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Applied linguistics Approaches and Methods History.ppt
- 1. What is AppliedLinguistics? Though the term "applied linguistics" has traditionally been associated with the scientific study of such areas as TESOL, TEFL, TESL, language teaching and learning, applied linguists do a variety of things: The basic idea is, as the definition implies, to contribute to the real-world issues.
- 2. An historic overviewof language teaching approaches Pre- 20th Century Trends Popular approaches in Language Teaching in 20th Century Teachers’ choice of best approaches, materials and techniques for students
- 3. Pre-20th Century Trends: Greek and Rome Period Renaissance 1631-1658 19th Century The end of 19th Century Early 20th century
- 4. The Development ofApplied Linguistics— Early History the ancient Greeks Plato and Aristotle: design of curriculum of grammar, rhetoric English: Samuel Johnson (1755). Dictionary of the English Language authority on the meanings of English words standardizing English spellings Robert Lowth (1762). Short Introduction to English Grammar adopted as ‘correct English”
- 5. CLASSICAL PERIOD (17th, 18th and 19t h centuries) EDUCATION AS AN ARM OF THEOCRACY Purpose of education to teach religious orthodoxy and good moral character FOREİGN LANGUAGE LEARNİNG ASSOCIATED WITH THE LEARNİNG OF GREEK AND LATİN purpose of learning a foreign language to promote speakers’ intellectuality 1850’s: Classical method came to be known as Grammar Translation Method
- 6. Greek and RomePeriod: Foreign Language learning In the Western world back in the 16th, 17th and 18th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote the speakers’ intellectual. At the time was very important to focus on grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. Aural-oral techniques: informal and direct approaches Greek Latin
- 7. Renaissance Formal studyof grammars of Greek and Latin Invention of printing press Mass production of books Classical grammar in school instruction Latin being used in everyday purposes
- 8. 1631-1658 Johann Amos Comenius Books about teaching techniques To teach usage not analysis of language Imitation instead of rules Repetition Practice reading and speaking Meaningful pictures
- 9. Beginning of 19thCentury Phase 1: 1900-46: Laying the foundations Phase 2 : 1946-70: Association and renewal Phase 3 : 1970 to the present day: Language and communication Systematic study of the grammar of classical Latin and text taken over Analytical Grammar-Translation approach
- 10. The teaching ofEnglish as a foreign or second language Contexts of English language teaching, Phase 1 1.Secondary schools in Europe. Interest in learning English rising. Anglocists among leaders of the Reform Movement. The key British contribution was phonetics. Main representative: Daniel Jones (1881- 1967). 2.Adult education in Europe. The primary context for Direct Method teaching along Berlitz lines since the 1880s. Native speaker teachers. Main representative: Harold Palmer (1877- 1949). 3. Basic schooling in the Empire. To1920s: English still taught as a ‘quasi -mother-tongue’; 1920s onwards: beginnings of ‘English ;is a second language’. Main representative: Michael West (1888- 1973). 4. Adult education in the UK. ‘English for foreigners’ Small numbers until refugee invasion in 1930s. Main representative: C. E. Eckersley (1893- 1967).
- 11. The teaching ofEnglish as a foreign or second language If there is one word that sums up the 1960s like ‘patterns’ in the 1950s and ‘functions’ in the 1970s, it would be ‘situations'. But ‘situations’ were also events like ‘An evening Out’ or ‘A Visit to the Theatre’ depicted in dialogues designed to dis-play a ‘chunk’ of language in use more or less as it actually occurred in real life, and not invented as a device for illustrating meaning. Television was hugely popular in the 1960s and it seemed to offer an ideal medium for demonstrating language in situations.
- 12. The teaching ofEnglish as a foreign or second language 1960-70: Renewal In the new climate, research was also back on the menu and ELT benefited from a number of specific projects, four of which are summarized below. They all attracted government support in some form: 1. The ‘Survey of English Usage’ directed by Randolph Quirk was set up at London University in 1960. The ultimate outcome was the most substantial grammar of English since Jespersen’s: A Grammar of contemporary English (1972) which was later expanded as A Com- prehensive Grammar o f the English Language(1985). 2. London also played host to the ‘Program in Linguistics and English Teaching’ (1964-71), directed by M. A. K. Halliday. This project produced a range of innovative mother-tongue teaching materials for schools.
- 13. 3. TheScope project (1966-72), which has already been mentioned, that is set up by the Schools Council at the University of Leeds under the direction of John Ridge and June Derrick. Its aim was to produce teaching materials for English as a second language in primary schools. 4. ‘Primary French’ (to use its popular name) was the largest language teaching research enterprise of its day. It started in 1963 and continued until 1974. It was proposed that French should be introduced into primary schools as a course materials
- 14. The teaching ofEnglish as a foreign or second language In the history of ELT in the1970s the idea of communication was the main point, which found its way into almost every aspect of the subject: syllabus planning, teaching materials, testing and assessment, and so on. Communicative Language Teaching (CLT) repres- ented a conscious choice between competing models. What adult learners were looking for—and the communicative movement was directed at adults in the first instance—wasinstruction in English which was relevant to their needs and wishes.
- 15. The teaching ofEnglish as a foreign or second language Three approaches in particular found favor among teachers and course designers: One was role-playing or simulation where learners either enacted a communicative event from a memorized text, or improvised one from given guidelines. Second was ‘problem solving’ which had considerable appeal in ESP because it carried research connotations. But probably the most popular model was skill training which had the advantage of representing a reasonably holistic view of learning while at the same time permitting the exercise of specific components.
- 16. Other approaches Reading approach(1941in U.S.) Audiolingual Approach Oral Situational Approach(Britain)
- 17. The end of19th Century Direct Method: to use rather then to analyze a language France, Germany, Europe Spoken form taught first Solid training in phonetic Pronunciation and oral skills
- 18. 1850’s to 1950’s:Grammar Translatio n Emphasis on learnıng to read & wrıte Focus on grammatical rules, syntactic structures, rote memorization of vocabulary and translation of literary texts Voc. is taught in the form of lists of isolated words. Medium of instruction was the mother tongue No provision for the oral use of language Speaking and listening were mediated via “conversation classes”, add-ons to the main course
- 19. Early Mid-20th Centur y Demand for ability to speak a foreign language Reformers reconsidering the nature of langauge and learning Three Reformers (the way children learned languages was relevant to how adults learned languages) C. Marcel F. Gouin T. Pendergast
- 20. Individuals Reformers (ClaudeMarcel) Claude Marcel: Emphasized the importance of understanding meaning in language learning Devising of Rational Method The teaching of Reading: The first Priority in foreign language Teaching He was the first to develop a coherent and educationally responsible methodology of language teaching derived from an analysis of the activity itself and its relationship to other branches of knowledge.
- 21. Individuals Reformers (François Gouin) François Gouin ‘Series Method’ Painful experience in learning German Tried to memorize a German grammar book and a list of 248 irregular German verbs Observed his three-year old nephew Emphasized presenting each item in context and using gestures to supplement verbal meaning Taught learners directly a series of connected sentences. Ex. I stretch out my arm. I take hold of the handle. I open the door. I pull the door. Came up with the following insights Children use language to represent their conceptions. Language is a means of thinking, of representing the world to oneself.
- 22. Individuals Reformers (Thomas Prendergast) Thomas Prendergast ‘Mastery System’ Proposed the first structural syllabus (arranging grammatical structures so that the easiest was taught first) He went further and observed what children were doing and the learning processes they appeared to be using He used detached sentences as his basic learning data
- 23. Individuals Reformers (Thomas Prendergast) To Him the crucial feature of language was the capacity of human beings to generate an infinite number of sentences from a finite set of means. (Generative Principle) Mastery System: The mastery of languages, or the art of Speaking foreign languages idiomatically. He noticed that small infants inter-pret the meaning of language by making use of other information available to them in the wider context, what people do, how they look, their gestures and facial expressions.
- 24. Individuals Reformers (Thomas Prendergast) Prendergast’s seven teaching steps: Step 1: required the memorization of five or six sentences making up about one hundred words altogether. The basic aim was a correct pronunciation and a fluent control of the model sentences Step 2: learners work on written language. Step 3 and 4: are concerned with the manipulation of the model sentences (‘evolutions’) and the acquisition of further models. Steps 5, 6, and 7: the development of reading and conversation skills.
- 25. Language Teaching Methodology LanguageTeaching Methodology Theories of Language and Learning Instructional Design Features Observed Teaching Practices Objectives Syllabus Activities Roles of Teachers Roles of Learners Materials
- 26. 20th Century: 9Approaches and Methods of Language Teaching Grammar-Translation Direct Reading Audio-lingualism(U.S.) Oral-Situational (Britain) Cognitive Affective-Humanistic Comprehension-Based Communicative
- 27. Grammar Translation Approach Given innative language Grammatical parsing: forms and inflection Translate sentences Not for communication
- 28. Direct Approach No useof mother tongue Dialogues, actions, picture Grammar and target culture taught inductively
- 29. Reading Approach Grammar forreading Vocabulary is controlled, then expanded Translation Reading comprehension emphasized
- 30. Audiolingualism Dialogues, mimicry, memorization Sequenced grammar structuresand 4 skills in language learning Context and materials are carefully controlled
- 31. Oral Situational Approach Spoken language All material is practice orally Target language used New items presented situational( in the bank, at the dinner, etc,.)
- 32. Cognitive Approach Individualized instruction Grammar:rulefirst, practice later Pronunciation de-emphasized Reading, writing and vocabulary instruction are important
- 33. Affective Humanistic Approach Pair,small group and individual feelings Communication Self-realization experience Class atmosphere, peer support and interaction
- 34. Comprehension based Approach Listening comprehension Exposedto meaningful input Error correction is not necessary Authentic materials: audio and video tapes
- 35. Content – BasedMethod In content-based instruction (CBI), the curriculum organizing principle is subject matter, not language. CBI can be focused around regular academic courses such as history and science taught in the target language or organized around a series of selected themes drawn from the regular curriculum
- 36. Communicative Approach Communicate intarget language Group or pair works Role play and drama Authentic real-life material Integrated skills
- 37. Choice of approaches Assessstudent needs Instructional constraints Attitudes and learning styles Text types, activities, discourse genres Students’ language learning purpose and assessment
- 38. L exical Approach Based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or “chunks,” and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar The language production is the piecing together of ready-made units appropriate for a particular situation The Lexical Approach concentrates on developing learners’ proficiency with lexis, or words and word combinations. This method proposes that it is not grammar but LEXIS that is the basis of language and that the mastery of the grammatical system is not a prerequisite for effective communication
- 40. i. Comparison ofDifferent Teaching Method Figure 1. Teacher & Learner Roles in Different Teaching Methods Method Teacher’s Roles Learner’s Roles Situational language Teaching Context Setter Error Corrector Imitator Memorizer Audio-lingualism Language Modeler Drill Leader Pattern Practicer Accuracy Enthusiast Communicative Language Teaching Needs Analyst Task Designer Improviser Negotiator Direct method Commander Action Monitor Commander Action Monitor Community Language Learning Counselor Paraphraser Collaborator Whole Person The Natural Approach Actor Props User Guesser Immerser
- 41. Question According tothe definition, what are some possible issues concerned in the field of Applied Linguistics?
- 42. Areas in AppliedLinguistics Traditional concern of applied linguistics has been second language acquisition theory second language pedagogy interface between the two Other areas authorship identification forensic linguistics language-related disorders (aphasic, autistic speakers)
- 43. Areas in AppliedLinguistics— AAAL 2002 (18 topic areas) language and its acquisition language and assessment language and the brain language and cognition language and culture language and ideology language and instruction
- 44. Areas in AppliedLinguistics— AAAL 2002 language and interaction language and listening language and media language and policy language and reading language and research methodology language and society
- 45. Areas in AppliedLinguistics— AAAL 2002 language and speaking language and technology language and translation/interpretation language and writing