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This document defines key terms related to language acquisition and teaching approaches, including the differences between acquisition and learning, definitions of digital literacy and literacy, descriptions of concepts like the silent period, phonics, Total Physical Response (TPR), and Vygotsky's Zone of Proximal Development (ZDP). It also discusses Gardner's theory of multiple intelligences, differences between learning a first language versus a target language, and concepts like the language acquisition device.
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Glossary
This document defines and explains key terms related to language learning and teaching. It defines acquisition vs learning, approaches to language teaching, digital literacy vs literacy, English as a foreign language vs English as a second language, the silent period, the language acquisition device, mother tongue vs target language, multiple intelligences theory, phonics, total physical response, and the zone of proximal development. The document provides brief explanations of each term.
Glossary's Aránzazu and Yara
This document provides definitions for key terms related to childhood education and language teaching approaches. It defines concepts like phonics, which is teaching reading through letter sounds; digital literacy, which involves effectively finding, using and communicating information digitally; and multiple intelligences, which refers to Howard Gardner's eight categories of human intelligence. Other terms defined include target language, mother tongue, ESL, EFL, silent period, acquisition vs learning, TPR, and drills.
Natural approach
The document discusses the Natural Approach theory of language acquisition proposed by Stephen Krashen. The key points are:
1) The Natural Approach hypothesizes that language acquisition occurs similar to how children acquire their native language through meaningful interaction and communication, rather than formal language learning.
2) Acquisition refers to the subconscious process of developing competence in a language through natural interactions, whereas learning refers to a conscious process of formal instruction and studying the language.
3) Factors like personality, motivation, and language irregularity can impact the effectiveness of acquisition versus learning. Introverted learners may benefit less from formal learning.
Glossary's Aránzazu and Yara
This document defines key terms related to childhood education and language learning. It provides brief explanations of 14 terms: acquisition vs learning, approach, digital literacy, drills, EFL, ESL, mother tongue, multiple intelligences, phonics, silent period, target language, TPR. For each term it conveys the essential meaning in 1-2 sentences. The document serves as a glossary to introduce foundational concepts.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Natural Approach
The Natural Approach is a communicative language teaching method developed by Stephen Krashen and Tracy Terrell. It focuses on providing comprehensible input to students through activities like Total Physical Response commands, using pictures to teach vocabulary, and having students observe and describe pictures. The goal is for students to develop basic communication skills and become intermediate language users. Teachers act as the primary source of comprehensible input and create a low anxiety classroom environment to facilitate language acquisition.
Chomsky's theories of-language-acquisition1-1225480010904742-8
The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
Communicative approach to the teaching of english as a second language pratim...
This document provides an overview of the analysis of language. It discusses several key concepts in linguistics including that language is a system used for communication, it has sounds and rules for forming words and sentences, and varies across cultures and communities. The document specifically examines phonology, including the sound systems and phonemes of English. It also discusses stress and intonation patterns in English words and sentences. Understanding how to analyze language and its core elements is important for effectively teaching and learning a second language like English.
Recommended
Glossary
This document defines and explains key terms related to language learning and teaching. It defines acquisition vs learning, approaches to language teaching, digital literacy vs literacy, English as a foreign language vs English as a second language, the silent period, the language acquisition device, mother tongue vs target language, multiple intelligences theory, phonics, total physical response, and the zone of proximal development. The document provides brief explanations of each term.
Glossary's Aránzazu and Yara
This document provides definitions for key terms related to childhood education and language teaching approaches. It defines concepts like phonics, which is teaching reading through letter sounds; digital literacy, which involves effectively finding, using and communicating information digitally; and multiple intelligences, which refers to Howard Gardner's eight categories of human intelligence. Other terms defined include target language, mother tongue, ESL, EFL, silent period, acquisition vs learning, TPR, and drills.
Natural approach
The document discusses the Natural Approach theory of language acquisition proposed by Stephen Krashen. The key points are:
1) The Natural Approach hypothesizes that language acquisition occurs similar to how children acquire their native language through meaningful interaction and communication, rather than formal language learning.
2) Acquisition refers to the subconscious process of developing competence in a language through natural interactions, whereas learning refers to a conscious process of formal instruction and studying the language.
3) Factors like personality, motivation, and language irregularity can impact the effectiveness of acquisition versus learning. Introverted learners may benefit less from formal learning.
Glossary's Aránzazu and Yara
This document defines key terms related to childhood education and language learning. It provides brief explanations of 14 terms: acquisition vs learning, approach, digital literacy, drills, EFL, ESL, mother tongue, multiple intelligences, phonics, silent period, target language, TPR. For each term it conveys the essential meaning in 1-2 sentences. The document serves as a glossary to introduce foundational concepts.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Natural Approach
The Natural Approach is a communicative language teaching method developed by Stephen Krashen and Tracy Terrell. It focuses on providing comprehensible input to students through activities like Total Physical Response commands, using pictures to teach vocabulary, and having students observe and describe pictures. The goal is for students to develop basic communication skills and become intermediate language users. Teachers act as the primary source of comprehensible input and create a low anxiety classroom environment to facilitate language acquisition.
Chomsky's theories of-language-acquisition1-1225480010904742-8
The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
Communicative approach to the teaching of english as a second language pratim...
This document provides an overview of the analysis of language. It discusses several key concepts in linguistics including that language is a system used for communication, it has sounds and rules for forming words and sentences, and varies across cultures and communities. The document specifically examines phonology, including the sound systems and phonemes of English. It also discusses stress and intonation patterns in English words and sentences. Understanding how to analyze language and its core elements is important for effectively teaching and learning a second language like English.
The Natural Approach
Stephen Krashen developed the Natural Approach method of language teaching in the late 1970s. The Natural Approach aims to foster naturalistic language acquisition in the classroom by emphasizing communication over explicit grammar study and correction. It also strives to create a low-anxiety environment by not forcing language output and allowing students time to absorb language through comprehensible input. Key principles of the Natural Approach include the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the natural order hypothesis, and the affective filter hypothesis. Krashen believes that language acquisition occurs most effectively through meaningful communication and comprehension, not through direct instruction.
Communicative approach
The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Learning theories and approaches
This document discusses numerous language learning theories and approaches that have influenced English language teaching, including behaviorism, the Audio-Lingual Method, the Natural Approach, and the lexical approach. It also covers debates around the role of grammar instruction, the importance of noticing language, the affective filter hypothesis, and discovery learning.
The natural approach
The Natural Approach is a language teaching method based on principles of natural language acquisition. It aims to help beginners become intermediate learners while enhancing communication skills through a focus on meaningful input. Key principles include using TPR activities, delaying speech production, creating a relaxed environment, and providing comprehensible input slightly above learners' levels. Techniques involve TPR, group work, games and role-plays to practice the target language while minimizing error correction. The goal is a communicative syllabus focusing on oral and written skills through a logical sequence emphasizing meaning, vocabulary and target language use. Potential weaknesses include passive learners during silent periods and uncertainty around error treatment and appropriate input levels.
Natural approach by: Abdorrahim moghimi
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in the 1970s-1980s. It is based on five hypotheses: 1) acquisition/learning, 2) monitor, 3) natural order, 4) input, and 5) affective filter. The approach emphasizes comprehensible input through listening and reading activities without early pressure for spoken production. Learners progress from understanding to speaking when ready. The teacher provides input and encourages a low-anxiety environment while respecting learners' developmental stages.
Krashen’s theory
Krashen's theory of second language acquisition consists of five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between acquired and learned systems. 2) The monitor hypothesis concerns the use of learned grammar. 3) The natural order hypothesis states that acquisition follows a predictable order. 4) The input hypothesis claims that we acquire by understanding language a little beyond our current level. 5) The affective filter hypothesis embodies that affective variables like motivation and anxiety can impede or facilitate acquisition. The input hypothesis also states that speaking ability emerges over time through comprehensible input, not direct instruction, and the affective filter hypothesis claims learners with positive affect are better equipped for acquisition.
History of language teaching by Howatt
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including François Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
Glossary
This document provides definitions and explanations of key terms related to childhood education and language learning. It defines approaches as statements of educational philosophy rather than proven theories. Phonics and drills are described as methods for teaching reading and language skills through repetition. Digital literacy involves using technology to find, evaluate, create and share information. Multiple intelligences refers to different types of cognitive abilities like musical, kinesthetic and interpersonal. Other terms defined include target languages, mother tongue, English as a second language (ESL), English as a foreign language (EFL), the silent period of language acquisition, and the difference between acquisition and learning. Total physical response (TPR) and its use of physical commands is also summarized.
Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
Linguistic principles of teaching english
The document outlines several key linguistic principles for teaching a foreign language:
1) Language is a system of symbols that are arbitrary and primarily vocal, so the teacher should use oral-aural methods and teach speaking before reading and writing.
2) Each language has a unique structure and cannot be learned through another language alone, but the learner's native language can help facilitate learning.
3) Language is for communication, so oral usage should be encouraged, and it grows out of and changes with culture over time.
It then provides general principles for teaching a foreign language, including following a natural order of skills, using imitation and forming habits, selecting controlled vocabulary, and using gradation, coordination, and multiple methods while
Language teaching methods (1)
The document outlines 12 different language teaching methods:
1. Grammar-Translation focuses on accuracy over fluency through translation and grammar rules.
2. Cognitive Approach sees language as a set of skills learned through meaningful practice rather than memorization.
3. Audiolingual Method views language as habits formed through drill and repetition with immediate error correction.
4. Direct Method avoids translation and uses only the target language through demonstration and activities.
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.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Glosary terminado
The document defines key terms related to language teaching:
- Zone of proximal development (ZPD) refers to a student's potential learning through guidance.
- Total physical response (TPR) uses physical movement to react to language and reduce student stress.
- Language acquisition involves subconscious learning through communication, while language learning uses direct instruction of rules.
- The silent period refers to a time when students are unable or unwilling to communicate orally in a new language.
The Natural Approach
This document outlines theories of language and learning, as well as objectives, syllabus, activities, roles, and materials for a communicative language teaching approach. The key points are:
1. The essence of language is meaning, with vocabulary being more important than grammar. Second language development occurs through either acquisition, an unconscious natural process, or learning, a conscious process, but learning cannot lead to acquisition.
2. The objectives are to give beginners and intermediate learners basic communicative skills in personal and academic oral and written areas.
3. The syllabus is based on selecting communicative activities and topics from learner needs. Activities focus on meaningful communication and input in the present rather than form.
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.
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
Natural approach (1)
This document discusses the Natural Approach to teaching English as a second language. It provides background on the development of the Natural Approach by Tracy Terrell and Stephen Krashen in the 1970s. The Natural Approach is based on second language acquisition theory and emphasizes comprehensible input, communication, and meaning over practice and accuracy. It outlines the key principles of the Natural Approach, including the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
Communicative Language Teaching
The document discusses the origins and principles of Communicative Language Teaching (CLT), an approach that focuses on developing students' communicative competence. CLT emerged in the 1960s as a response to prior audiolingual and situational language teaching methods. It emphasizes using language functionally and communicatively to develop students' ability to use language appropriately in real-world contexts. The document outlines the key dimensions of communicative competence and principles that guide CLT, such as involving meaningful tasks and real communication.
Glossary
This document provides definitions for key terms related to early childhood education and language acquisition. It defines concepts like the zone of proximal development (ZPD), total physical response (TPR), target language and mother tongue, acquisition versus learning, the silent period, and the critical period. Additional terms defined include language acquisition device (LAD), English as a foreign language (EFL) and English as a second language (ESL), phonics, multiple intelligences theory, digital literacy, and literacy. The document serves as a glossary to explain important concepts for those studying early childhood education and language learning.
Glossary
This document provides definitions and explanations of key concepts in language teaching and learning, including:
- Acquisition vs learning refers to subconscious language acquisition by children compared to conscious learning of rules by older students.
- Digital literacy is the ability to use technology and the internet to find, evaluate, share and create content, while literacy is using symbol systems for learning.
- The silent period hypothesis suggests language learners initially listen without speaking as infants do with their first language.
- Zone of proximal development (ZPD) refers to the gap between what learners can do independently and with guidance, where learning occurs through interaction.
- Other concepts defined include approaches, EFL/ESL, phon
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What's hot
The Natural Approach
Stephen Krashen developed the Natural Approach method of language teaching in the late 1970s. The Natural Approach aims to foster naturalistic language acquisition in the classroom by emphasizing communication over explicit grammar study and correction. It also strives to create a low-anxiety environment by not forcing language output and allowing students time to absorb language through comprehensible input. Key principles of the Natural Approach include the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the natural order hypothesis, and the affective filter hypothesis. Krashen believes that language acquisition occurs most effectively through meaningful communication and comprehension, not through direct instruction.
Communicative approach
The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Learning theories and approaches
This document discusses numerous language learning theories and approaches that have influenced English language teaching, including behaviorism, the Audio-Lingual Method, the Natural Approach, and the lexical approach. It also covers debates around the role of grammar instruction, the importance of noticing language, the affective filter hypothesis, and discovery learning.
The natural approach
The Natural Approach is a language teaching method based on principles of natural language acquisition. It aims to help beginners become intermediate learners while enhancing communication skills through a focus on meaningful input. Key principles include using TPR activities, delaying speech production, creating a relaxed environment, and providing comprehensible input slightly above learners' levels. Techniques involve TPR, group work, games and role-plays to practice the target language while minimizing error correction. The goal is a communicative syllabus focusing on oral and written skills through a logical sequence emphasizing meaning, vocabulary and target language use. Potential weaknesses include passive learners during silent periods and uncertainty around error treatment and appropriate input levels.
Natural approach by: Abdorrahim moghimi
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in the 1970s-1980s. It is based on five hypotheses: 1) acquisition/learning, 2) monitor, 3) natural order, 4) input, and 5) affective filter. The approach emphasizes comprehensible input through listening and reading activities without early pressure for spoken production. Learners progress from understanding to speaking when ready. The teacher provides input and encourages a low-anxiety environment while respecting learners' developmental stages.
Krashen’s theory
Krashen's theory of second language acquisition consists of five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between acquired and learned systems. 2) The monitor hypothesis concerns the use of learned grammar. 3) The natural order hypothesis states that acquisition follows a predictable order. 4) The input hypothesis claims that we acquire by understanding language a little beyond our current level. 5) The affective filter hypothesis embodies that affective variables like motivation and anxiety can impede or facilitate acquisition. The input hypothesis also states that speaking ability emerges over time through comprehensible input, not direct instruction, and the affective filter hypothesis claims learners with positive affect are better equipped for acquisition.
History of language teaching by Howatt
The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including François Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
Glossary
This document provides definitions and explanations of key terms related to childhood education and language learning. It defines approaches as statements of educational philosophy rather than proven theories. Phonics and drills are described as methods for teaching reading and language skills through repetition. Digital literacy involves using technology to find, evaluate, create and share information. Multiple intelligences refers to different types of cognitive abilities like musical, kinesthetic and interpersonal. Other terms defined include target languages, mother tongue, English as a second language (ESL), English as a foreign language (EFL), the silent period of language acquisition, and the difference between acquisition and learning. Total physical response (TPR) and its use of physical commands is also summarized.
Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
Linguistic principles of teaching english
The document outlines several key linguistic principles for teaching a foreign language:
1) Language is a system of symbols that are arbitrary and primarily vocal, so the teacher should use oral-aural methods and teach speaking before reading and writing.
2) Each language has a unique structure and cannot be learned through another language alone, but the learner's native language can help facilitate learning.
3) Language is for communication, so oral usage should be encouraged, and it grows out of and changes with culture over time.
It then provides general principles for teaching a foreign language, including following a natural order of skills, using imitation and forming habits, selecting controlled vocabulary, and using gradation, coordination, and multiple methods while
Language teaching methods (1)
The document outlines 12 different language teaching methods:
1. Grammar-Translation focuses on accuracy over fluency through translation and grammar rules.
2. Cognitive Approach sees language as a set of skills learned through meaningful practice rather than memorization.
3. Audiolingual Method views language as habits formed through drill and repetition with immediate error correction.
4. Direct Method avoids translation and uses only the target language through demonstration and activities.
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.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Glosary terminado
The document defines key terms related to language teaching:
- Zone of proximal development (ZPD) refers to a student's potential learning through guidance.
- Total physical response (TPR) uses physical movement to react to language and reduce student stress.
- Language acquisition involves subconscious learning through communication, while language learning uses direct instruction of rules.
- The silent period refers to a time when students are unable or unwilling to communicate orally in a new language.
The Natural Approach
This document outlines theories of language and learning, as well as objectives, syllabus, activities, roles, and materials for a communicative language teaching approach. The key points are:
1. The essence of language is meaning, with vocabulary being more important than grammar. Second language development occurs through either acquisition, an unconscious natural process, or learning, a conscious process, but learning cannot lead to acquisition.
2. The objectives are to give beginners and intermediate learners basic communicative skills in personal and academic oral and written areas.
3. The syllabus is based on selecting communicative activities and topics from learner needs. Activities focus on meaningful communication and input in the present rather than form.
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.
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
Natural approach (1)
This document discusses the Natural Approach to teaching English as a second language. It provides background on the development of the Natural Approach by Tracy Terrell and Stephen Krashen in the 1970s. The Natural Approach is based on second language acquisition theory and emphasizes comprehensible input, communication, and meaning over practice and accuracy. It outlines the key principles of the Natural Approach, including the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
Communicative Language Teaching
The document discusses the origins and principles of Communicative Language Teaching (CLT), an approach that focuses on developing students' communicative competence. CLT emerged in the 1960s as a response to prior audiolingual and situational language teaching methods. It emphasizes using language functionally and communicatively to develop students' ability to use language appropriately in real-world contexts. The document outlines the key dimensions of communicative competence and principles that guide CLT, such as involving meaningful tasks and real communication.
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Principles of language learning and teaching ana v. caicedo
Principles of language learning and teaching ana v. caicedo
Similar to Glossary
Glossary
This document provides definitions for key terms related to early childhood education and language acquisition. It defines concepts like the zone of proximal development (ZPD), total physical response (TPR), target language and mother tongue, acquisition versus learning, the silent period, and the critical period. Additional terms defined include language acquisition device (LAD), English as a foreign language (EFL) and English as a second language (ESL), phonics, multiple intelligences theory, digital literacy, and literacy. The document serves as a glossary to explain important concepts for those studying early childhood education and language learning.
Glossary
This document provides definitions and explanations of key concepts in language teaching and learning, including:
- Acquisition vs learning refers to subconscious language acquisition by children compared to conscious learning of rules by older students.
- Digital literacy is the ability to use technology and the internet to find, evaluate, share and create content, while literacy is using symbol systems for learning.
- The silent period hypothesis suggests language learners initially listen without speaking as infants do with their first language.
- Zone of proximal development (ZPD) refers to the gap between what learners can do independently and with guidance, where learning occurs through interaction.
- Other concepts defined include approaches, EFL/ESL, phon
Glossary
This document provides definitions and explanations of key terms related to language acquisition and teaching approaches. It discusses concepts such as the difference between acquisition and learning, digital literacy vs traditional literacy, English as a foreign language vs English as a second language, the language acquisition device, multiple intelligences theory, phonics, the silent period, total physical response teaching, target language, mother tongue, the critical period, and the zone of proximal development. A variety of online resources on these topics are also listed.
Glossary
This document provides definitions and explanations of key terms related to language acquisition and teaching approaches. It discusses concepts such as the difference between acquisition and learning, digital literacy vs traditional literacy, English as a foreign language (EFL) vs English as a second language (ESL), the Language Acquisition Device (LAD), Multiple Intelligences Theory, phonics, the silent period, Total Physical Response (TPR), target language, mother tongue, the Critical Period, and the Zone of Proximal Development (ZPD). Web links are also provided for additional information on some of the topics.
Glossary
This document provides definitions for key terms related to childhood education and language teaching. It defines concepts like phonics, which is teaching reading through letter sounds; digital literacy, which involves effectively finding and communicating information using technology; multiple intelligences, which are mental abilities to understand information; and the silent period, which is a time when students feel unable to communicate orally in a new language. Additional terms defined include the mother tongue, English as a second or foreign language, acquisition versus learning, total physical response teaching, and drills.
Glossary
This document contains definitions of key terms related to childhood education and language teaching approaches. It defines terms such as phonics, which is a method of teaching reading through letter sounds; digital literacy, which involves effectively finding, using, and communicating information using technology; multiple intelligences, which refers to mental abilities for problem solving; and the silent period in language acquisition, which is a time when students feel unable to communicate orally in a new language. Additional terms defined include mother tongue, English as a second/foreign language, acquisition vs learning, total physical response, and drills.
Glossary
This document provides definitions for key terms related to childhood education and language teaching approaches. It defines phonics as a method for teaching reading through letter sounds and drills as exercises used to acquire knowledge. It also defines digital literacy as skills for finding, using, evaluating and communicating information using technology. Additionally, it defines multiple intelligences as mental abilities for understanding information, and the silent period as a time when students feel unable to communicate orally in a foreign language.
Glossary
This document provides definitions for key terms related to childhood education and language teaching approaches. It defines phonics as a method for teaching reading through letter sounds and drills as exercises used to acquire knowledge. It also defines digital literacy as skills for finding, using, evaluating and communicating information using technology. Additionally, it defines multiple intelligences as mental abilities for understanding information, and the silent period as a time when students feel unable to communicate orally in a foreign language.
Approaches to language teaching
The document discusses various approaches to language teaching that have been used, including grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It analyzes the strengths and weaknesses of each approach based on principles of second language acquisition theory. Overall, it concludes that newer methods that provide more comprehensible input and focus on meaning over form tend to be more effective based on method comparison research and satisfy criteria derived from SLA theory better than older approaches like grammar translation and audio-lingualism.
Approaches in language
The document discusses various methods and theories of language teaching, including:
1. Grammar-translation, direct method, audiolingual method, and communicative language teaching approaches. Key aspects and principles of each are outlined.
2. Linguistic theories that have influenced language teaching such as behaviorism, innateness/mentalism, cognitive, and input/interactionist theories.
3. The role of applied linguistics, linguistics, and universal grammar in better understanding language learning and determining how to teach language structures.
GLOSSARY
This document defines key terms related to language teaching and learning:
Total physical response (TPR) is a language teaching method developed by James Asher based on observing child language development. The silent period refers to the early stage of second language acquisition where learners do not speak. Drills involve repetitious exercises to teach and perfect a skill. Phonics teaches reading by associating letters with sounds. An approach establishes effective learning environments for individuals with disabilities or impairments. Multiple intelligences sees intelligence as consisting of distinct capacities rather than a single ability.
Glossary 151113182600-lva1-app6892
The document defines several key concepts in language teaching:
- 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 teach language to young children.
- The target language is the language being studied, while the mother tongue is one's native language.
- There are different approaches a teacher can take, and acquisition involves natural communication while learning focuses more on analysis and form.
Glossary
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 teach language to young children through following teacher instructions.
- The target language is the language being studied, while one's mother tongue or native language is their first language.
- Approaches are methods used by teachers to instruct language, while acquisition involves natural communication versus learning with a focus on language forms.
Comparative Analysis of Teaching Approaches
this presentation contains four teaching approaches, its comparative analysis, advantages and disadvantages for using it as a teaching method.
English glossary
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language similarly to infants.
- Distinguishing between a learner's first/native language versus additional languages studied as a foreign or second language.
English glossary
The document defines key terms related to language teaching methods and concepts, including:
- Total Physical Response which uses physical movement to teach commands in the target language.
- The difference between language acquisition which is subconscious versus learning which involves direct instruction in rules.
- The silent period hypothesis where learners initially only listen before speaking to acquire a language.
- Distinctions between a learner's first/native language, and learning English as a foreign versus second language.
- Different drilling techniques used to practice new vocabulary and grammar points introduced in class.
Glossary 151113182600-lva1-app6892
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.
Audiolingual Method and Total Physical Method
May this material can increase your understanding about these two methods which is so far from perfection.
Glossary
This document defines key terms related to language learning:
- TPR is a method using physical movement to learn commands in a new language.
- Acquisition involves subconscious learning through natural communication, while learning relies on direct instruction of rules.
- The silent period hypothesis proposes language learners initially only listen before speaking.
- Other terms defined include target language, mother tongue, EFL, ESL, approach, drill, literacy, and multiple intelligences.
TIKA WAHYU LESTARI (16108810038)
The document discusses several approaches to teaching English as a foreign language (TEFL), including the Direct Method, Grammar-Translation Method, Audio-Lingual Method, Structural Approach, Suggestopedia, and Total Physical Response (TPR). It provides details on the key principles and techniques of each approach. For example, it notes that the Direct Method teaches only in the target language without translation, while Grammar-Translation focuses on learning grammar rules and translating between languages.
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Glossary
- 1. GLOSSARYGLOSSARY LAURA BLANCALAURA BLANCA SARA GALINDOSARA GALINDO
- 2. INDEX: • Introduction • Definition of Word: • Adquisiton vs learning Mother language • Approach Target language • Digitaly vs literacy Multiple inteligences theory • Silent period Phonics • EFL TPR • ESL ZDP • LAD
- 3. INTRODUCTION With this presentation we want to explain some words and concepts that can be useful our studies.
- 4. DEFINITION OF WORD • ACQUISITION VS LEARNING. • ACQUISITION: It is a subconscious process, it is produced when is a meaningful interaction. Is a communicative act. Natural and personal, it has priority on the spoken language. • LEARNING: It is a conscious process, it is produced when for example learning grammar. Artificial and technical, are performed activities about the language and produces knowledge.
- 5. • APPROACH: A set of principles about teaching including views on method, syllabus, and a philosophy of language and learning. Approaches have theoretical backing with practical applications. The communicative approach has affected language teaching greatly, changing the focus away from structure to meaning and accuracy to fluency. In this approach, a functional syllabus replaces a structural syllabus.
- 6. • DIGITAL LITERACY VS LITERACY: • DIGITAL LITERACY It’s the familiarity with computers and how they work. • LITERACY The ability to use language proficiently. Skill.
- 7. • English a foreign language (EFL): It is the use or study of English by speakers with different native languages. • English as second language (ESL):It is the use or study of English by speakers with different native languages. • SILENT PERIOD: It is a stage in second language acquisition where learners do not attempt to speak. Silent periods are more common in children than in adult learners.
- 8. • LAD: It is a function of the brain that is specifically for learning language. It is an innate biological function of human beings just like learning to walk.
- 9. • MOTHER TONGUE: It is considered to be the first language one learns as a child whereas a person. • TARGET LANGUAGE:A language that a non native speaker is in the process of learning.
- 10. • MULTIPLE INTELIGENCES THEORY : Howard Gardner’s theory who identified seven distinct intelligences:
- 11. • PHONICS: Teaching reading method by training beginners to associate letters with their sound values.
- 12. • TPR: It can be considered as a form of communicative language teaching. This technique consist that children listen and respond with gestures before they speak.
- 13. ZPD (The zone of proximal development): This theory essentially stated that a difference exists between what a person can do and learn on his or her own, and what can be learned or done with the assistance of another person who is more experienced.