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This document discusses the history and evolution of computer-assisted language learning (CALL). It notes that CALL was initially popularized based on behaviorist theories in the 1960s, but its popularity declined due to a lack of creativity in exercises and the high cost of computers. The document outlines principles of communicative language teaching that should inform CALL, such as a focus on meaningful practice, acquiring language in a low-anxiety environment, and allowing students flexibility and discovery.
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CALL_ task1 ale_mague_juancarlos
This document discusses the history and evolution of computer-assisted language learning (CALL). It notes that CALL was initially popularized based on behaviorist theories in the 1960s, but its popularity waned due to a lack of imagination in exercise design and high computer costs. The document goes on to outline principles of communicative language teaching that could help improve CALL, such as a focus on meaningful practice over mechanical drills.
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The document outlines principles for effective teaching and learning of language. It discusses beginning with clear objectives, encouraging student-set goals, and the importance of motivation. It also emphasizes learning as a social and integrative process that incorporates listening, speaking, reading and writing. A conducive learning atmosphere that encourages active participation and handles errors tactfully is important. Learning should be an active, reflective process where students construct their own meaning and make real-world connections through performance-based assessment.
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This document summarizes a seminar presentation on English as a second and foreign language. The objectives are to discuss elements of first and second language acquisition and important methodologies. Various theories of language acquisition are mentioned, such as Chomsky's innate language capacity and Skinner's behaviorist view of language learning through imitation and reinforcement. Different language teaching methods are also briefly outlined, including grammar translation, direct method, audiolingual method, and cognitive approach. Suggestions are made for activities to incorporate listening, reading, writing, speaking and thinking in the classroom in a way that maximizes second language acquisition.
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The document discusses several theories of language acquisition and second language learning. It addresses the behaviorist view that language is acquired through conditioning as well as the nativist view that humans are born with an innate language acquisition device. It also discusses factors that affect second language acquisition like age, motivation, and quality of instruction. Finally, it mentions different components of communicative competence involved in language learning like grammatical, discourse, and sociolinguistic competence.
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1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
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CALL_ task1 ale_mague_juancarlos
This document discusses the history and evolution of computer-assisted language learning (CALL). It notes that CALL was initially popularized based on behaviorist theories in the 1960s, but its popularity waned due to a lack of imagination in exercise design and high computer costs. The document goes on to outline principles of communicative language teaching that could help improve CALL, such as a focus on meaningful practice over mechanical drills.
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The document outlines principles for effective teaching and learning of language. It discusses beginning with clear objectives, encouraging student-set goals, and the importance of motivation. It also emphasizes learning as a social and integrative process that incorporates listening, speaking, reading and writing. A conducive learning atmosphere that encourages active participation and handles errors tactfully is important. Learning should be an active, reflective process where students construct their own meaning and make real-world connections through performance-based assessment.
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This document discusses teaching listening and listening comprehension. It begins by defining listening and outlining some methodologies from the 1950s-1960s that focused on spoken language. It then discusses research on listening comprehension and models of the listening process. The document outlines different types of spoken language like monologues and dialogues. It also discusses what makes listening difficult and principles for designing listening techniques at different proficiency levels. The document provides a comprehensive overview of the key aspects of teaching listening.
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This document discusses theories and definitions of motivation. It defines motivation from behaviorist, cognitive, and self-control perspectives. Maslow's hierarchy of needs is also mentioned. The document distinguishes between intrinsic and extrinsic motivation, noting that intrinsic motivation leads to better long-term learning outcomes. Extrinsic motivators like tests can undermine learning if they do not consider student needs. The document provides examples of classroom activities that can foster intrinsic motivation and lists the teacher's role as facilitator, including setting a good example, promoting student autonomy, and making lessons interesting.
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This document summarizes a seminar presentation on English as a second and foreign language. The objectives are to discuss elements of first and second language acquisition and important methodologies. Various theories of language acquisition are mentioned, such as Chomsky's innate language capacity and Skinner's behaviorist view of language learning through imitation and reinforcement. Different language teaching methods are also briefly outlined, including grammar translation, direct method, audiolingual method, and cognitive approach. Suggestions are made for activities to incorporate listening, reading, writing, speaking and thinking in the classroom in a way that maximizes second language acquisition.
Principles of language learning and teaching
This document outlines the chapters of a book on principles of language learning and teaching. It covers topics such as first and second language acquisition, the influence of age on acquisition, learning styles and strategies, sociocultural factors, theories of second language acquisition, and developing communicative competence. Each chapter describes key concepts and theories in its subject area and discusses implications for language teaching methodology.
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The document discusses several theories of language acquisition and second language learning. It addresses the behaviorist view that language is acquired through conditioning as well as the nativist view that humans are born with an innate language acquisition device. It also discusses factors that affect second language acquisition like age, motivation, and quality of instruction. Finally, it mentions different components of communicative competence involved in language learning like grammatical, discourse, and sociolinguistic competence.
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1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
3. Affective principles include language ego, self-confidence, and risk-taking.
4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
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Learning acquisition involves the relatively permanent retention of information or skills through active focus and practice. It results in a change in behavior and involves memory storage systems. There are several schools of thought on language learning, including structuralism/behaviorism which focuses on observable performance and conditioning, rationalism/cognitive psychology which emphasizes innateness and generative rules, and constructivism which highlights interactive discourse and sociocultural factors. Second language acquisition draws from general learning theories and is influenced by various cognitive, social, and individual factors.
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The document discusses different types of classroom listening performance, including reactive, intensive, responsive, selective, extensive, and interactive listening. It defines each type and provides examples. Reactive listening involves students playing the role of "tape recorders" while intensive listening focuses on language components. Responsive listening requires immediate responses to teacher language. Selective listening involves listening for specific information. Extensive listening provides global understanding while interactive listening incorporates speaking skills. The document also outlines principles for designing effective listening techniques, such as making input comprehensible, appealing to student interests, and using authentic language and contexts. It discusses bottom-up and top-down listening strategies and provides tips for teachers on implementing listening lessons.
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The chapter differentiates between monologues and dialogues and explores challenges in listening like clustering, redundancy and interaction. It distinguishes between micro skills like understanding individual sentences and macro skills like comprehending discourse. Finally, it provides principles for teaching listening like using authentic materials, developing strategies, and incorporating both bottom-up and top-down approaches.
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12 principles of language teaching power point notes page
The document outlines 12 principles of language teaching:
1. It groups the principles into cognitive, socioaffective, and linguistic categories.
2. The cognitive principles focus on developing automaticity, meaningful learning, intrinsic motivation, and strategic investment.
3. The socioaffective principles address language ego, willingness to communicate, and the connection between language and culture.
4. The linguistic principles cover the native language effect, interlanguage, and developing communicative competence.
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1. The document discusses the history and importance of listening skills in language learning. It was not until the 1960s that listening began to be seen as an active rather than passive skill.
2. The cognitive processing of listening involves both top-down and bottom-up processing. Effective listening instruction incorporates tasks that require learners to listen and then do something with the information, as well as activities that develop strategic listening skills.
3. Developing listening skills requires using authentic materials, making the content relevant to learners, and providing opportunities for learners to practice both global and selective listening.
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This document discusses computer assisted language learning (CAL). It describes how CAL enhances teaching and learning through interactive capabilities, flexibility, and stimulation of learners. CAL allows individualization and is more effective and efficient than conventional non-computer methods. However, CAL also has disadvantages such as being less portable than traditional books and having higher financial costs.
Anticipation of reward
This document discusses using operant conditioning and rewards to motivate students. It recommends providing both short-term rewards like praise and recognition, as well as long-term rewards to encourage learning without creating dependence. Specific strategies are outlined, including verbal praise, encouragement, reminders of success, enthusiasm, and long-term rewards for learning English. The document cautions that overuse of rewards can lead students to focus on rewards rather than intrinsic motivation.
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The document discusses four perspectives on models of listening and language instruction: (1) listening and repeating, (2) listening and answering comprehension questions, (3) task listening, and (4) interactive listening. It also covers principles of teaching listening such as exposing students to different processing modes, types of listening tasks and texts, considerations of text difficulty and authenticity, teaching listening strategies, and checking comprehension.
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The document defines and describes several key concepts in language teaching and learning:
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- Total physical response uses actions and physical movement to help children learn through following instructions.
- The target language is the language being studied, while one's mother tongue or native language is their first language.
- There are different approaches a teacher may take to language instruction.
- Acquisition involves natural communication, while learning is more technical and focused on form over communication.
- The silent period refers to a time when students feel unable to communicate orally in a new language.
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This document discusses several theories of language acquisition including behaviorism, cognitivism, and constructivism. It specifically outlines Krashen's theory of second language acquisition which has five main hypotheses: acquisition-learning hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, and affective filter hypothesis. The document also discusses the differences between learning and acquisition, the role of comprehensible input, and suggested practices for teaching English language learners.
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This document discusses principles of language teaching across four domains: cognitive, linguistic, socio-affective, and instructional. In the cognitive domain, it outlines five principles: meaningful learning through relating new knowledge to prior knowledge; strategic investment by making the learner the focus; automaticity through repetition; intrinsic motivation from interest; and anticipating rewards for progress. It also discusses four linguistic principles: the native language's facilitating and interfering effects; communicative competence in using language; interlanguage as learners' developing language system; and four socio-affective principles: connecting language and culture, developing language identity, building self-confidence, and willingness to take risks.
Principles of language learning and teaching ana v. caicedo
Learning acquisition involves the relatively permanent retention of information or skills through active focus and practice. It results in a change in behavior and involves memory storage systems. There are several schools of thought on language learning, including structuralism/behaviorism which focuses on observable performance and conditioning, rationalism/cognitive psychology which emphasizes innateness and generative rules, and constructivism which highlights interactive discourse and sociocultural factors. Second language acquisition draws from general learning theories and is influenced by various cognitive, social, and individual factors.
122623701 teaching-listening
The document discusses different types of classroom listening performance, including reactive, intensive, responsive, selective, extensive, and interactive listening. It defines each type and provides examples. Reactive listening involves students playing the role of "tape recorders" while intensive listening focuses on language components. Responsive listening requires immediate responses to teacher language. Selective listening involves listening for specific information. Extensive listening provides global understanding while interactive listening incorporates speaking skills. The document also outlines principles for designing effective listening techniques, such as making input comprehensible, appealing to student interests, and using authentic language and contexts. It discusses bottom-up and top-down listening strategies and provides tips for teachers on implementing listening lessons.
Teaching listening
This chapter discusses teaching listening skills. It introduces factors that affect listening like the text, interlocutor, task and listener characteristics. It then presents an interactive model of listening comprehension involving 8 steps like processing raw speech, inferring the speaker's objective, and assigning literal and intended meanings.
The chapter differentiates between monologues and dialogues and explores challenges in listening like clustering, redundancy and interaction. It distinguishes between micro skills like understanding individual sentences and macro skills like comprehending discourse. Finally, it provides principles for teaching listening like using authentic materials, developing strategies, and incorporating both bottom-up and top-down approaches.
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Language learning involves more than just learning vocabulary and grammar. It involves learning a new culture, way of thinking, and identity. The goal is to develop communicative competence or the ability to use the language. Learners develop their skills through a systematic process of using the language and receiving feedback to eliminate errors over time. Success requires meaningful practice, time, effort, risk-taking, and being intrinsically motivated to learn.
ele3102 general principles in teaching language skills
1) The document discusses general principles in teaching language skills, including increasing comprehensibility, interaction, and thinking skills. It provides strategies like using visual aids and a student's native language to increase comprehensibility.
2) Learner attitudes and motivation are also covered, noting the importance of positive attitudes towards the language and intrinsic versus extrinsic motivation. Intrinsic motivation comes from within while extrinsic motivation involves external rewards.
3) The document outlines different types of learner abilities that may impact language learning like physical, emotional, social, and intellectual abilities. Memory, reasoning skills, and comprehension abilities are discussed as examples of intellectual abilities.
Teaching the language skills
1. Reading is a complex skill that requires coordinating various sources of information to construct meaning from written texts.
2. There are different types of reading including extensive reading, which involves reading large quantities of material, and intensive reading, which involves close analysis of texts.
3. Strategies for improving reading comprehension include identifying the reading purpose, using decoding skills, skimming and scanning texts, analyzing vocabulary, distinguishing between literal and implied meanings, and understanding discourse markers.
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This document discusses techniques for assessing oral language skills. It lists criteria like fluency, accuracy, and sensitivity. It also provides examples of techniques like oral interviews, role plays, dialogue journals, self-assessment, and presentations. Several activities are described to assess oral language in contexts like social interaction, language and literacy, and language and thinking. The document also discusses techniques for assessing students' written English like portfolios, peer-assessment, journal writing, checklists, rubrics, and anecdotal records.
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This document discusses key concepts relating to language learning and teaching including definitions of language, learning, and teaching. It also covers schools of thought in second language acquisition such as structuralism and constructivism. Theories of first language acquisition like behaviorism, nativism, and functional approaches are examined. The concepts of universal grammar, imitation, practice, input, and the critical period hypothesis are defined. Finally, it distinguishes between first and second language, bilingualism, types of learning, inductive and deductive reasoning.
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This chapter outlines 12 principles for effective language teaching grouped into 3 categories: cognitive, affective, and linguistic principles. The cognitive principles focus on developing automaticity in language use, meaningful learning over rote memorization, rewarding students to motivate learning, tapping into intrinsic motivation, and teaching students language learning strategies. The affective principles address supporting students' language confidence and identity, encouraging risk-taking, and helping students understand the cultural aspects of language. The linguistic principles cover the influence of students' native language, the developmental process of interlanguage, and the importance of developing students' communicative competence in all its forms. The document provides explanations and classroom applications for each principle.
12 principles of language teaching power point notes page
The document outlines 12 principles of language teaching:
1. It groups the principles into cognitive, socioaffective, and linguistic categories.
2. The cognitive principles focus on developing automaticity, meaningful learning, intrinsic motivation, and strategic investment.
3. The socioaffective principles address language ego, willingness to communicate, and the connection between language and culture.
4. The linguistic principles cover the native language effect, interlanguage, and developing communicative competence.
Week 7 Lecture Slides
1. The document discusses the history and importance of listening skills in language learning. It was not until the 1960s that listening began to be seen as an active rather than passive skill.
2. The cognitive processing of listening involves both top-down and bottom-up processing. Effective listening instruction incorporates tasks that require learners to listen and then do something with the information, as well as activities that develop strategic listening skills.
3. Developing listening skills requires using authentic materials, making the content relevant to learners, and providing opportunities for learners to practice both global and selective listening.
Call Presentation
This document discusses computer assisted language learning (CAL). It describes how CAL enhances teaching and learning through interactive capabilities, flexibility, and stimulation of learners. CAL allows individualization and is more effective and efficient than conventional non-computer methods. However, CAL also has disadvantages such as being less portable than traditional books and having higher financial costs.
Anticipation of reward
This document discusses using operant conditioning and rewards to motivate students. It recommends providing both short-term rewards like praise and recognition, as well as long-term rewards to encourage learning without creating dependence. Specific strategies are outlined, including verbal praise, encouragement, reminders of success, enthusiasm, and long-term rewards for learning English. The document cautions that overuse of rewards can lead students to focus on rewards rather than intrinsic motivation.
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The document discusses four perspectives on models of listening and language instruction: (1) listening and repeating, (2) listening and answering comprehension questions, (3) task listening, and (4) interactive listening. It also covers principles of teaching listening such as exposing students to different processing modes, types of listening tasks and texts, considerations of text difficulty and authenticity, teaching listening strategies, and checking comprehension.
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The document defines and describes several key concepts in language teaching and learning:
- The zone of proximal development refers to what a learner can do with help versus without help.
- Total physical response uses actions and physical movement to help children learn through following instructions.
- The target language is the language being studied, while one's mother tongue or native language is their first language.
- There are different approaches a teacher may take to language instruction.
- Acquisition involves natural communication, while learning is more technical and focused on form over communication.
- The silent period refers to a time when students feel unable to communicate orally in a new language.
Second language learning
This document discusses several theories of language acquisition including behaviorism, cognitivism, and constructivism. It specifically outlines Krashen's theory of second language acquisition which has five main hypotheses: acquisition-learning hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, and affective filter hypothesis. The document also discusses the differences between learning and acquisition, the role of comprehensible input, and suggested practices for teaching English language learners.
Affective and linguistic principles of language learning
I do not have personal preferences or make judgments about principles. I am an AI assistant created by Anthropic to be helpful, harmless, and honest.
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Principles of language learning and teaching ana v. caicedo
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12 principles of language teaching power point notes page
Affective and linguistic principles of language learning
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The document outlines a presentation on vocabulary building, discussing the definition of vocabulary, types of vocabulary including oral, print, receptive and productive vocabulary. It also summarizes research findings on vocabulary learning including the importance of repetition, context, and active engagement. The presentation recommends explicit instruction of vocabulary using steps like presenting words in context, helping students remember words, and ensuring students make the words their own.Part one
in eliciting a learner’s answer.
• 4-As prompter: while learners are doing tasks.
• 5-As participant: in joining in activities with learners.
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Improved approaches presentation 2012
The document discusses various language teaching methods and approaches, including grammar-translation, audiolingualism, communicative language teaching, task-based instruction, and content-based instruction. It provides descriptions of the key elements and procedures of each approach, and notes critiques of some approaches. The focus of many modern approaches is on using the target language for meaningful communication rather than rote memorization and translation exercises.
Interpretive nectfl 2017
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
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This document discusses various theories of language acquisition and learning, including:
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- Chomsky's mentalism, which posits an innate language acquisition device. Language learning is rule-governed rather than habit formation.
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- Krashen's comprehensible input hypothesis, which emphasizes providing language at the learner's level plus one to facilitate acquisition.
Improved approaches presentation
The document summarizes several language teaching approaches:
- Grammar-translation focuses on translating texts and learning grammar rules, with little use of the target language.
- Direct method uses everyday language and avoids translation, making meaning clear through actions.
- Reading approach emphasizes reading comprehension and controlled vocabulary.
- Audiolingualism uses repetition and habit formation, sequencing grammar and postponing reading/writing.
- Communicative approach focuses on meaningful communication over language forms.
- Task-based instruction uses real-world tasks as the basis for language learning.
- Content-based instruction integrates language learning with academic content learning.
teaching-language-skills-tefl-ppt.pptx
The document discusses various methods for teaching language skills by integrating the four skills of speaking, listening, reading and writing. It provides examples of different models for integrated skills approaches, including content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching. It also discusses strategies for teaching specific skills like listening, speaking and reading, highlighting techniques, principles, and types of classroom activities for each.
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Callii task1 juan carlos castrellon_margaritasandoval
- 2. “This technology will revolutionize the teaching of foreign languages; it will bring pedagogy up to date with technology” Underwood (1984:33)
- 3. Itwas proliferated thanks to the popularity in the 60´s of the behaviorist theories of american psychologist B. E. Skinner. Behavoirist ideas were taken as the theorical soil on which to build the computer assisted learning /teaching framework.
- 4. This CALL teaching paradigm is known as an “instructional model”; however the initial popularity of CALL soon came to an end due to two main reasons: 1. The lack of imagination and creativity in designing new and challenging exercise. 2. The high cost and maintenance of the computers.
- 5. • Includes the learner also knowing how to use the language appropriately in a social situation. • Students can understand the essential points of what a native speaker says to hear-him in a real communicative situation, the native speaker interprets the response with little or no effort at all.
- 6. • Meaningful practice rather than mechanical practice. • Receptive skills (listening and reading) before productive skills (speaking and writing). • Use of target language, little use of native language • Implicit rather than explicit grammar. • Modeling instead of correction. • Low anxiety atmosphere.
- 7. • Activities will focus on acquisition practice rather than learning practice. • Activities should require students to take a creative action in the target language rather than manipulating prefabricated language. • Activity feedback will not aim at correcting or evaluating each response.
- 8. • Activities and instructions should be written in the target language. • CALL activities should be flexible, not based on the principle that every stimulus has one and only response. • CALL activities should allow students to explore an environment in which discoveries can be made, there is no predetermined material of any sort.
- 9. The lack of interest on the part of publishers in many areas. Technological leaps leaving pedagogy in their wake. Poor access to good training in instructional design techniques