESL THEORIST
(APPROACHES AND METHODS THAT CAN BE APPLIED IN ESL
CLASSROOM)
Name: Cristelyn Sharna (MC1510MD0215)
Lecturer: Asst. Prof Dr Nafiseh Zarei
Date: 21/08/2016

2. DEFINITION
• The level at which the theory is put into practice.
• PROCEDURAL(Based on selected approach)
METHOD
• beliefs about language and language learning are specified.
• FUNDAMENTAL
APPROACH
• classroom procedures are described
• IMPLEMENTATION
TECHNIQUE

3. STEPHEN KRASHEN’S
SECOND LANGUAGE
ACQUISITON THEORY

4. THE NATURAL ORDER HYPOTHESIS
THE MONITOR HYPOTHESIS THE INPUT HYPOTHESIS
THE AFFECTIVE FILTER THE ACQUISITION / LEARNING HYPOTHESIS

5. The Input Hypothesis
We acquire language only when we
understand language that contains structure
that is “a little beyond” where we are now.
This is possible because we use more than
our linguistic competence to help us
understand.

6. APPLICATION IN TEACHING
 This hypothesis highlights the importance of using the
Target Language in the classroom.
 The goal of any language program is for learners to be
able to communicate effectively.
 By providing as much comprehensible input as possible,
especially in situations when learners are not exposed to
the TL outside of the classroom, the teacher is able to
create a more effective opportunity for language
acquisition.

7.  provide comprehensible input and that is through
reading and hearing.
 Early speech will come when the acquirer feels
“ready:” It is typically not grammatically accurate.

8. The Natural Order hypothesis
 learners acquire parts of language in a predictable order.
 For any given language, certain grammatical structures are
acquired early while others are acquired later in the process.
 This hypothesis suggests that this natural order of acquisition
occurs independently of deliberate teaching and therefore
teachers cannot change the order of a grammatical teaching
sequence.

9. APPLICATION IN TEACHING
 teachers should be aware that certain structures of a
language are easier to acquire than others and therefore
language structures should be taught in an order that is
conducive to learning.
 Teachers should start by introducing language concepts
that are relatively easy for learners to acquire and then
use scaffolding to introduce more difficult concepts.

10. SCAFFOLDING STRATEGIES

11. The Acquisition-Learning hypothesis
Ways of
Developing
Language Ability
Acquisition
• subconscious acceptance of
knowledge where information is
stored in the brain through the use
of communication
EG: PROCESS OF DEVELOPING L1
LEARNING
• the conscious acceptance of knowledge
‘about’ a language (i.e. the grammar or
form).
• EG: PROCESS OF DEVELOPING L2

12. APPLICATION IN TEACHING
 the optimal way a language is learned is through natural
communication.
 As a second language teacher, the ideal is to create a situation
wherein language is used in order to fulfil authentic purposes.
 This is turn, will help students to ‘acquire’ the language instead
of just ‘learning’ it.

13. The Monitor hypothesis
 explains how acquisition and learning are used; the acquisition
system, initiates an utterance and the learning system ‘monitors’
the utterance to inspect and correct errors.
 Krashen states that monitoring can make some contribution to
the accuracy of an utterance but its use should be limited.
 He suggests that the ‘monitor’ can sometimes act as a barrier as
it forces the learner to slow down and focus more on accuracy as
opposed to fluency.

14. The Monitor hypothesis
LEARNED
COMPETENCE
ACQUIRED
COMPETENCE
SUBCONCIOUS
MONITOR
LEARNED
COMPETENCE
GRAMMAR RULES
AND TIME
SELF
CORRECTION
SPEAK
WRITE

15. APPLICATION IN TEACHING
 As an SL teacher it will always be a challenge to strike a balance between
encouraging accuracy and fluency in your students.
 This balance will depend on numerous variables including the language level of
the students, the context of language use and the personal goals of each
student.
 This balance is also known as Communicative competency

16. The Affective Filter hypothesis
 According to Krashen one obstacle that manifests itself during language
acquisition is the affective filter; that is a 'screen' that is influenced by
emotional variables that can prevent learning.
 This hypothetical filter does not impact acquisition directly but rather prevents
input from reaching the language acquisition part of the brain.
 According to Krashen the affective filter can be prompted by many different
variables including anxiety, self-confidence, motivation and stress.

17. AFFECTIVE FILTER
When the learner is
having high anxiety ,
low motivation, low
self confidence , the
filter turn on and
causes the learner to
block out input.

18.  In any aspect of education it is always important to create a safe,
welcoming environment in which students can learn.
 In language education this may be especially important since in order to
take in and produce language, learners need to feel that they are able to
make mistakes and take risks.
 Teachers try to reduce the learner’s negative feelings.
 Learners can have higher competence when they receive
comprehensible input in low-stress condition.
APPLICATION IN TEACHING

19. Teaching strategies
 Strategy 1: Analyzing characteristics of the second language learners
 Strategy 2: Signing classroom contracts to build the language learners’ expectation
toward independence
 Strategy 3: Creating the learner-centered classroom to set students’ learning
responsibilities
 Strategy 4: Setting goals for the language learners to lead to increased motivation
 Strategy 5: Integrating theories of second language acquisition with practice
 Strategy 6: Building second language learner motivation including value, self-
efficacy and attributions

20. HOWARD GARNER’S
MULTIPLE
INTELLIGENCES
THEORY
* Identified 8 intelligences which
students possess.
*different kinds of minds and
therefore learn, remember,
perform, and understand in
different ways

22. Linguistic Intelligence
 Word Smart
 Ability to write or read
 Ability to rhyme
 Good speakers
 Actors
 How many of you can speak
or write?

23. NATURALIST INTELLIGENCE
 NATURE SMART
 LEARN THROUGH CLASSIFICATION,
CATEGORIES AND HIERARCHIES
 ABILITY TO PICK UP ON SUBTLE
DIFFERENCES
EG: IDENTIFY PLANTS
: ENVIROMNENTAL FEATURES

24. Logical/Mathematical Intelligence
 Number smart
 Ability to do math
 Ability to balance a checkbook
 How many of you can count your money?
 How many of you have done a science experiment?

25. Spatial Intelligence
 Picture Smart
 Who can draw
pictures?
 How many people
can see pics in their
heads when they
close their eyes?
 How many of you
like movies, tv, or
video games?

26. Kinesthetic Intelligence
 Body, sports or hand smart
 Who can dance, play sports, build models?

27. Musical Intelligence
 Music Smart
 Who likes music?
 Who can play an
instrument?

28. Interpersonal Intelligence
 People Smart
 Who has at least one friend or associate?
 Who likes group work?

29. Intrapersonal Intelligence
 Self Smart
 Who has ever talked to
themselves?
 Who likes to work on their
own?
 Who takes care of
themselves after school?

30. Kinds of learning activities for these
intelligences
 Intrapersonal Intelligence (study through research, reflection, or
individual projects)
 Interpersonal Intelligence (they develop cooperative learning skills
as they solve problems, answer questions, create learning games,
brainstorm ideas and discuss that day’s topic collaboratively).
 Musical Intelligence( students compose and sing songs about the
subject matter, make their own instruments, and learn in rhythmical
ways)
 Spatial Intelligence (they explore a subject area using diverse art
media, manipulables, puzzles, charts, and pictures.)

31.  Kinaesthetic Intelligence
*They build models, dramatize events, and dance, all in ways that
relate to the content of that day’s subject matter)
 Logical/ Mathematical Intelligence
*they work with math games, manipulatives, mathematical concepts,
science experiments, deductive reasoning, and problem solving
 Linguistic Intelligence
*students read, write, and learn in many traditional modes. They
analyse and organize information in written form.

32. DELL HATHAWAY
HYMES’S
COMMUNICATIVE
COMPETENCE
THEORY

33.  PURPOSE : the ability to use the language correctly
and appropriately to accomplish communication
goals.
 The desired outcome of the language learning
process is the ability to communicate
competently, not the ability to use the language
exactly as a native speaker does.
 Communicative competence is made up of four
competence areas:
linguistic, sociolinguistic, discourse, and strategic.

35. Linguistic competence
 knowing how to use the grammar, syntax, and
vocabulary of a language.
 What words do I use? How do I put them into phrases and
sentences?
LC CL

36. Sociolinguistic competence
 knowing how to use and respond to language appropriately, given the setting, the
topic and the relationships among the people communicating.
 which words and phrases fit this setting and this topic? How can I express a
specific attitude (courtesy, authority, friendliness, respect) when I need to? How do
I know what attitude another person is expressing?

37. STRATEGIC COMPETENCE
 knowing how to recognize and repair communication breakdowns, how to
work around gaps in one’s knowledge of the language, and how to learn more
about the language and in the context.
 How do I know when I’ve misunderstood or when someone has misunderstood
me? What do I say then? How can I express my ideas if I don’t know the name
of something or the right verb form to use?

38. DISCOURSE COMPETENCE
 knowing how to interpret the larger context and how to
construct longer stretches of language so that the parts make
up a coherent whole.
 How are words, phrases and sentences put together to create
conversations, speeches, email messages, newspaper articles?

39. Goal of Communicative Efficiency
 In the early stages of language learning, teacher and students may want to
keep in mind the goal of communicative efficiency:
• That learners should be able to make themselves understood, using their current
proficiency to the fullest.
• They should try to avoid confusion in the message (due to faulty pronunciation,
grammar, or vocabulary)
• to avoid offending communication partners (due to socially inappropriate style)
• to use strategies for recognizing and managing communication breakdowns.

40. CLASSROOM ACTIVITIES TO PROMOTE CC
Information gap– Guessing game, problem solving
activities
Role play
Simulation
Jigsaw listening

41. Lev Semyonovich Vygotsky’ss
SOCIAL AND COGNITIVE
DEVELOPMENT THEORY

42.  A theory based on how people learn.
 people construct their own understanding and knowledge of the world,
through experiencing things and reflecting on those experiences.
 stress the fundamental role of social interaction in the development of cognition
(Vygotsky, 1978), as he believed strongly that community plays a central role in
the process of "making meaning
 Children acquire knowledge as a result of engaging in social experiences.
Young
learner
Older
learner
Shares skills. Knowledge
and values

43. SOCIAL DEVELOPMENT
 placed more emphasis on social contributions to the process of
development
 focused on the connections between people and the sociocultural
context in which they act and interact in shared experiences.
 humans use tools that develop from a culture, such as speech and
writing, to mediate their social environments. Initially children
develop these tools to serve solely as social functions, ways to
communicate needs.

44. 2 MAJOR THEME
Social Interaction
Zone of Proximal
Development

45. SOCIAL INTERACTION
 social learning anticipates development.
 He believes that young children are curious and actively involved in their own
learning and the discovery and development of new understanding
 WHAT WE LEARN has a direct link with HOW WE LEARN
 A child’s language development is strongly tied to:
• A child’s appreciation of others communicative intention
• Desire to imitate other’s behavior and speech

46. ZONE OF PROXIMAL DEVELOPMENT
 concept that relates to the difference between what a child
can achieve independently and what a child can achieve with
guidance and encouragement from a skilled partner.
 According to Vygotsky learning occurs here.
RANGE OF
TASK
HELP AND
GUIDANCE
CANNOT YET PERFORM
INDEPENDENTLY

47. ZPD is the area where the
most sensitive instruction
or guidance should be
given, allowing the child
to develop skills they will
then use on their own,
developing higher mental
functions.
ACTUAL
DEVELOPMENT
LEVEL
(independently)
LEVEL OF POTENTIAL
DEVELOPMENT
(with the assistance of a more
competent individual)

48. CLASSROOM APPLICATION
SOCIAL INTERACTION
 Class Survey (ICE BREAKING)
• Objective: Learners gather information about a particular topic. They increase
proficiency and confidence in asking one or more questions at the same time as
they are increasing their literacy skills.
 Conversation grid
* Objective: Learners practice and increase knowledge of language structures (such
as what, when, where, and why questions and their typical answers), vocabulary (as
related to a particular topic such as “on the job”), and cultural aspects related to a
topic. They ask questions, listen to answers, and record information on the grid.

49. ZPD
SCAFFOLDING
EG: ASSISSTING
SUPPORT MECHANISM THAT HELPS A
LEARNER TO SUCCESSFULLY
PERFORM A TASK WITH HIS OR HER
ZPD
WITH THE SUPPORT OF MORE
COMPETENT INDIVIDUAL

50. SCAFFOLDING ACTIVITIES
 Show and Tell (Modelling)
 Pre teach (vocabulary)- information gap
 Strip Story

51. NEURO
LIINGUISTIC

52.  studies the relation of language and communication to
different aspects of brain function
 EG: it tries to explore how the brain understands and
produces language and communication.
 This involves attempting to combine theory from
neurology/neurophysiology (how the brain is structured and
how it functions) with linguistic theory (how language is
structured and how it functions).

54. MICHAEL LEWIS’S
LEXICAL APPROACH

55. • Giving importance the insight of the language lexicon
• concentrates on developing learners' proficiency with lexis, or
words and word combinations.
• Chunks, minimal pairs, collacations, lexical units are the specific
characteristics of this approach

56. EG: COLLACATIONS
 totally convinced
 strong accent
 terrible accident
 sense of humour
 sounds exciting
 brings good luck

57. LEXICAL UNITS
 Binomials ( e.g. Knife and fork…)
 Trinomials ( e.g. Cool, calm and collected…)
 Idioms ( e.g. To rain cats and dogs… )
 Similes ( e.g. As white as snow …. )
 Connectives ( e.g. Finally, to conclude )
 Conversational gambits ( e.g. Guess what… )

58. CLASSROOM APPLICATION
 Using Language Chunks in Class
 Finding Useful Chunks (Usefulness + Personal Interest = Good lexical
chunk)
 Guessing the meaning of vocabulary items from context
 Phrase matching

59. THANK YOU