Hown humans learn in general and how they learn a foreign language
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Human learning is determined by sorting out cognitive processes and determining if an organism has learned something. There are several theories of learning, including behaviorism, cognitivism, and constructivism. Humans learn languages through various methods like stimulus-response learning, chaining, verbal association, and more. Factors like transfer, interference, overgeneralization and aptitude can influence language learning. Effective language teaching methods provide opportunities for meaningful interaction and communication in the target language.
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The document discusses the cognitive code approach to teaching English as a second language. It states that this approach arose in reaction to behaviorism, combining new thinking from psychology, anthropology, and linguistics. Under this approach, language is conceived as a mental process rather than a behavior, and is considered an abstract and conventional system. The cognitive code approach emphasizes developing vocabulary and grammar through reading and writing, and views errors as a natural part of learning. Teachers provide tools for students to work independently to solve problems.
Human learning
The document discusses several theories of human learning including Pavlov's classical behaviorism, Skinner's operant conditioning, Ausubel's meaningful learning theory, and Rogers' humanistic psychology. It also covers types of learning in language acquisition such as signal learning, stimulus-response learning, chaining, multiple discriminations, concept learning, and problem solving. Additionally, the document discusses transfer, interference, and overgeneralization in learning as well as aptitude, intelligence, inductive and deductive reasoning.
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.
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This document discusses various theories of learning and types of learning. It covers:
- Pavlov's classical conditioning theory which views learning as the construction of stimulus-response connections.
- Skinner's operant conditioning theory which emphasizes reinforcement and sees language learning as a system of verbal operants.
- Ausubel's meaningful learning theory which posits that relating new knowledge to prior knowledge leads to more effective learning.
- Humanistic theories like Rogers' which see the teacher as a facilitator and focus on empowering learners in a non-threatening environment.
- Types of learning including transfer, interference, generalization, inductive/deductive reasoning, and aptitude vs. intelligence.
Practice
This document summarizes various theories and methods related to language learning. It discusses seminal thinkers in behaviorism like Pavlov and Skinner, as well as meaningful learning theory proposed by Ausubel. It also covers humanistic perspectives from Rogers, different types of learning, concepts around transfer of learning and interference. Inductive and deductive reasoning are defined. The document also discusses aptitude and intelligence testing and different language teaching methods like community language learning, suggestopedia, the silent way and the natural approach.
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Cognitive code theory in Applied Linguistics
Cognitive Code Theory is a theory of second language acquisition that merged Chomsky's Transformational Grammar with Carroll's cognitive psychology. It views language learning as a conscious process of acquiring mental control over phonological, grammatical, and lexical patterns through analyzing these patterns as a system of rules. The key principles of Cognitive Code Theory are that learning occurs through cognitive memory structures, language learning should involve meaningful practice, and learners should discover grammar rules inductively. While it emphasized understanding language structure over usage, some criticisms are that it is more of a theoretical framework than a teaching method and ignores other influences on learning like culture, biology, and past experience.
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How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
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• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
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This document discusses various theories of learning and types of learning. It covers:
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- Skinner's operant conditioning theory which emphasizes reinforcement and sees language learning as a system of verbal operants.
- Ausubel's meaningful learning theory which posits that relating new knowledge to prior knowledge leads to more effective learning.
- Humanistic theories like Rogers' which see the teacher as a facilitator and focus on empowering learners in a non-threatening environment.
- Types of learning including transfer, interference, generalization, inductive/deductive reasoning, and aptitude vs. intelligence.
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This document summarizes various theories and methods related to language learning. It discusses seminal thinkers in behaviorism like Pavlov and Skinner, as well as meaningful learning theory proposed by Ausubel. It also covers humanistic perspectives from Rogers, different types of learning, concepts around transfer of learning and interference. Inductive and deductive reasoning are defined. The document also discusses aptitude and intelligence testing and different language teaching methods like community language learning, suggestopedia, the silent way and the natural approach.
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.
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Cognitive Code Theory is a theory of second language acquisition that merged Chomsky's Transformational Grammar with Carroll's cognitive psychology. It views language learning as a conscious process of acquiring mental control over phonological, grammatical, and lexical patterns through analyzing these patterns as a system of rules. The key principles of Cognitive Code Theory are that learning occurs through cognitive memory structures, language learning should involve meaningful practice, and learners should discover grammar rules inductively. While it emphasized understanding language structure over usage, some criticisms are that it is more of a theoretical framework than a teaching method and ignores other influences on learning like culture, biology, and past experience.
Learning Language Theories
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
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12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Llt & elt
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This document provides an overview of the historical methodologies used in English as a second language instruction. It defines key terms related to approaches, methods, techniques, curriculum, and methodology. It then summarizes several prominent methods throughout history, including the Grammar Translation Method, Direct Method, Audiolingual Method, Cognitive Code Learning, designer methods of the 1970s like Community Language Learning and Suggestopedia, as well as the Silent Way, Total Physical Response, and Krashen's theories. It concludes with a discussion of the "post-method era" and debates around the concept of methods.
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This document discusses different approaches, methods, procedures and techniques for teaching English as a foreign language. It defines each term and provides examples. An approach is a broad learning theory, like behaviorism. A method applies an approach, such as grammar translation. Procedures are step-by-step implementations of a method, and techniques are individual activities that make up procedures. Common methods discussed are grammar translation, audio-lingual, and task-based learning. The document concludes that understanding how approaches, methods, procedures and techniques relate can help teachers choose effective teaching strategies.
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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.
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The natural approach
The document summarizes Stephen Krashen's theory of second language acquisition, known as the Natural Approach. The key points of the theory are:
1) Language is acquired through meaningful interaction and communication, not through conscious learning of rules.
2) Comprehensible input in low-anxiety environments is most effective for acquisition. Students should not be forced to produce the language early on.
3) Adults have two ways to develop competence - acquisition, which is subconscious, and learning, which involves formal knowledge. Acquisition is more important for developing fluency.
Natural approach
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natural approach
This document summarizes the key aspects of the natural approach language teaching method. It defines the natural approach and outlines its main principles as developing comprehension before production and allowing production to emerge in stages through communicative goals and activities that lower students' anxiety. It also lists the assumptions of the approach and roles of both teachers and learners. Finally, it provides an overview of the procedures for teaching listening, speaking, reading and writing using the natural approach.
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.
Natural Approach
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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.
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Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate the language learning process. It is based on using suggestion to reduce psychological barriers to learning. Key aspects of the method include relaxing students, using music, peripheral learning, free errors, and having students take on new identities. Suggestopedia classes are designed to be comfortable and help students access both conscious and subconscious learning. While it may help lower anxiety and encourage independent learning, the method also has limitations for large classes and could be seen as infantilizing for some students.
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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.
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Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
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They relate Natural Approach with Natural Method.
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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.
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This document discusses several theories related to language acquisition and language learning. It covers:
1) The differences between language acquisition, which is subconscious and occurs with massive exposure at a young age, versus language learning, which is conscious and involves formal instruction.
2) Behaviorism theory which views learning as the result of stimulus, response, and reinforcement.
3) The theory that language learning will take care of itself if learners are involved in meaningful communication.
4) The debate around focus on form versus focus on forms approaches to language teaching.
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This document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning and humanistic teaching. It also discusses principles of total physical response and the lexical approach. The document emphasizes that choice of methods should consider learner and cultural factors.
Methods approaches 1
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language, including grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning, and total physical response; it also covers concepts like the lexical approach and importance of addressing culture and lowering student anxiety.
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Llt & elt
There are many theories on learning language. Theses theories have impacted First language and second language teaching methodology.Theories on language learning and teaching have evolved from the fields of psychology and linguistics. What follows here is a brief discussion on three major theories of language learning, namely, Behaviorist, cognitive and social interactionist theory.
HISTORY METHODS AND APPROACHES
This document provides an overview of the historical methodologies used in English as a second language instruction. It defines key terms related to approaches, methods, techniques, curriculum, and methodology. It then summarizes several prominent methods throughout history, including the Grammar Translation Method, Direct Method, Audiolingual Method, Cognitive Code Learning, designer methods of the 1970s like Community Language Learning and Suggestopedia, as well as the Silent Way, Total Physical Response, and Krashen's theories. It concludes with a discussion of the "post-method era" and debates around the concept of methods.
Some Approaches in Teaching English
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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.
Natural Approach
The influence of Stephen Krashen on language education research and practice is undeniable. First introduced over 20 years ago, his theories are still debated today. In 1983, he published The Natural Approach with Tracy Terrell, which combined a comprehensive second language acquisition theory with a curriculum for language classrooms. The influence of Natural Approach can be seen especially in current EFL textbooks and teachers resource books such as The Lexical Approach (Lewis, 1993). Krashen’s theories on second language acquisition have also had a huge impact on education in the state of California, starting in 1981 with his contribution to Schooling and language minority students: A theoretical framework by the California State Department of Education (Krashen 1981). Today his influence can be seen most prominently in the debate about bilingual education and perhaps less explicitly in language education policy: The BCLAD/CLAD teacher assessment tests define the pedagogical factors affecting first and second language development in exactly the same terms used in Krashen’s Monitor Model (California Commission on Teacher Credentialing, 1998).
The natural approach
The document summarizes Stephen Krashen's theory of second language acquisition, known as the Natural Approach. The key points of the theory are:
1) Language is acquired through meaningful interaction and communication, not through conscious learning of rules.
2) Comprehensible input in low-anxiety environments is most effective for acquisition. Students should not be forced to produce the language early on.
3) Adults have two ways to develop competence - acquisition, which is subconscious, and learning, which involves formal knowledge. Acquisition is more important for developing fluency.
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
This document summarizes the key aspects of the natural approach language teaching method. It defines the natural approach and outlines its main principles as developing comprehension before production and allowing production to emerge in stages through communicative goals and activities that lower students' anxiety. It also lists the assumptions of the approach and roles of both teachers and learners. Finally, it provides an overview of the procedures for teaching listening, speaking, reading and writing using the natural approach.
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.
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.
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.
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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.
The natural approach - teaching methedology
Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
Krashen and Terrell identified The Natural Approach with the Traditional Approach.
They relate Natural Approach with Natural Method.
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.
Suggestopedia Method of Teaching
This document summarizes the suggestopedia language teaching method. Suggestopedia uses suggestive factors like music, relaxation, and positive reinforcement to stimulate learning. It aims to remove psychological barriers and allow students to reach communicative competence more quickly. The method involves choosing identities, indirect positive suggestion, and activities integrated with music, drama, and art. The roles of the teacher in leading confidently and the materials in creating a bright environment are described. Stages of listening, speaking, writing and reading are outlined, along with advantages like quicker learning and disadvantages like potential boredom.
Post method pedagogy
The document discusses post-method pedagogy in language teaching. It emerged as a response to the limitations of conventional teaching methods. Post-method pedagogy aims to facilitate teacher autonomy and development of teachers' own context-sensitive theories. It emphasizes practical knowledge over rigid application of methods. Key aspects include focusing on the particular contexts and experiences of teachers and learners, and providing a framework to help teachers strategically integrate methods in a principled way based on their own practical understanding.
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.
Background issues in language learning
This document discusses several theories related to language acquisition and language learning. It covers:
1) The differences between language acquisition, which is subconscious and occurs with massive exposure at a young age, versus language learning, which is conscious and involves formal instruction.
2) Behaviorism theory which views learning as the result of stimulus, response, and reinforcement.
3) The theory that language learning will take care of itself if learners are involved in meaningful communication.
4) The debate around focus on form versus focus on forms approaches to language teaching.
Theories of learning
This document discusses various theories of learning as they relate to language teaching. It outlines five main stages of development in learning theory: behaviorism, mentalism, cognitive code, affective factors, and learning acquisition. Behaviorism views learning as habit formation through reinforcement. Mentalism sees thinking as rule-governed. The cognitive code views learners as actively processing information. Affective factors examine the role of emotion in learning. Learning and acquisition differentiate between conscious and unconscious processes. The document concludes that teachers should take an eclectic approach to accommodate different learning styles while ensuring good understanding for students. Theories of learning inform the development of English for Specific Purposes.
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- Techniques which are individual activities used within procedures.
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The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Affective effective language english language teaching method
Affective effective language english language teaching methodEduardo Hernández Rangel, MCC, PMP, ITIL Cer, Scrum Master
This document discusses the Affective Effective Language Teaching Method (AELTM), which aims to teach English in an effective way by encouraging affective attitudes in students. It summarizes Krashen's theory of second language acquisition and emphasizes reducing anxiety and promoting meaningful interaction. The method considers students' multiple intelligences and uses techniques from suggestopedia and behaviorism. Activities focus on building background knowledge, lowering anxiety, and making learning enjoyable and relaxed. The teacher's role is to create a supportive environment where students feel confident to experiment with the language.Language learning cognitive approach (1)
The cognitive approach to language learning deals with mental processes like memory and problem solving. It emphasizes that language learning is an active mental process, not just habit formation. The cognitive approach focuses on learning strategies that are compatible with learners' cognitive styles. Teachers encourage learners to think about their cognitive preferences and how to optimize learning. Grammar can be taught deductively or inductively, and errors are seen as part of the learning process. The role of the teacher is to analyze the language being taught and explore different student needs, while students take responsibility for their own learning.
Learning activity 1.4
Design a power point presentation of 15 slides to explain how humans learn in general and how they learn 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.
Popular methodology 21 oct 2011
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
16108810020 Ruth Febry Maharani
The document discusses 12 different approaches to teaching English: grammar-translation, direct method, reading approach, audiolingual approach, communicative approach, silent way, community language learning, structural approach, natural approach, total physical response, task-based language learning, and suggestopedia. Each approach is described along with an example classroom activity. The document also contrasts teacher-centered learning with student-centered learning.
rodgers methodology.pptx
The document outlines 10 potential paths for language teaching methodology in the new millennium. These include teacher-learner collaboration to match styles, combining elements from different methods, viewing methodology as part of instructional design, focusing on acquiring content knowledge, incorporating multiple intelligences, emphasizing functional language skills, teaching learning strategies, focusing on lexical phrases, engaging various aspects of language study, and utilizing full human communication capacities including non-verbal elements. The document discusses each path in 1-2 paragraphs.
G1.alvear.zambrano.roberto.english.practicum
The document summarizes various theories and methods of human learning and language acquisition. It discusses Pavlov's classical conditioning experiments, Skinner's operant conditioning model, and Ausubel's theory of meaningful learning. It also describes Gardner's theory of multiple intelligences, common types of learning like concept learning and problem solving, and influential language teaching methods from the 1970s like Community Language Learning, Suggestopedia, the Silent Way, Total Physical Response, and the Natural Approach.
Method edl 221
The audiolingual method was developed during World War II to teach military personnel foreign languages for communication purposes. It is based on the structural view of language and behaviorist learning theory. The method focuses on teaching listening and speaking skills through repetition drills before reading and writing. Lessons center around teacher-led modeling and drilling of dialogs to build language habits through reinforcement of correct responses. While effective for language acquisition, the method was later criticized for not transferring skills to real communication.
Approaches and methods in language teaching
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
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Affective effective language english language teaching method
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Hown humans learn in general and how they learn a foreign language
- 1. FACULTY: LINGÜÍSTICA SUBJECT: ENGLISH TEACHING PRACTICUM TEACHER: MGs: ROCIO ORTEGA STUDENT: MACHISACA JUDITH Activity 1.4 Hown humans learn in general and how they learn a foreign language THEME:
- 2. Human would also need to devise some methods of training. Learning a foreign language can increase the size of your brain. LEARNING AND TRAING Human learning determine as an illustration of sorting out cognitive what it means to conclude that organism has learned something.
- 3. THEORIES OF LEARNING BEHAVIORISM COGNITIVE CONTRUCTIVISM CLASSICALL OPERANT Ausubels’ believes that learning of new knowledge relies on what is already known. That is, construction of knowledge begins with our observation and recognition of events. Roger analyzed human behavior in general it includes the learning process by means of presentation. Pavlov : association of stimuli & reflexive responses Skinner: governed by consequences: R- S ( reward) No punishment Programmed Instrucción He describes language as an system of verbal operand.
- 4. TYPES OF LEARNING 1. SIGNAL LEARNING: the individual learner to make a general diffuse response to a signal. 2. STIMULUS-RESPONSE LEARNING. The learner acquire a precise response. 3. CHAINING: it is acquired by two or more stimulus- response connections. 4. VERBAL ASSOCIATION: is the learning of chains that are verbal. 5. MULTIPLE DISCRIMINATION: the individual learns to make a different identify responses. 6. CONCEPT LEARNING student acquires the ability to make a common response 7.PRINCIPLE LEARNING it functions to organize behavior and experience. 8. PROBLEM SOLVING is a kind of learning.
- 5. TRANSFER, INTERFERENCE AND OVERGENERALIZATION Describe the carry over of previous performance of knowledge Positive transfer - Knowledge benefits the learning task Negative transfer- performance disrupts the performance of a second task
- 6. Induce a general law or rule that governs the specific instances INDUCTIVE These are two polar of the generaliza tion process Inductive and deductive reasoning It is a movement from a generalizati on to specific instances DEDUCTIVE REASONING
- 7. Aptitude and Intelligence -This identify a number of characteristics as some people are able to learn languages faster and more efficiently than others. The successful depending on the aptitude of the students. Defined and measured in terms of linguistic and logical mathematics abilities.
- 9. METHODS OF LEARNING Students and teachers join together to facility learning in a context. This is lessened by means of the supportive community. It is teaching method which is based on a modern understanding.
- 10. • The Silent Way Method of language teaching is for students to work as independent language learners. • The role of the teacher is to draw the learners' attention to the way that they are going about the act of learning. • TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical . • Students respond to commands that require physical movement.
- 11. The natural approach This acquisition-focused approaches communicative competence progressing through three stages IT is a method of foreign language teaching which aims to apply the principles of natural language acquisition into classroom: ►helping beginners to become intermediate. ►Enhancing communication skills. ►The primacy of meaning.
- 12. Conclusion The acquisition of foreign language requires meaningful interaction in the target language to natural communication, because it helps to acquire language and develop knowledge of people.