Chat in language teaching
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The document discusses using chat programs to link students in different locations for collaborative learning, noting that chat can promote project work between classes and groups while also enabling students to practice language skills through conversations with peers in other countries. Guidelines are provided for how to structure a chat session, including introductory, content, and closing phases, and a sample chat session is outlined with tips for setting up the activity.
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Robert Lado was influential in the development of SLA theory and methods. He studied how language transfer affects foreign language learning. Specifically, he hypothesized that aspects of a foreign language similar to one's native language will be easier to learn, while differences will be more difficult. This contrastive analysis hypothesis informed the Audiolingual method and focus on minimal pairs.
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2. Early production stage - Learners begin speaking in short phrases and sentences with errors.
3. Speech emergence stage - Learners communicate using longer phrases and sentences with context clues and familiar topics, and errors decrease.
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The document summarizes the audio-lingual method, a language teaching approach developed in the 1940s-50s. It was influenced by behaviorism and focused on habit formation through repetition of dialogs and pattern drills. The goals were accurate pronunciation, grammar and quick responses. A typical lesson involved listening, repeating, substituting in dialogs followed by various drill activities like transformation and dictation exercises.
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This document discusses different techniques for testing, including:
1) Direct testing measures specific skills directly, while indirect testing measures underlying abilities. Semi-direct testing simulates direct testing through recorded responses.
2) Discrete point testing examines elements individually, while integrative testing requires combining multiple elements for a task.
3) Norm-referenced testing interprets scores relative to others, while criterion-referenced testing measures against a standard.
4) Objective tests have a single right answer, while subjective tests consider multiple factors in scoring open-ended responses.
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- Theories of language acquisition including cognitive, imitation, and innateness theories.
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Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Introduction to Language Assessment by Brown
This document provides an overview of assessment for EFL learners. It defines assessment as an ongoing process to ensure course objectives are met, noting that a test is one form of assessment. Informal assessments include unplanned feedback, while formal assessments systematically appraise student achievement. Various traditional and alternative assessment types are described, including their purposes and characteristics. The principles of practicality, reliability, validity, authenticity, and washback in language assessment are also outlined.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Nativist theory
Nativist theory, proposed by Noam Chomsky, argues that humans are born with an innate language acquisition device (LAD) that enables children to learn language. The LAD contains universal grammar principles and parameters that guide children to unconsciously deduce the grammatical rules of the language they are exposed to. Children are biologically predisposed to acquire language skills without formal teaching by testing hypotheses about the underlying structure of the language based on the input they receive.
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This document discusses the use of concordancers in corpus linguistics and language teaching. A concordancer is a tool that allows users to search electronic texts and analyze word combinations and frequencies. The document provides examples of concordancer programs and discusses how they can be used by students, language teachers, and researchers. It then summarizes two articles that used concordancers - one to analyze metaphoric expressions used by doctors and patients, and another to teach medical students how to write academic research descriptions.
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The Grammar Translation Method is a method for teaching foreign languages that uses students' native language as a basis for understanding the target language. Students learn grammar rules deductively and translate between the native and target languages. Vocabulary and grammar are emphasized, as well as reading and writing skills. While it can help explain words and phrases and teach correct grammar, it is criticized for being unnatural and neglecting communication skills. The method was developed for teaching dead languages but is still sometimes used for its ease of conducting grammar exercises and tests.
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Community Language Learning (CLL) is a language teaching method developed by Charles Curran in 1970. It is based on the humanistic approach and aims to provide a comfortable learning environment where students are treated as whole people. The teacher acts as a counselor rather than knowledge-giver, responding calmly and allowing students freedom to speak without interruption. Principles include tolerating mistakes, emphasizing speaking and listening over grammar, using inductive teaching, and working in groups. Activities include translation, group work, listening, conversations, and reflection. The student's role is as an independent client who determines conversation topics. CLL aims to overcome threatening factors in language learning.
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The document outlines different types of language tests: proficiency tests measure general language ability regardless of training; achievement tests relate to language courses and assess whether objectives were achieved; diagnostic tests identify strengths and weaknesses; placement tests determine what language level is appropriate. It also distinguishes between direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, and objective and subjective scoring. The document concludes by mentioning computer adaptive testing and communicative language testing.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Difficulties problems in teaching of English
The document discusses the various difficulties faced by English teachers in Pakistan. It identifies problems like large class sizes, lack of audio-visual aids, unsuitable textbooks, and defective examination and evaluation systems. Specific issues for teachers include English being radically different from Pakistani languages, students lapsing into their mother tongue, and not having enough time or resources to adopt modern teaching methods. The teacher also has to work alone without support from parents or other teachers.
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This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
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This document discusses different methodologies and approaches to teaching languages. It defines methodology as involving all aspects of teaching practice including theory, research, techniques, and lesson design. A method is described as a systematic guide for teaching based on proven effectiveness and meaningful learning. Several specific methods are outlined, including the direct method which fully immerses students in the target language, the cognitive method which focuses on organized knowledge acquisition and learning strategies, and the affective method which emphasizes student psychology and motivation. The communicative approach and structural linguistic method are also summarized. Key differences between approaches and methods are that approaches are more general philosophies while methods refer to specific classroom techniques.
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This document discusses different techniques for testing, including:
1) Direct testing measures specific skills directly, while indirect testing measures underlying abilities. Semi-direct testing simulates direct testing through recorded responses.
2) Discrete point testing examines elements individually, while integrative testing requires combining multiple elements for a task.
3) Norm-referenced testing interprets scores relative to others, while criterion-referenced testing measures against a standard.
4) Objective tests have a single right answer, while subjective tests consider multiple factors in scoring open-ended responses.
Community language learning
Community Language Learning (CLL) is an approach to language teaching developed by Charles Curran based on counseling theory. It uses a humanistic approach where students sit in a circle and the teacher acts as a counselor, translating messages between the first language and the target language to help students communicate. CLL focuses on creating a supportive environment where students learn collaboratively through discussion, reflection, and independent practice. The method aims to develop students' language ability through five stages that mirror child development, but does not rely on conventional textbooks or syllabi.
First language acquisition
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
The monitor model
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
Social Factors and Second Language Acquisition - Anaheim University
This document provides an overview of social factors that influence second language acquisition. It discusses different social contexts of L2 learning including immersion, segregation, official language contexts, and more. It also summarizes Schumann's acculturation model which proposes that the degree of social and psychological distance between the L2 learner and target language group will influence L2 acquisition. Finally, it briefly introduces Gardner's socio-educational model and discusses how both individual and external social factors can impact motivation and language learning.
The Corpus In The Classroom
The document discusses the usefulness of corpora for language teaching and learning. It explains that corpora allow researchers to make generalizations about language as a whole by analyzing large collections of authentic texts. In contrast to relying only on intuitions, corpora provide evidence of real language usage through numerous examples from different contexts. This helps address misconceptions and test assumptions. The document also provides guidance on developing classroom corpora and considerations for corpus design and effective use in materials and investigations.
Receptive skills reading and listening
This document discusses receptive skills like listening and reading when learning a new language. It notes that listening requires real-time processing without the ability to go back and check, unlike reading. Key differences between listening and reading are outlined, such as the use of weak forms in speaking vs clarity in writing. Effective ways to teach listening and reading lessons are presented, including pre-teaching vocabulary, gist and detailed tasks, and student response. Strategies for listening exams and reading tasks are also provided.
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SLA ,Learning Theories , Second language Aquisition
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Social Factors and Second Language Acquisition - Anaheim University
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The document discusses using chat in language teaching. It outlines several reasons for using chat, including connecting classes in different locations and allowing students to practice English outside of class. It describes different types of chat like text, voice, public, and private chat. It also lists popular chat apps like WhatsApp, Google Meet, and Skype. The document provides considerations for using chat effectively and sample chat lesson plans, including introducing the software, setting clear tasks, and having contingency plans. Overall, the document presents chat as a tool to improve English skills and manage large classes.
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Seminar Workshop Course Guide For Eng 103
This document provides information about an English 103 Speech Communication course offered at Don Mariano Marcos Memorial State University. The 3-unit blended course aims to develop students' communicative proficiency in listening and public speaking. It will cover topics like the communication process, listening techniques, effective speaking voice, speech delivery principles, and speech preparation. Assessment includes module assignments, class participation, exams, and two original speeches. The tutor's contact information is also provided.
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This document provides information about an English 103 Speech Communication course offered at Don Mariano Marcos Memorial State University. The 3-unit blended course aims to develop students' communicative proficiency in listening and public speaking. It will cover topics like the communication process, listening techniques, effective speaking voice, speech delivery principles, and speech preparation. Assessment includes module assignments, class participation, exams, and two original speeches. The course is designed to help students improve their English speaking skills and apply communication theories.
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This document provides information about an English 103 Speech Communication course offered at Don Mariano Marcos Memorial State University. The 3-unit blended course aims to develop students' communicative proficiency in listening and public speaking. It will cover topics like the communication process, listening techniques, effective speaking voice, speech delivery, and speech preparation. Assessment includes module assignments, class participation, midterm and final exams. Students must present an icebreaker and informative speech. The schedule outlines 5 modules, learning objectives, activities, and expected outcomes for each session.
Seminar Workshop Course Guide For Eng 103
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Chat in language teaching
- 1. In language
- 2. Chat in LT… * links students * links up around the classes and world. groups in different locations. * has a clear * Promotes purpose for collaborative learning. project work.
- 3. Types of chat Private
- 5. Why use it? • Learners may already use text/voice chat at home. • Brings current technology into the classroom. • It can be motivating! • Enables learners to make contact with learners in other countries. • Real practice of language. • Chat transcript can be used later for language analysis.
- 6. How to start using chat with learners : 1. Install and 2. Run a 3. Make learn to use the practice chat contact with software. session, another class.
- 7. 1. An instroductory/warmer phase: Include detailed introductions and an exchange of personañ information. This stage serves to set the scene and acts as an icebreaker. 2. The main content of the chat: Consists of one main task, or a series of short tasks. 3. A closing stage: Learners may summarise what they have covered or achieved. The teacher might have set a brief closing task.
- 8. Chat sample 1. session Before the class, check that the chat program is installed. 2. Find out of students are familiar with instant messaging. 3. Outline the aim of the chat session. 4. Learners set up individual user accounts. 5. Show learners how to use the text chat feature of the program. 6. Set the learners a simple task. 7. Once the time is up, check what they found out about each other. 8. Repeat the activity changing the task slightly. 9. Once the time is up, check what they found out about each other. 10. (Optional) The aim of this final phase is to provide learners with more practice in using text chat.
- 10. Sara Vicky Muño Blanc z o