The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
This document discusses learning styles and individual differences in language learning. It covers several models and theories of learning styles, including:
- Kolb's model of learning styles and sensory/perceptual, cognitive, and personality-related style preferences.
- Willing's two-dimensional model of concrete vs. analytic and communicative vs. authority-oriented styles.
- Reid's model of visual, auditory, kinesthetic, and tactile styles and individual vs. group preferences.
It also discusses assessing learning styles through questionnaires, including Ehrman and Leaver's Learning Style Questionnaire which measures synoptic vs. ectenic styles. The document provides an overview of the key factors and
Language teaching methods are important to study for several reasons:
1) Studying methods provides teachers with an understanding of how the field has evolved over time and exposes them to practices they can adapt or implement.
2) Experience using different methods gives teachers basic skills and allows them to reflect on their own assumptions and beliefs.
3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
4) Understanding methods is part of building teaching knowledge and joining the community of language teaching practitioners. It expands a teacher's toolbox to address diverse learner needs.
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
This document discusses learning styles and individual differences in language learning. It covers several models and theories of learning styles, including:
- Kolb's model of learning styles and sensory/perceptual, cognitive, and personality-related style preferences.
- Willing's two-dimensional model of concrete vs. analytic and communicative vs. authority-oriented styles.
- Reid's model of visual, auditory, kinesthetic, and tactile styles and individual vs. group preferences.
It also discusses assessing learning styles through questionnaires, including Ehrman and Leaver's Learning Style Questionnaire which measures synoptic vs. ectenic styles. The document provides an overview of the key factors and
Language teaching methods are important to study for several reasons:
1) Studying methods provides teachers with an understanding of how the field has evolved over time and exposes them to practices they can adapt or implement.
2) Experience using different methods gives teachers basic skills and allows them to reflect on their own assumptions and beliefs.
3) Comparing methods offers alternatives to how teachers were previously taught, so they can choose approaches aligned with their own views rather than what was imposed on them.
4) Understanding methods is part of building teaching knowledge and joining the community of language teaching practitioners. It expands a teacher's toolbox to address diverse learner needs.
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Approach, method and Technique in Language Learning and teachingElih Sutisna Yanto
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
The document summarizes research on personality factors that affect second language acquisition. It discusses theories of self-esteem, attribution, willingness to communicate, anxiety, empathy, extroversion, motivation, and intrinsic motivation in the classroom. Various studies show that affective factors like self-confidence, risk-taking, and facilitating anxiety can have positive effects on language learning, while factors like inhibition and debilitating anxiety may impede success. Teachers are encouraged to consider students' personalities, build self-efficacy, and use motivating techniques to promote language development.
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.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
1) The direct method for teaching vocabulary emphasizes speaking the target language exclusively in class. New words are introduced orally using real-world objects, pictures, and body movements.
2) Grammar is taught inductively and concretely. Students practice self-correction to improve pronunciation and comprehension.
3) The teacher introduces words by saying them clearly for students to repeat. Visual aids help explain meanings when students don't understand through questioning.
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
This document discusses language learning strategies. It defines strategies as techniques used by learners to acquire a language. Common strategies include repetition, analyzing language patterns, and using flashcards. The document outlines Rebecca Oxford's framework that categorizes strategies as direct, indirect, cognitive, metacognitive, affective, and social. It also discusses teaching strategies explicitly and researching the relationship between strategy use and language proficiency.
The Natural Order Hypothesis proposes that there is a predictable order in which rules of a second language are acquired, with some rules tending to be acquired early and others late. Evidence from studies in the 1970s found orders of acquisition for grammatical morphemes but did not truly measure acquisition sequences. The hypothesis says little about the process of second language acquisition. The Input Hypothesis argues that language is acquired through comprehensible input but not directly taught, and that sufficient comprehensible input is necessary and sufficient for grammar to be acquired in the natural order.
Krashen's theory on Second Language Acquisitionmilaazofeifa
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
The document discusses strategies for teaching speaking skills. It begins by defining speaking and its importance for language learners. It then outlines three key areas of knowledge for speaking: mechanics, functions, and social/cultural rules. The document recommends using a balanced approach combining language input, structured output, and communicative output. It provides examples of activities for each, such as information gap activities, jigsaw activities, role plays and discussions. The overall goal is to provide authentic practice opportunities to help students communicate effectively.
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
Factors affecting second language acquisitionFrancisco
This document discusses factors that affect second language acquisition. It examines both individual factors like age, personality, motivation, experiences, and cognition, as well as affective factors including self-esteem, inhibition, risk-taking, anxiety, and empathy. For individual factors, it suggests that younger learners generally acquire a second language more efficiently, while motivated older learners can also be successful. Outgoing learners with more life experiences tend to progress faster than introverted learners or those without experiences. Higher motivation and cognitive ability also contribute to stronger second language acquisition. Regarding affective factors, low self-esteem, inhibition to take risks, and anxiety can negatively impact learning, while empathy and a willingness to take chances
SLA ,Learning Theories , Second language Aquisitionmoji azimi
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
This document discusses the importance of understanding learning styles and introduces the VARK assessment tool. It explains that the VARK assessment identifies if learners prefer visual, aural, reading/writing, or kinesthetic styles of learning. Understanding one's preferred learning style helps maximize learning success. The presentation objectives are to have learners complete the VARK assessment to determine their style, identify strategies for effective study based on their style, and provide instructions to peers in formats that accommodate different styles. A group activity challenges students to do this, and discussion follows about strategies for learning from instructors with mismatched styles.
The document discusses language learning strategies and how they can help overcome affective barriers to learning like anxiety, lack of motivation, and negative attitudes. It defines language learning strategies as conscious steps learners take to facilitate acquiring, storing, retrieving, and using language. The document also outlines Oxford's taxonomy of direct and indirect language learning strategies and discusses how strategies can promote learner autonomy and successful language acquisition.
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
1. The document discusses the differences between approaches and methods in language teaching. Approaches provide general principles for teaching a language, while methods provide specific prescriptions for content, roles, and activities.
2. It notes that while methods provide structure for novice teachers, they risk marginalizing the teacher's role and making students passive learners. Approaches allow more flexibility but lack clear application.
3. The document advocates considering context, evaluating objectives, developing and testing materials, and providing feedback in language program design rather than rigidly following a single method.
Approach, method and Technique in Language Learning and teachingElih Sutisna Yanto
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
The document summarizes research on personality factors that affect second language acquisition. It discusses theories of self-esteem, attribution, willingness to communicate, anxiety, empathy, extroversion, motivation, and intrinsic motivation in the classroom. Various studies show that affective factors like self-confidence, risk-taking, and facilitating anxiety can have positive effects on language learning, while factors like inhibition and debilitating anxiety may impede success. Teachers are encouraged to consider students' personalities, build self-efficacy, and use motivating techniques to promote language development.
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.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
1) The direct method for teaching vocabulary emphasizes speaking the target language exclusively in class. New words are introduced orally using real-world objects, pictures, and body movements.
2) Grammar is taught inductively and concretely. Students practice self-correction to improve pronunciation and comprehension.
3) The teacher introduces words by saying them clearly for students to repeat. Visual aids help explain meanings when students don't understand through questioning.
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
This document discusses language learning strategies. It defines strategies as techniques used by learners to acquire a language. Common strategies include repetition, analyzing language patterns, and using flashcards. The document outlines Rebecca Oxford's framework that categorizes strategies as direct, indirect, cognitive, metacognitive, affective, and social. It also discusses teaching strategies explicitly and researching the relationship between strategy use and language proficiency.
The Natural Order Hypothesis proposes that there is a predictable order in which rules of a second language are acquired, with some rules tending to be acquired early and others late. Evidence from studies in the 1970s found orders of acquisition for grammatical morphemes but did not truly measure acquisition sequences. The hypothesis says little about the process of second language acquisition. The Input Hypothesis argues that language is acquired through comprehensible input but not directly taught, and that sufficient comprehensible input is necessary and sufficient for grammar to be acquired in the natural order.
Krashen's theory on Second Language Acquisitionmilaazofeifa
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
The document discusses strategies for teaching speaking skills. It begins by defining speaking and its importance for language learners. It then outlines three key areas of knowledge for speaking: mechanics, functions, and social/cultural rules. The document recommends using a balanced approach combining language input, structured output, and communicative output. It provides examples of activities for each, such as information gap activities, jigsaw activities, role plays and discussions. The overall goal is to provide authentic practice opportunities to help students communicate effectively.
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
Factors affecting second language acquisitionFrancisco
This document discusses factors that affect second language acquisition. It examines both individual factors like age, personality, motivation, experiences, and cognition, as well as affective factors including self-esteem, inhibition, risk-taking, anxiety, and empathy. For individual factors, it suggests that younger learners generally acquire a second language more efficiently, while motivated older learners can also be successful. Outgoing learners with more life experiences tend to progress faster than introverted learners or those without experiences. Higher motivation and cognitive ability also contribute to stronger second language acquisition. Regarding affective factors, low self-esteem, inhibition to take risks, and anxiety can negatively impact learning, while empathy and a willingness to take chances
SLA ,Learning Theories , Second language Aquisitionmoji azimi
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
This document discusses the importance of understanding learning styles and introduces the VARK assessment tool. It explains that the VARK assessment identifies if learners prefer visual, aural, reading/writing, or kinesthetic styles of learning. Understanding one's preferred learning style helps maximize learning success. The presentation objectives are to have learners complete the VARK assessment to determine their style, identify strategies for effective study based on their style, and provide instructions to peers in formats that accommodate different styles. A group activity challenges students to do this, and discussion follows about strategies for learning from instructors with mismatched styles.
The document discusses language learning strategies and how they can help overcome affective barriers to learning like anxiety, lack of motivation, and negative attitudes. It defines language learning strategies as conscious steps learners take to facilitate acquiring, storing, retrieving, and using language. The document also outlines Oxford's taxonomy of direct and indirect language learning strategies and discusses how strategies can promote learner autonomy and successful language acquisition.
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
This document discusses using learning styles and brain development to inform curriculum development for middle school students. It covers:
1) Evaluating students' learning styles (visual, auditory, kinesthetic) and tailoring activities, grouping, and curriculum to accommodate different styles.
2) Understanding typical cognitive development in pre-adolescents and how it impacts classroom expectations and lesson planning.
3) Integrating knowledge of learning styles and brain development to create engaging, differentiated curriculum through strategies like scaffolding, rubrics, and thematic units.
1. The document discusses different learning theories including behaviorism, cognitivism, and constructivism.
2. Behaviorism views learning as occurring through reinforcement and punishment, cognitivism sees it as information processing and storage, and constructivism considers learning as constructing knowledge based on experiences.
3. Different learning theories inform different approaches to teaching, with behaviorism using reinforcement, cognitivism focusing on rehearsal, and constructivism emphasizing group collaboration and exploration.
The document discusses the 14 principles of learner-centered psychology put forth by the American Psychological Association (APA). The principles are divided into 4 categories: cognitive/metacognition, motivation/affect, development/social, and individual differences. Some key principles discussed include how learning is an intentional meaning-making process, influenced by goals, prior knowledge, thinking strategies, context, and motivation. Constructivist teaching methods aim to incorporate these principles by having students actively construct knowledge through hands-on activities and social interactions.
This document discusses learning styles and strategies. It begins by outlining the objectives and sequence of topics to be presented. These include how people learn through visual, auditory and tactile means. It then provides background on learning styles and strategies based on the work of psychologists Jung and Piaget. Key definitions are given for learning styles as natural habitual preferences for absorbing information and strategies as characteristics teachers stimulate in students. The importance of understanding learning styles for diverse classrooms is highlighted. Various types of learning styles, including cognitive, sensory and personality styles, are defined along with examples of teaching strategies.
This document discusses learning styles and strategies. It begins by outlining the objectives and sequence of topics to be presented. These include how people learn through visual, auditory and tactile means. It then provides background on learning styles and strategies based on the work of psychologists Jung and Piaget. Key definitions are given for learning styles as natural habitual preferences for absorbing information and strategies as characteristics teachers stimulate in students. The importance of understanding learning styles for diverse classrooms is highlighted. Various types of learning styles are then described, including cognitive, sensory and personality styles. Finally, principles for teaching different styles and strategies are outlined.
This document provides an overview of discourse strategies and knowledge development as the sixth pillar of reading instruction. It discusses how knowledge influences comprehension and how prior knowledge helps students understand new information in texts. The Common Core State Standards emphasize knowledge development and analyzing how multiple texts address similar topics to build knowledge. Effective discourse strategies include think-pair-share, turn-and-talk, and other techniques that encourage student engagement and thinking. The document concludes with a narrative example that illustrates using discourse to develop understanding.
Secondary school learners are comfortable with school routines and beginning to develop interests in real-world issues and abstract concepts. They are fascinated by extremes and look for role models demonstrating courage and creativity. As teachers, we should design engaging lessons using content that arouses students' curiosity and helps broaden their horizons. Thinking skills are important for effective learning and include skills like reasoning, problem solving, and decision making. Teachers face the challenge of developing programs that help all students become effective thinkers.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
Planning for learning in maritime educationStein Laugerud
This document summarizes key concepts in planning for learning in maritime education. It covers learning outcomes, student activities, teaching methods, and assessment. Specifically, it discusses:
1. The Norwegian Qualification Framework's learning outcomes for higher education, including knowledge, skills, and general competence.
2. Blooms Taxonomy for cognitive learning outcomes ranging from knowledge to evaluation.
3. Factors to consider when planning student activities, such as teaching styles, sociocultural learning theory, and tools/artefacts.
4. The role of technology in transforming conceptions of learning and social memory, and how this affects formal education.
Inductive Learning or uncovering genius in the classroomDr. Bill Butler
This document discusses inductive and deductive learning styles and their implications for teaching. Inductive learners prefer to learn from examples and experiences to infer broader principles, while deductive learners prefer starting with principles and deducing consequences. Most college classes are taught deductively as it is easier, but this may not align with all students' styles. Teachers should understand different styles and assess their own, know their students' goals and perceptions, and use both inductive examples and deductive principles in their teaching to engage more learners.
This document discusses the relationship between intelligence and educational practice. It explains that intelligence encompasses various cognitive abilities and plays a role in shaping educational approaches. Teachers can consider theories of multiple intelligences and learning styles to create engaging learning environments. The document recommends differentiated instruction, which accounts for varying student abilities, as a strategy to facilitate mastery. Teachers can differentiate content, processes, products, and the learning environment. The conclusion emphasizes that understanding individual differences allows teachers to design effective strategies that support all students' development.
These materials were originally developed as part of a reading program for grades 3-6. The document discusses comprehension strategies and provides definitions, examples, and teaching ideas for developing students' comprehension abilities. It focuses on explicitly teaching students the "Super Six" cognitive and metacognitive comprehension strategies, including making connections, visualizing, determining importance, generating questions, drawing inferences, and monitoring comprehension.
Universal Design for Learning: Differentiated InstructionDamian T. Gordon
The document discusses using the six thinking hats technique developed by Edward de Bono as a model for learning styles. It describes how each of the six hats - white, red, black, yellow, green and blue - can represent a different learning style dimension. For example, the white hat is likened to logical learners, while the green hat represents creative learners. The document also provides examples of learning style models that aspects of the six hats can be mapped to. It proposes using the six hats framework to form balanced groups and get different perspectives in teaching.
1. Effective learning depends on maintaining student interest and motivation, which are key to their success.
2. Teachers play an important role by being enthusiastic about their subject, creating a pleasant environment, having high expectations, and helping students set goals.
3. It is important to use varied teaching methods like discussions, demonstrations, and hands-on activities to actively engage students in learning.
Defining Comprehension Strategies and Instructional Strategiesakbanks426
The document discusses comprehension strategies and instructional strategies to support intermediate literacy learners. It defines comprehension strategies as sets of steps good readers use to understand text, such as monitoring comprehension, metacognition, using graphic organizers, answering questions, and summarizing. Instructional strategies are teaching methods that engage students, such as think-aloud and think-pair-share strategies. The document also summarizes a ReadWriteThink lesson that uses metacognition and character trading cards to teach the book Bridge to Terabithia.
The document discusses comprehension strategies and instructional strategies to support intermediate literacy learners. It defines comprehension strategies as sets of steps good readers use to understand text, such as monitoring comprehension, metacognition, using graphic organizers, answering questions, and summarizing. Instructional strategies are teaching methods that engage students, such as think-aloud and think-pair-share strategies. The document also summarizes a ReadWriteThink lesson that uses metacognition and character trading cards to teach the book Bridge to Terabithia.
Similar to Language learning styles and strategies (20)
Integrated skills and groupwork pairwork presentationUNY Pasca PBI-B
The document discusses integrated skills and their use in the classroom. It begins by defining integrated skills as teaching the language skills of reading, writing, listening and speaking together. It then provides examples of classroom activities and materials that incorporate multiple skills, such as task-based activities, role plays, presentations and projects. The document emphasizes the benefits of an integrated approach, such as exposing learners to authentic language use and allowing them to practice real communication. It also addresses considerations for using group and pair work to support an integrated skills approach.
This document discusses how to assess reading skills. It describes three genres of reading: academic, job-related, and personal reading. It then explains the microskills and macroskills involved in reading, such as discriminating graphemes and inferring context. Various types of reading are also outlined, including perceptive, selective, interactive, and extensive reading. Assessment methods are provided for each type, like reading aloud, summarizing, and note-taking. The document aims to provide an overview of how to evaluate different reading abilities.
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
This document provides guidance on teaching listening and reading skills to language learners. It discusses key concepts for both skills, including the nature of listening comprehension, relationships between listening and reading, and implications of schema theory for reading. Recommendations are provided for classroom practices and procedures for both skills, such as using pre, during, and post activities. The document also addresses designing reading courses, providing feedback to learners, and materials for teaching listening comprehension. The overall purpose is to outline fundamental concepts and effective instructional approaches for developing students' listening and reading abilities.
This document discusses resource-based learning (RBL), including its historical perspective and key components. RBL emerged from the increasing availability of digital resources online. It involves establishing learning contexts, providing tools for learners to access and work with resources, and implementing scaffolds to support learners. RBL is grounded in constructivist epistemology and aims to provide differentiated, self-directed learning through varied resources. Research on RBL toolkits found they can effectively scaffold resource use when designed appropriately for learners' needs and preferences.
Evaluating and Adapting materials, Technology in ELTUNY Pasca PBI-B
This presentation slide is submitted by Amalia Uswatun Khasanah (18716251042), and Fithrotul Khoiriyah (18716251044) in order to fulfill the task requirement of Resource-based learning materials development class.
The framework of materials and methods and current approaches to materials an...UNY Pasca PBI-B
This document discusses frameworks and approaches for materials and methods in language teaching. It introduces several contexts for English language teaching such as EFL, ESL, EYL, and ESP. Key contextual factors that influence materials and methods are described, including learner characteristics, the teaching setting, and resources. Common types of syllabus organization are outlined such as grammatical, functional-notional, situational, and task-based. The principles of Communicative Language Teaching are discussed, along with its development and implications. The Task-Based Language Teaching approach is also introduced, with its three-phase framework of pre-task, task cycle, and language focus.
Character is defined as personal traits or dispositions that produce moral emotions and guide behavior. Character education aims to help students develop good character by teaching values like respect, responsibility, and citizenship. It involves instructing students towards prescribed behaviors that make them good citizens. The goals of character education in schools are to develop students' potential to be good people, strengthen cultural values, and increase national competitiveness. Teachers play a key role by serving as moral models and creating a caring classroom community where democratic values and conflict resolution are taught through the curriculum.
The document discusses study packs in the context of the K-13 and CEFR frameworks. It provides an overview of study packs and their purpose of helping teachers organize learning. It also discusses Bloom's taxonomy and how to incorporate higher-order thinking skills into study pack activities. Some example study pack activities are analyzed to determine if they involve lower-order or higher-order thinking according to Bloom's taxonomy. The conclusion is that most activities in the example study packs encourage higher-order thinking in an engaging manner.
Listening media application in english language teaching classroomUNY Pasca PBI-B
This document summarizes an application called Listening Media Application that can be used for English language teaching. It discusses ICT and listening concepts, provides an overview of the listening media application including its creator and purpose. It also outlines the procedure for using the application, which involves creating dialogs with speakers' names, selecting voice models, recording and playback. Finally, it mentions some of the application's strengths like motivating students and helping pronunciation, and weaknesses such as limited voice models.
Standard Frameworks Underlying the Principles of Media DevelopmentUNY Pasca PBI-B
The document discusses the Common European Framework of Reference (CEFR), which describes language proficiency across six levels. It provides "can do" statements that outline the skills learners should possess at each CEFR level. The CEFR can be useful for teachers by helping them better understand language levels, identify areas students need to improve, and assist in curriculum development and media selection. However, some limitations are that it does not specify topics for each level, applies more to out-of-classroom activities, and pays less attention to grammar.
This document compares and contrasts the frameworks underlying the principles of media development in the Indonesian Curriculum 2013 (K-2013) and the US Common Core Standards (CCS). Both aim to prepare students for the 21st century by emphasizing higher-order thinking skills. K-2013 focuses on building 18 characters and cognitive skills through a thematic and scientific approach. CCS prioritizes career readiness through literacy, collaboration, communication, and global awareness. While both develop critical thinking, K-2013 emphasizes character building while CCS focuses more on literacy. The frameworks share similarities in preparing students for the future but differ in their standards and areas of emphasis.
This document discusses media and its role in teaching and learning. It defines media as any channel of communication that transmits information between a source and receiver. Media is categorized as either time-based like television and video, or form-based like printed materials and electronic formats. The document outlines how media benefits both teachers and students by maintaining interest, developing skills, and connecting classroom concepts to real-world examples. While media requires additional work, it makes abstract ideas more accessible visually and aids the learning process. The role and influence of media in education remains an ongoing discussion among researchers.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Brown (2000) defines learning styles as the manner in which individuals perceive and
process information in learning situations.
“
“
Learning style is sometimes defined as the characteristic cognitive, affective, social, and physiological
behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to
the learning environment” (MacKeracher, 2004, p. 71).
LEARNING STYLE
Learning styles are regarded as one of the crucial factors to be taken into account when designing instruction a
nd
learning environments: “Instruction designed to address a broad spectrum of learning styles has consistently
proved to be more effective than traditional instruction, which focuses on a narrow range of styles”
(Felder and Brent, 2005, p. 59)
3. Types of Learning Style
VAK learning style
KINESTHETIC
Individual discover information
through listening and interpreting
information by the means of pitch,
emphasis and speed. (learn by
listening)
AUDITORY
Learners think in pictures and learn
best in visual images. (learn by
seeing and writing)
VISUAL
Learn best with and active “hands-on
e” approach (learning by doing)
4. Types of Learning Style Cont.
Kolb Learning Style
A B
C D
ASSIMILATIVE
CONVERGENT
ACCOMODATIVE
DIVERGENT
Characterized by the ability to reason inductively
.
Best at tasks that require “imaginative abilit
y and awareness of meaning and value” .
Ability to efficiently solve problems, make
decisions and apply practical
ideas to solve problems.
Excel at accomplishing tasks by following dir
ections, meticulously planning, and ultimatel
y seeking new experiences.
5. Types of Learning Style Cont.
Felder-Silverman learning style
how you prefer to perceive or take in information.
SENSING-INTUITIVE
how you prefer information to be presented.
VISUAL-VERBAL
how you prefer to process information.
ACTIVE-REFLECTIVE
01
02
03
how you prefer to organize and progress toward
understanding information.
SEQUENTIAL-GLOBAL
04
6. Types of Learning Style Cont.
how people make
decisions based on the
information that they
have gathered.
how people respond
and interact with the
world around them.
Extraversion (E) – Introversion (I) Sensing (S) – Intuition (N)
Judging (J) – Perceiving (P)Thinking (T) – Feeling (F)
how people tend to
deal with the outside
world.
how people gather
information from the
world around them.
MBTI learning
styles
7. LEARNING STRATEGIES
Being able to define learning strategies
Being able to explain types of learning strategies
8. DEFINITIONS
Ancient Gree
k
Strategia: art of
war involves
optimal
management of
troops, ships, or
aircraft in a
planned
campaign
O’Malley & Chamot (1
990:1)
Special ways of
processing
information that
enhance
comprehension,
learning, or
retention of the
information
Conclusion
Oxford (1990: 8)
Specific actions
taken by learners
to make learning
easier, faster, more
enjoyable, effective,
and transferrable to
new situations.
Special and
specific actions or
ways done by
students to learn
language
efficiently and
effectively.
9. Affective
Mood, anxiety level, self-reward,
positive talk and breating to calm
oneself.
Social
Asking question to verify, help from
others, talking to native-speakers,
explore cultura and social norms.
Memory
Linking L2 concept with another
through acronyms, rhyming,
mental picture, body movement,
and flascards.
Compensation
Guessing from context in
listening and reading, using
synonyms and writing, gestures
in speaking.
Metacognitive
Planning, creating goals, arranging
materials, arranging stufy space,
evaluating own learning
Cognitive
Manipulate learning materials through
reasoning, analysis, note-taking,
summarizing, synthesizing, outlining,
and reorganizing.
TYPES OF LANGUAGE LEARNING
STRATEGIES
Dire
ct
Indi
rect
12. The benefit of learning style
For Students
Povide some guidence for helping
student develop self-direction and
self-assessment
01
02 04
03
Help student understand their own
likely approach to learning
opportunities, and perhaps how to
use that basic approach better
Increase student learning ability
Maximize the benefit of learning
styles their own to support range of
styles to learn individually
13. For Teachers
01
02
03
04
Help teacher deliver the different choices apropriate with
student learning styles
Identify the overall assessment strategy – for example, self-
report, observation
Develop individual programmes for the children in the class
in accordance with the curriculum content and objectives
Plan how the content can be differentiated in terms of
presentation
15. Relationship between self-directed learning
and media use
01
02
03
04
To be open to new thoughts and technologies is related to
self-directed learning.
Being connected to new things gives more chance and choice
for learning.
03 A moderate correlation between self-regulated learning and
media literacy shows how critical students can use the media
affects on self-regulated learning
16. REFERENCES
Oxford, R. L. (1990). Language Learning Strategies. Boston: Heinle and Heinle
.
O’Malley, J.M., and Chamot, A.U. (1990). Learning Strategies in Second Langu
age Acquisition. New York: Cambridge University Press.