Applied linguistics "An informed approach"

1. Student Development Institute
Faculty of Arts, Humanities and Languages
An Informed “Approach”
Submitted to : KaK Sovanna
Students : Kum visal
Uy Thearath
You Bunseng
Theng Bunthea
Houng keamouy
Bon kheng
Oeng David
Sok Khansienghai
Tim Tob
Nai chhai hort
Batch II, Group VII , Year IV, Semester II
Academic year 2017-2018

2. CONTENTs
I. An Enlightened, Eclectic Approach
II. Communicative Language Teaching
1. Learner-Centered Instruction
2. Cooperative and Collaborative Learning
3. Interactive Learning
4. Whole Language Education
5. Content-based Instruction
6. Task-based Instruction
III. Second Language Learning and Teaching

3.  We had learned to be cautiously eclectic in making
enlightened choice of teaching practice at the end
of the 1980s
 Language teaching and designing effective tasks
were informed by approach
 Today, we’ve found that language learners have
demand an eclectic blend of tasks.
Presented by Mr. You Bunseng 3
An informed approach

4.  It should be clear from the foregoing that as an
‘’ enlightened, eclectic ’’ teacher.
 However, sometimes some teachers having no
experience about teaching so that cannot have
their own approach to language.
Presented by Mr. You Bunseng
4
An enlightened, Eclectic Approach

5.  On the other hand, they apply by pedagogical
process such as:
A. Which side of a continuum of possibilities you
would generally to lean toward.
B. Why would you lean than way, and most
important.
Presented by Mr. You Bunseng
5
Conti-

6. C. What contextual variables might influence a
change away from your general inclination.
Presented by Mr. You Bunseng
6
Conti-

7. An Enlightened, Eclectic Approach
(cont.…)
Here is list of potential
choices:
1. Language classes
should focus on
a. Meaning
b. Grammar
2. Students learn best by
using plenty of
a. Analysis
b. Intuition
3. It is better for a
students to
a. Think directly in the
L2
b. Use translation from
L1
4. Language learners
need
a. Immediate rewards
b. Long-term rewards

8. An Enlightened, Eclectic Approach
(cont…)
5. With new language learners, teachers need to be
a. Tough and demanding
b. Gentle and empathetic
6. A teacher’s feedback to the student should be given
a. Frequently
b. Infrequently, so SS will develop autonomy
7. A communicative class should give special attention to
a. Accuracy
b. Fluendcy

9. An Enlightened, Eclectic Approach
(cont…)
• Your approach will differ on various issues from
that of colleague of yours or even a supervising
teaching.
• There are 2 reasons for variation at the approach
level:
a. An approach is by definition dynamic and
therefore subject to some “tinkering” as a result
of one observation and experience
b. Research in second language acquisition and
pedagogy that are not conclusive, but subject to
interpretation

10. Communicative Language Teaching
• All of these theoretical interest underline what we can
best describe as CLT
• For the sake of simplicity and directness, we offer the
following six intere-connected characteristics as a
description of CLT
1. Classroom goals are focused on grammatical,
discourse.
2. Language technique
3. Fluent and accuracy
4. Using language productively and receptively

11. 5. Student are given opportunities to focus on
their own learning process
6. The role of teacher is that of facilitator and
guide

12. Communicative language teaching
These six characteristics underscore some major
departures from earlier approaches. In some ways those
departures were a long stretch of history .
 In other ways those departures were radical. Structurally
(grammatically)sequenced curricula were a mainstay of
language teaching for centuries .
CLT suggests grammatical structure might better be
subsumed under various functional categories.
It is important to note , however, that fluency should
never be encouraged at the expense of clear,
unambiguous, direct communication.

13. Much more spontaneity is present in communicative
classrooms: students are encouraged to deal with
unrehearsed situations under the guidance, but not
control, of the teacher.
And finally, the teacher’s facilitative role in CLT is the
product two decade or more slowly recognizing the
importance of the learner initiative in the classroom.
Some of characteristics of CLT make it difficult for a
non-native speaking teacher who is not very proficient in
the second language to teach effectively.

14. Dialogue, drills rehearsed exercise, and discussion ( in
the first language) of grammatical rule are much simpler
for some non-native speaking teachers to contend with.
Technology can aid such teachers . Moreover, in the last
decade or so, we have seem a marked increase in English
teachers’ proficiency levels around the world.
At the beginning of this section, it was noted that a “yes”
to CLT needed to qualified.

15. Indeed, you can some assurance latch onto the CLT label and,
like the member of a club, aver that you “believe in CLT” , and be
allowed to step inside the stages. But as with every issue in our field,
there are caveats.
1. Beware of giving lip service to principles of CLT but not truly
grounding your teaching technique in such principles.
2. Avoid overdoing certain CLT features: engaging in real-life,
authentic language in the classroom to the total exclusion of any
potential helpful controlled exercises, grammatical pointers, and
other analytical devices.
3. Remember that there are numerous interpretation of CLT.
Because it is a catchall term, it is temping to figure that everyone
agree on its definition.
As long as you are aware of many possible version of CLT, it
remains a term that can continue to capture current language teaching
approaches.

16. A comparison of the Audio-lingual Method and
Communicative language teaching
Audio-lingual is a method for foreign language
teaching which emphasize the teaching of
listening and speaking before reading and
writing.
Communicative language teaching is a language
teaching approach based on the linguistic theory
of communicative competence.

17. Learner-Centered Instruction
There are two kinds of instructional models :
Teacher-centered
Learner-centered instruction
The learner-centered instruction includes :
 Techniques that focus on or account for learners’
need, style or goals.
 Techniques that give some control to the student
(group work or strategy training, for example)
 Curricula that include the consultation and input of
student and that do not presuppose objectives in
advance.

18.  Techniques that allow for student creativity
and innovation
 Techniques that enhance a student’s sense
of competence and self-worth.

19. Cooperative and Collaborative
Learning
Cooperative and Collaborative
Learning is a teaching and learning strategy
where students are grouped together to
scrutinize a particular assignment or topic to
maximize their own and each other learning.

20. Cooperative Learning
Cooperative Learning is where teams of
students, with various abilities and skills, work
together on different activities to learn about a
subject.
 Groups will stay together for weeks, months
or years.
 Groups should be 2-5 people in size.

21. Collaborative Learning
Collaborative learning is commonly
illustrated when groups of students work
together to search for understanding, meaning, or
solutions or to create an artifact or product of
their learning

22. Interactive Learning
Interactive Learning is a pedagogical
approach that incorporates social networking and
urban computing into course design and delivery.
Interactive Learning has evolved out of the
hyper-growth in the use of digital technology and
virtual communication, particularly by students.

23. Whole Language Education
 Language should be teach as a WHOLE.
 It was developed to help young children to
learn hoe to read and write in a natural way as
the same way they learn their native language.

24. 6. Task-Based Instruction
While there is a good deal of variation among experts on
how to describe or define task, Peter Skehan’s (1998a:
95) concept of task seems to capture the essentials.
Meaning is primary
There is some sort of relationship to comparable real-
world activities
There is some communication problem to solve
Task completion has some priority
The assessment of the task is in terms of outcome

25. A task is really a special form of technique and task
many be synonymous
Task-based instruction is not a new method
Task-based instruction is a perspective within a CLT
framework that forces you to carefully consider all the
technique:
 Do they ultimately point learners beyond the forms
of language alone to real world context?

26. Do they specially contribute to communicative
goal?
Are their elements carefully designed and not
simply haphazardly or idiosyncratically thrown
together?
Are their objectives well specified so that you
can at some later point accurately determine the
success of one technique over another?
Do they engage learners in some form of
genuine problem-solving activity?

27.  Integrate Perspective
Linguistic, psychological, and social perspectives on SLA all
address the basic what, how and why questions that we have been
considering throughout this lesson, but they have each tended to focus
primarily on one question over the other.
 The disciplinary perspective along with the priorities that scholars
working within them have generally set in relation to SLA:
Linguistic
1 What? How? Why?
2 How? Why? What?
3 Why? What? How?

28. + To integrate the finding of these 3perspectives as much
as possible, the greatest weight given :
– To Linguistic contributions in the answer to “What”
– To Psychological contributions in the answer to
“How”
– To Social contributions in answer to “Why”.

29. + What exactly does the L2 learner come to know?
- A system of knowledge about second language which goes
well beyond what could possibly have been taught.
- There are significant overlap with first language
knowledge:
- In underlying rules or Principe that language have in
common
- In the potentials of language to make meaning

30. • Pattern of recurrent elements that comprise components of L2-
specific knowledge: Vocabulary (lexicon), morphology (word
structure), phonology (sound system), syntax (grammar) and
discourse (way of connect sentence and organize information).
• The amount of overlap with L1languages depends on the genetic and
typology relationship of the 2language and on whether there have
been borrowing or influent between them.
• How to encode particular concept in the L2, including grammatical
notion of time, number of referents, and the semantic role of elements
(whether subject or object).
• Pragmatic Competence, or knowing of how to interpret and convey
meaning in context of social interaction.

31. • Means for using L2 in communication activities: listening,
speaking, reading, writing. Language learning requires means for
participation in at least one reception activities (listening or
reading); otherwise, necessary input for SLA would not be
available.
• How to select among multiple language system, and how to switch
between language in particular social context and for particular
purpose.
• Communicative competence: all of above, plus cultural and social
knowledge required for appropriate use and interpretation of L2
form.

32. • A basic disagreement among different linguistic
perspective come in considering whether the
system of knowledge about a second language is
primarily:
– An abstract system of underlying rules or principles
– A system of linguistic pattern and structure
– A means of structuring information and a system of
communication.

33. • Looking to future direction, neurolinguists in particular have
an important advancement in exploration on what is being
acquired in a physical sense; especially, change in the
architecture of brain that accompany SLA.
• Although this line of inquiry is far from new, there is much
that is not yet known, and findings thus far have not been well
integrated with those of scholars who take different
approaches to the study of L2 phenomena.

34. How does the learner acquire L2
knowledge?
The potential reasons
Innate capacity
Application of prior knowledge
Processing of language input
Interaction
Restructuring of the L2knowledge system
Mapping of relationship
Automatization

35. • Psychological linguistic perspectives come in
considering language learning as process of
acquiring
Language-specific system of rules
Very general principle with option to be
selected
Increasing strength of associations between
linguistic forms and meaning

36. Why are some learners more successful than
others?
Because of Social context
Social experience
Relationship of L1 and L2
Age
Aptitude
Motivation
Instruction

37. Approaching near-native competence
L2 learners have achieved Near-native or native-like
competence when no perceptible difference between
their language performance and native speaker.
Older L2 students who do approach” near-like”
competence have benefitted from extensive and varied
input, feedback and motivation
To be valid, criteria for assessing relative L2
achievement must take into account the needs, goals
and circumstances of SL learners.

38. Implication for L2 learning and teaching
Consciously learning and teaching are going well for
L2 by requiring intentional effort, number of individual
and social factor that effect ultimate outcomes.
SLA suggests the general guideline for L2 learners
learning and teaching
 Consider the goal
 Set priority for learning and teaching
 Approach learning and teaching
 Understand potential strengths and limitation
 Be cautious in subscribing to any instructional
approach
 And recognize achievement in incremental progress

39. Thanks