The document discusses hypotheses about second language learners' language development. It describes the interlanguage hypothesis proposed by Larry Selinker, which posits that learners develop an "interlanguage" between their native and target languages. This interlanguage is systematic and evolving. Selinker identified five processes in second language learning: language transfer, overgeneralization, transfer of training, learning strategies, and communication strategies. The document also discusses the approximative system hypothesis and the notion of learners developing idiosyncratic dialects that blend features of their native and target languages.
Contrastive analysis and error analysis are approaches to understanding second language acquisition. Contrastive analysis focuses on differences between a learner's first language and the target language, believing errors stem from transferring habits from the first language. Error analysis takes a more scientific view, seeing language acquisition as a cognitive process and errors as natural reflections of developing linguistic rules. Interlanguage theory posits learners develop their own internal language system, not an imperfect copy of the target language. Various taxonomies classify types of errors learners make.
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
Error analysis is a technique used to identify, classify, and explain errors made by language learners. It emerged in the 1960s as proposed by Pit Corder and provides insights into the second language acquisition process. Error analysis involves collecting language samples from learners, identifying errors, describing and explaining them, and evaluating or correcting them. It is useful for both learners and teachers as it reveals the problem areas and current status of a learner's language development.
A brief history of language teaching, the grammar translation methodDerya Baysal
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
The document discusses contrastive analysis and error analysis in language learning. It covers:
1) The weak, moderate, and strong versions of contrastive analysis hypothesis (CAH) and their limitations in predicting learner errors.
2) Factors like language transfer, both positive and negative, that can facilitate or hinder second language acquisition.
3) Problems with CAH predictions and the finding that many errors are not due to language differences.
4) Procedures for comparing languages in a contrastive analysis, including selecting areas, describing languages, comparing features, predicting difficulties, and verifying predictions.
5) Hierarchies of difficulty proposed to formalize predictions, including six categories ranging from
The Direct Method originated in the 19th century and was based on principles of the Natural Method. It aimed to teach language without translation or use of the learner's native language. Meaning was conveyed through actions, demonstrations, and active use of the target language in the classroom. Grammar rules were induced from classroom activities. Speaking was emphasized, with new vocabulary introduced through association with known words, miming, and pictures. The Direct Method was officially endorsed in France and Germany and was known commercially as the Berlitz Method. It utilized principles like conducting class only in the target language and building oral skills through question-and-answer exchanges. However, it overemphasized similarities between naturalistic first language learning and classroom learning,
The document discusses hypotheses about second language learners' language development. It describes the interlanguage hypothesis proposed by Larry Selinker, which posits that learners develop an "interlanguage" between their native and target languages. This interlanguage is systematic and evolving. Selinker identified five processes in second language learning: language transfer, overgeneralization, transfer of training, learning strategies, and communication strategies. The document also discusses the approximative system hypothesis and the notion of learners developing idiosyncratic dialects that blend features of their native and target languages.
Contrastive analysis and error analysis are approaches to understanding second language acquisition. Contrastive analysis focuses on differences between a learner's first language and the target language, believing errors stem from transferring habits from the first language. Error analysis takes a more scientific view, seeing language acquisition as a cognitive process and errors as natural reflections of developing linguistic rules. Interlanguage theory posits learners develop their own internal language system, not an imperfect copy of the target language. Various taxonomies classify types of errors learners make.
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
Error analysis is a technique used to identify, classify, and explain errors made by language learners. It emerged in the 1960s as proposed by Pit Corder and provides insights into the second language acquisition process. Error analysis involves collecting language samples from learners, identifying errors, describing and explaining them, and evaluating or correcting them. It is useful for both learners and teachers as it reveals the problem areas and current status of a learner's language development.
A brief history of language teaching, the grammar translation methodDerya Baysal
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
The document discusses contrastive analysis and error analysis in language learning. It covers:
1) The weak, moderate, and strong versions of contrastive analysis hypothesis (CAH) and their limitations in predicting learner errors.
2) Factors like language transfer, both positive and negative, that can facilitate or hinder second language acquisition.
3) Problems with CAH predictions and the finding that many errors are not due to language differences.
4) Procedures for comparing languages in a contrastive analysis, including selecting areas, describing languages, comparing features, predicting difficulties, and verifying predictions.
5) Hierarchies of difficulty proposed to formalize predictions, including six categories ranging from
The Direct Method originated in the 19th century and was based on principles of the Natural Method. It aimed to teach language without translation or use of the learner's native language. Meaning was conveyed through actions, demonstrations, and active use of the target language in the classroom. Grammar rules were induced from classroom activities. Speaking was emphasized, with new vocabulary introduced through association with known words, miming, and pictures. The Direct Method was officially endorsed in France and Germany and was known commercially as the Berlitz Method. It utilized principles like conducting class only in the target language and building oral skills through question-and-answer exchanges. However, it overemphasized similarities between naturalistic first language learning and classroom learning,
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
This document discusses customer care and public relations in the context of English language teaching management. It defines customer care as showing concern for customers and addressing their needs, while public relations aims to build understanding between an organization and external stakeholders. Both roles serve as company representatives. The document notes that students can be viewed as either customers or learners, and examines common customer service problems students encounter. It emphasizes that customer care requires supportive systems, facilities, training and a student-focused approach. References are provided at the end.
This document discusses what teachers should know about communicating cross-culturally. It outlines that as classrooms become more linguistically and culturally diverse, teachers need cultural competence. It identifies six basic cultural differences teachers may encounter: ways of knowing, solving problems, communicating non-verbally, learning, dealing with conflict, and using symbols. The document provides examples for each difference and emphasizes the importance of teachers understanding how cultures vary in these areas to improve cross-cultural interactions with students.
Making organic fertilizer an effort to save our earthTitik Winarti
The document discusses making compost from household waste as a way to protect the environment. It provides steps for making compost, including mixing wet kitchen waste with dry materials like paper or leaves, covering it and allowing it to decompose for 2-3 weeks. The compost can then be used as organic fertilizer for plants, which benefits the environment by reducing waste and pollution while promoting healthier plant growth without using store-bought fertilizers.
The document discusses integrating global issues and culture into the EFL classroom using a genre-based approach. It first establishes the importance of teaching culture for developing students' intercultural competence. It then introduces global issues and a genre-based pedagogical model. The author proposes introducing culture through topic texts on global issues, which can make learning English more engaging while enhancing students' understanding of other cultures and the world. The conclusion emphasizes that EFL instruction should cultivate both linguistic and intercultural competence to broaden students' perspectives and foster cultural sensitivity.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
This document discusses customer care and public relations in the context of English language teaching management. It defines customer care as showing concern for customers and addressing their needs, while public relations aims to build understanding between an organization and external stakeholders. Both roles serve as company representatives. The document notes that students can be viewed as either customers or learners, and examines common customer service problems students encounter. It emphasizes that customer care requires supportive systems, facilities, training and a student-focused approach. References are provided at the end.
This document discusses what teachers should know about communicating cross-culturally. It outlines that as classrooms become more linguistically and culturally diverse, teachers need cultural competence. It identifies six basic cultural differences teachers may encounter: ways of knowing, solving problems, communicating non-verbally, learning, dealing with conflict, and using symbols. The document provides examples for each difference and emphasizes the importance of teachers understanding how cultures vary in these areas to improve cross-cultural interactions with students.
Making organic fertilizer an effort to save our earthTitik Winarti
The document discusses making compost from household waste as a way to protect the environment. It provides steps for making compost, including mixing wet kitchen waste with dry materials like paper or leaves, covering it and allowing it to decompose for 2-3 weeks. The compost can then be used as organic fertilizer for plants, which benefits the environment by reducing waste and pollution while promoting healthier plant growth without using store-bought fertilizers.
The document discusses integrating global issues and culture into the EFL classroom using a genre-based approach. It first establishes the importance of teaching culture for developing students' intercultural competence. It then introduces global issues and a genre-based pedagogical model. The author proposes introducing culture through topic texts on global issues, which can make learning English more engaging while enhancing students' understanding of other cultures and the world. The conclusion emphasizes that EFL instruction should cultivate both linguistic and intercultural competence to broaden students' perspectives and foster cultural sensitivity.