1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
2. Some key cognitive principles discussed are automaticity, meaningful learning, anticipation of reward, intrinsic motivation, and strategic investment.
3. Affective principles include language ego, self-confidence, and risk-taking.
4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
1) The document summarizes principles of second language acquisition from cognitive, affective, and linguistic perspectives. It discusses 9 cognitive principles including automaticity, meaningful learning, and intrinsic motivation. 2) It also outlines 9 affective principles such as language ego, self-confidence, and risk-taking. 3) Finally, it discusses 4 linguistic principles including the native language effect and interlanguage. The document provides explanations and classroom applications for each principle.
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
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.
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
1) The document summarizes principles of second language acquisition from cognitive, affective, and linguistic perspectives. It discusses 9 cognitive principles including automaticity, meaningful learning, and intrinsic motivation. 2) It also outlines 9 affective principles such as language ego, self-confidence, and risk-taking. 3) Finally, it discusses 4 linguistic principles including the native language effect and interlanguage. The document provides explanations and classroom applications for each principle.
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
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.
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Summary of approaches and methods in language teachingNasrin Eftekhary
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
This document outlines 12 principles for teaching language:
1. Automaticity - Learning through repetition until it becomes habit. Lessons should focus on using language for real purposes.
2. Meaningful learning - Relating new knowledge to prior knowledge. Avoid rote learning and explain concepts clearly.
3. Anticipation of reward - People are motivated by rewards, so provide praise, encouragement, and opportunities for students to support each other.
4. Intrinsic motivation - Motivation comes from interest and challenge rather than external rewards.
5. Strategic investment - Investing time, effort and attention to improve comprehension and production.
6. Autonomy - Students need opportunities to take initiative and continue
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Lexical Approach To Second Language TeachingCindy Shen
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
The document discusses the Audio-Lingual method of foreign language teaching, which emphasizes spoken language practice through repetition drills and discourages use of the native language. It originated during World War II to quickly teach soldiers basic communication skills. Key characteristics include a focus on behaviorist learning principles, inductive grammar instruction, and using dialogues and drills for oral practice.
Second language acquisition is the process of learning a second language in addition to one's native tongue. It involves becoming proficient in the new language through both linguistic and communicative competence. Theories of second language acquisition study how languages are learned, whether through formal classroom instruction, immersion in social situations, spontaneous everyday communication, or guided mastery of language systems. Key concepts in SLA research include the distinction between acquisition through subconscious exposure versus conscious learning, as well as the difference between competence in a language's internalized grammar and actual performance using the language.
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.
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
This document discusses the language teaching method called Suggestopedia. It has 9 key characteristics including using suggestion to help students overcome barriers to learning, creating a relaxed environment, using students' imagination, presenting new vocabulary and grammar concepts briefly, using native language translation, integrating music and drama into teaching, and not giving formal tests. The purposes of Suggestopedia are to accelerate foreign language learning for communication, liberate students' minds from limitations, facilitate a comfortable learning environment, and increase learning ability. Possible topics that can be taught include any foreign language grammar or literature lessons.
The document compares the Grammar Translation Method (GTM) and Direct Method (DM) of teaching foreign languages. GTM focuses on reading literature in the target language, with the teacher as the authority and students in a passive role. DM aims to teach communication skills, with teachers and students as partners and students in an active role. GTM uses translation and memorization, while DM associates meaning directly without relying on the native language. DM emphasizes interaction and inductive grammar learning. While different in their approaches, both methods have weaknesses, so neither is considered fully effective in developing balanced foreign language skills.
The Lexical Approach is a language teaching method developed by Michael Lewis in the 1990s that focuses on vocabulary and multi-word phrases rather than traditional grammar. It posits that language consists largely of prefabricated chunks like collocations, idioms, and fixed phrases. Teachers following this approach aim to help students learn and comprehend these common lexical units. Classroom activities emphasize identifying lexical patterns in authentic texts and increasing retention of vocabulary chunks. The goal is for students to perceive language structures through meaningful lexical exposure rather than explicit grammar instruction.
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movements and actions to help teach language. It is based on the theory that language is acquired through receiving comprehensible input in a low-anxiety environment. In a TPR classroom, the teacher uses imperative sentences to instruct students to perform various actions and the students respond through physical movement. The goal is to teach basic speaking skills through comprehension and association of speech and motor activity before introducing grammatical concepts.
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The document discusses principles for effective language teaching. It explains that as students learn a second language, they develop a new identity or "language ego" that can make them feel fragile and defensive. To address this, teachers should display supportive attitudes, choose cognitively challenging but not overwhelming lessons, and consider students' confidence levels when planning. They should also encourage risk-taking by praising student efforts while correcting their language. Finally, teachers must recognize that language is deeply connected to culture and take steps to discuss differences sensitively and illustrate this connection through their lessons.
This document discusses several principles of second language acquisition including:
1. Automaticity which involves subconscious absorption of language through meaningful use and rapid movement from focusing on forms to focusing on purpose.
2. Meaningful learning which involves making associations between new material and existing knowledge for better long-term retention compared to rote learning.
3. The anticipation of reward where learners are driven to act based on expecting tangible or intangible, short or long-term rewards from their behavior.
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
This document outlines 12 principles for teaching language:
1. Automaticity - Learning through repetition until it becomes habit. Lessons should focus on using language for real purposes.
2. Meaningful learning - Relating new knowledge to prior knowledge. Avoid rote learning and explain concepts clearly.
3. Anticipation of reward - People are motivated by rewards, so provide praise, encouragement, and opportunities for students to support each other.
4. Intrinsic motivation - Motivation comes from interest and challenge rather than external rewards.
5. Strategic investment - Investing time, effort and attention to improve comprehension and production.
6. Autonomy - Students need opportunities to take initiative and continue
The Silent Way teaching method developed by Caleb Gattegno in the 1960s aims for students to learn independently with minimal teacher input. Students are introduced to new language concepts using visual aids like Cuisenaire rods and charts, then must work together to understand without direct instruction. While this approach alone is rarely used today, its emphasis on student independence and discovery learning through visual supports continues to influence language teaching methods.
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
The Grammar-Translation method is a traditional method for teaching foreign languages that uses translation and grammar rules as the core activities. It originated in the late 19th/early 20th centuries for teaching Latin and Greek. Key features include using the native language for instruction, memorizing vocabulary lists and grammar rules, translating texts word-for-word, and focusing on the form and structure of language over communication. While easiest for teachers and least stressful for students, it is ineffective for teaching communication skills and comprehension.
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Lexical Approach To Second Language TeachingCindy Shen
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
The document discusses the Audio-Lingual method of foreign language teaching, which emphasizes spoken language practice through repetition drills and discourages use of the native language. It originated during World War II to quickly teach soldiers basic communication skills. Key characteristics include a focus on behaviorist learning principles, inductive grammar instruction, and using dialogues and drills for oral practice.
Second language acquisition is the process of learning a second language in addition to one's native tongue. It involves becoming proficient in the new language through both linguistic and communicative competence. Theories of second language acquisition study how languages are learned, whether through formal classroom instruction, immersion in social situations, spontaneous everyday communication, or guided mastery of language systems. Key concepts in SLA research include the distinction between acquisition through subconscious exposure versus conscious learning, as well as the difference between competence in a language's internalized grammar and actual performance using the language.
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.
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
This document discusses the language teaching method called Suggestopedia. It has 9 key characteristics including using suggestion to help students overcome barriers to learning, creating a relaxed environment, using students' imagination, presenting new vocabulary and grammar concepts briefly, using native language translation, integrating music and drama into teaching, and not giving formal tests. The purposes of Suggestopedia are to accelerate foreign language learning for communication, liberate students' minds from limitations, facilitate a comfortable learning environment, and increase learning ability. Possible topics that can be taught include any foreign language grammar or literature lessons.
The document compares the Grammar Translation Method (GTM) and Direct Method (DM) of teaching foreign languages. GTM focuses on reading literature in the target language, with the teacher as the authority and students in a passive role. DM aims to teach communication skills, with teachers and students as partners and students in an active role. GTM uses translation and memorization, while DM associates meaning directly without relying on the native language. DM emphasizes interaction and inductive grammar learning. While different in their approaches, both methods have weaknesses, so neither is considered fully effective in developing balanced foreign language skills.
The Lexical Approach is a language teaching method developed by Michael Lewis in the 1990s that focuses on vocabulary and multi-word phrases rather than traditional grammar. It posits that language consists largely of prefabricated chunks like collocations, idioms, and fixed phrases. Teachers following this approach aim to help students learn and comprehend these common lexical units. Classroom activities emphasize identifying lexical patterns in authentic texts and increasing retention of vocabulary chunks. The goal is for students to perceive language structures through meaningful lexical exposure rather than explicit grammar instruction.
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movements and actions to help teach language. It is based on the theory that language is acquired through receiving comprehensible input in a low-anxiety environment. In a TPR classroom, the teacher uses imperative sentences to instruct students to perform various actions and the students respond through physical movement. The goal is to teach basic speaking skills through comprehension and association of speech and motor activity before introducing grammatical concepts.
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The document discusses principles for effective language teaching. It explains that as students learn a second language, they develop a new identity or "language ego" that can make them feel fragile and defensive. To address this, teachers should display supportive attitudes, choose cognitively challenging but not overwhelming lessons, and consider students' confidence levels when planning. They should also encourage risk-taking by praising student efforts while correcting their language. Finally, teachers must recognize that language is deeply connected to culture and take steps to discuss differences sensitively and illustrate this connection through their lessons.
This document discusses several principles of second language acquisition including:
1. Automaticity which involves subconscious absorption of language through meaningful use and rapid movement from focusing on forms to focusing on purpose.
2. Meaningful learning which involves making associations between new material and existing knowledge for better long-term retention compared to rote learning.
3. The anticipation of reward where learners are driven to act based on expecting tangible or intangible, short or long-term rewards from their behavior.
This chapter outlines 12 principles for effective language teaching grouped into 3 categories: cognitive, affective, and linguistic principles. The cognitive principles focus on developing automaticity in language use, meaningful learning over rote memorization, rewarding students to motivate learning, tapping into intrinsic motivation, and teaching students language learning strategies. The affective principles address supporting students' language confidence and identity, encouraging risk-taking, and helping students understand the cultural aspects of language. The linguistic principles cover the influence of students' native language, the developmental process of interlanguage, and the importance of developing students' communicative competence in all its forms. The document provides explanations and classroom applications for each principle.
activity for english language learning materialJomerBritanico
The document describes various types of language learning materials that can be used in the classroom, including textbooks, workbooks, flashcards, audiovisual materials, interactive whiteboards, language learning apps, authentic materials, games and puzzles, and role-play cards. It also discusses positive trends in materials development, such as adopting a learner-centered approach, utilizing online and blended learning, and emphasizing emotional engagement. Finally, it relates principles of second language acquisition, such as the input hypothesis and interaction hypothesis, to the development of appropriate learning materials.
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
Here are some key points about investigations task cards in a post-CLT classroom:
- Investigations task cards provide students with choice and autonomy in their learning. They allow students to follow their own interests and pursue topics that engage them.
- The tasks are open-ended and allow for multiple solutions or outcomes. They encourage creative and critical thinking rather than a single right answer approach.
- Students can work collaboratively or independently on the tasks. This supports differentiated instruction and accommodates different learning styles.
- The tasks integrate language learning with real-world topics and problems. They make the learning relevant and authentic by connecting to students' lives outside the classroom.
- Inquiry and research are at the core of
Language learning involves more than just learning vocabulary and grammar. It involves learning a new culture, way of thinking, and identity. The goal is to develop communicative competence or the ability to use the language. Learners develop their skills through a systematic process of using the language and receiving feedback to eliminate errors over time. Success requires meaningful practice, time, effort, risk-taking, and being intrinsically motivated to learn.
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.
Individual learner differences and l2 acquisitionozzyl_bintang
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
This document outlines several principles of language learning and teaching according to Brown and Lee's model from 2014 and 2015. It discusses the importance of automaticity in moving from controlled practice to more fluent language processing. It also emphasizes the role of transfer between existing knowledge and new skills, intrinsic reward and motivation, self-regulation in taking control of one's learning, developing investment in the language and culture, and understanding the connection between language and cultural understanding.
The theories of language acquisition include Chomsky's theory that children are born with an innate language acquisition device, Crystal's theory that acquisition occurs in 5 stages from babbling to expressing opinions, the functional theory that language has experiential and participative meanings, and the interactionist theory that both biological and social factors influence development through interaction. Behaviorism views acquisition as dependent on imitation and reinforcement while the structural view analyzes language as a system of phonological, grammatical, and lexical elements.
This document discusses various theories of language acquisition and learning, including:
- Behaviourism, which views language learning as habit formation through stimulus-response conditioning. This influenced the Audiolingual method.
- Chomsky's mentalism, which posits an innate language acquisition device. Language learning is rule-governed rather than habit formation.
- Constructivism and cognitivism, which see the learner as actively constructing knowledge based on past experiences and mental schemas. Learning involves higher-order cognitive processes.
- Krashen's comprehensible input hypothesis, which emphasizes providing language at the learner's level plus one to facilitate acquisition.
Materials development in language teachingFadi Sukkari
For Tomlinson, language learning materials need to be improved in several ways:
1. They should cater to different learning styles and not just favor analytic learners.
2. Self-access materials specifically should encourage experiential learning and help learners make conscious decisions.
3. Both student and teacher materials need to provide more options and activities to accommodate different preferences.
Lecture 6 Focus on Learning and the Language learner.pptxaraiakzhigitovaaa
This document discusses factors that affect second language acquisition, including affective variables like motivation and attitudes, personality variables like introversion/extroversion and tolerance of ambiguity, and cognitive variables like learning styles and intelligence.
It describes different types of motivation, such as intrinsic vs extrinsic and integrative vs instrumental, and how motivation strongly influences long-term language retention. It also discusses how attitudes towards the target language culture and one's own culture can impact language learning.
Personality traits such as introversion/extroversion, tolerance of ambiguity, and willingness to take risks are also examined. Additionally, the document outlines various cognitive factors including learning styles, multiple intelligences, and learning strategies that students can use to enhance
This document discusses several topics related to promoting self-confidence in language learners. It begins by explaining how teachers can create a learning environment that increases self-confidence using tools like neuro-linguistic programming. It then discusses the importance of designing lesson plans that start with easy activities and gradually increase in difficulty to avoid frustrating students. The document also examines several popular affective education programs that aim to enhance self-esteem and sensitivity to others. Finally, it discusses theories of self-esteem, the connection between language and culture, and the process of acculturation that students experience when learning a new language and culture.
This document discusses several topics related to promoting self-confidence in language learners. It begins by explaining how teachers can create a learning environment that increases self-confidence using tools like neuro-linguistic programming. It then discusses the importance of designing lesson plans that start with easy activities and gradually increase in difficulty to avoid frustrating students. The document also examines several popular affective education programs that aim to enhance self-esteem and sensitivity to others. Finally, it discusses theories of self-esteem, the connection between language and culture, and the process of acculturation that students experience when learning a new language and culture.
This document discusses various topics related to language learning, including the role of errors, differences between first (L1) and second (L2) language acquisition, learner characteristics, and learning styles. It notes that errors are an unavoidable and necessary part of the language learning process. It also highlights several key differences between L1 and L2 learning, such as age of acquisition, motivation, and environment. The document provides examples of learning styles, strategies, and how learner characteristics can influence the learning process. Teachers are advised to consider individual learner needs and adapt their teaching accordingly.
The document discusses several theories related to language acquisition for English language learners (ELLs). It covers Cummins' distinction between social and academic language, Krashen's theories of comprehensible input and affective filter, Vygotsky's zone of proximal development, and principles for meaningful learning from Brown and Bloom. The key points are that social language develops quickly through immersion but academic language requires direct instruction and takes 5-7 years to master, and that language acquisition is supported through scaffolding, meaningful interaction, and building confidence.
Similar to Teaching by Principles (Douglas Brown) (20)
2. Teaching Principles From H. Douglas Brown’s Point Of View:
Cognitive
Affective
Linguistic
• Automaticity
• Meaningful Learning
• The Anticipation of Reward
• Intrinsic motivation
• Strategic Investment
• Language Ego
• Self-Confidence
• Risk-Taking
• Language-Culture Connection
• The Native Language Effect
• Interlanguage
• Communicative Competence
3. Cognitive principles relate mainly to mental and intellectual functions.
1. Automaticity: Efficient L2 learning involves a timely movement of the control
of a few language forms into the automatic processing of a relatively unlimited
number of language forms. Overanalyzing, thinking too much about its form, and
consciously lingering on rules of language all tend to impede this graduation to
automaticity. According to Longman Dictionary of Language Teaching and Applied
Linguistics, it is the ability to use a language using automatic processing.
• Automatic processing: It’s the performance of a task without conscious or
deliberate processing and is involved when the learner carries out the task without
awareness or attention, making more use of information in long-term memory
(like, driving a bicycle).
• Controlled processing: It is involved when conscious effort and attention is
required to perform a task and makes more use of short-term memory (e.g. a
learner driver).
4. Automaticity includes:
Subconscious absorption of language through meaningful use,
Efficient and rapid movement away from a focus on the forms of language
to a focus on the purpose to which language is used,
Resistance to the temptation to analyze language forms.
Some possible application of the principle to adult instruction:
Make sure that your lessons are focused on the “use” of language
for purposes that are as genuine as a classroom context will
permit.
You need to exercise patience wit students as you slowly help them
to achieve fluency.
5. 2. Meaningful Learning: It subsumes new information into existing
structures and memory systems; and the resulting associative links
create stronger retention. In other words, it refers to a learning way
where the new knowledge to acquire is related with the previous
knowledge.
Rote Learning: Taking in isolated bits and pieces of information (by
repeating the materials over and over again) that are not connected
with one’s existing cognitive structure which has little chance of
creating long term memory.
6. Some classroom implication of the principle:
1. Capitalize on the power of meaningful learning by
appealing to students’ interests, academic goals, and career
goals.
2. When a new topic is introduced, help your students to
associate this topic with what they already know.
3. Avoid the pitfalls of rote learning:
o Too much grammar explanation,
o Too many abstract principles and theories,
o Activities without clear purposes,
o Activities unrelated to the goals of the lesson or course,
o Techniques that are too mechanical or tricky
7. 3. The Anticipation of Reward: Human beings are universally driven to act or
“behave”, by the anticipation of some sort of reward-tangible or intangible,
short term or long term- that will happen as a result of the behavior.
According to Douglas Brown, the conversion of declarative knowledge to
procedural knowledge is facilitated by anticipation of reward (not the
reward itself), so it functions like a catalyzer.
Constructive classroom implication:
Provide an optimal degree of immediate verbal praise and encouragement
to students as a form of short-term reward.
Display enthusiasm and excitement yourself in the classroom. If you are
dull, lifeless, bored and have low energy, you can be almost sure that it
will be contagious.
Encourage students to reward each other with compliments and
supportive action.
8. 4. Intrinsic Motivation: The most powerful rewards are those that are
intrinsically motivated (those that come from inside of an individual rather
than outside rewards, such as money or grades). Because the behavior stems
from needs, wants, or desires within oneself, the behavior is self-rewarding;
therefore, no externally controlled reward is necessary.
Learners perform task because it is fun, useful, or challenging, and not
because they anticipate some cognitive or affective rewards from the teacher.
Why intrinsic motivation is listed among “cognitive” principles?
Reward-directed behavior in all organisms is complex to the point that
cognitive, physical, and affective processing are involved but in the case of L2
acquisition, mental functions may occupy a greater proportion.
9. 5. Strategic Investment: A learner’s personal investment of
time, effort, and attention to the second language which
helps comprehending and producing the language.
Major pedagogical implications of the principle:
a. The importance of recognizing and dealing with the wide variety
of styles and strategies that learners successfully bring to the
learning processing,
b. The need for attention to each separate individual in the
classroom.
10. Affective principles are characterized by a large proportion of
emotional involvement.
6. Language ego (the warm and fuzzy principle): As human being learn to
use a second language, they also develop a new mode of thinking, feeling,
acting-a second identity. The new “language ego,” intertwined with the
second language, can easily create within the learner a sense of fragility, a
defensiveness, and a rising of inhibition.
:Longman Dictionary of …: Language ego is the relation between people’s
feelings of personal identity, individual uniqueness, and value (i.e. their ego)
and aspects of their first language.
Guiora: “A person’s self-identity develops as she or he is learning the first
language, that some aspects of language, especially pronunciation, may be
closely linked to one’s ego, and that this may hinder some aspects of second
or foreign language learning.
11. Possibilities of bringing relief to the situation and providing affective support:
1. Overly display a supportive attitude to your students. Your “warm and
fuzzy” patience and empathy need to be openly and clearly
communicated, for fragile language egos have a way of misinterpreting
intended input.
2. On a more mechanical, lesson planning level, your choice of techniques
needs to be cognitively at an affective level.
3. Considering learners’ language ego states will help you to determine:
Who call on,
Who to ask to volunteer information,
How much to explain something,
How structured and planned an activity should be,
How to place in which small groups and pairs,
How tough you can be with a student.
4. If your students are learning English as a second language (in the culture
milieu of an English- speaking country), they are likely to experience a
moderate identity crisis as they develop a second self.
12. 7. Self-Confidence: Learners’ believe that they are fully capable of
accomplishing a task is at least partially a factor in their eventual success in
attaining the task.
8. Risk-Taking: Successful language learner, in their realistic judgment of
themselves as vulnerable beings yet capable of accomplishing tasks, must be
willing to become “gamblers” in the game of language, to attempt to
produce and interpret language that is a bit beyond their absolute certainty.
Longman Dictionary of …: a personality factor which concerns the
degree to which a person is willing to undertake actions that involve a
significant degree of risk. Risk-taking is said to be an important
characteristic of successful second language learning, since learners have to
be willing to try out hunches about the new language and take the risk of
being wrong.
13. How can your classroom reflect the principle of Risk-Taking?
1. Create an atmosphere in the classroom that encourages students
to try out language, to venture a response, and not to wait for
someone else to volunteer language.
2. Provide reasonable challenges in your techniques-make neither
easy nor too hard.
3. Help your students to understand what calculated risk-taking is,
in case some feel that they might blurt out any old response.
4. Respond to students’ risky attempts with positive affirmation,
praising them for trying while at the same time warmly bet firmly
attending to their language.
14. 9. The Language-Culture Connection: whenever you teach a language,
you also teach a complex system of cultural customs, values, and ways of
thinking, feeling, and acting.
Some classroom applications:
Discuss cross-cultural differences wit your students, emphasizing
that no culture is “better” than another, but that cross-cultural
understanding is an important face of learning a language.
Teach your students the culture connotations, especially the
sociolinguistics, of language.
Screen your techniques for materials that may be culturally
offensive.
15. The second aspect of the language-culture connection is the
extent to which your students will themselves be affected by the process of
acculturation, which will vary with the context and goals of learning.
Acculturation: a process in which changes in the language, culture, and
system of values of a group happen through interaction with another
group with a different language, culture, and system of values.
In another word:
Especially in second language-learning contexts, the success with which
learners adapt to a new cultural milieu will affect their language
acquisition success, and vice versa, in some possibly significant ways.
16. Linguistic Principles center on language itself and on how
learners deal with complex linguistic system.
10. Native Language Effect: The native language of learners
exerts a strong influence on the acquisition of the target language
system. While that native system will exercise both facilitating and
interfering effects in the production and comprehension of the
new language, the interfering effects are likely to be the most
salient.
The majority of learner’s errors in producing the second language,
especially in the beginning levels, stem from the learner’s
assumption that the target language operate like the native
language.
17. Some classroom suggestions:
1. Regard learners’ errors as important windows to their
understanding system and provide appropriate feedback on
them. Errors of native language interference may be
repaired by making students aware of the native language
cause of the error.
2. Ideally every successful learner will hold on to the
facilitating effects of the native language and discards the
interference.
3. Thinking directly in target language usually helps to
minimize interference errors. Try to persuade students to
think in the second language.
18. 11. Interlanguage: Second language learners tend to go through a
systematic or quasi-systematic developmental process as they progress to
full competence in the target language. Successful interlanguage
development is partially result of utilizing feedback from others.
Classroom implication that deserve the teachers’ attention:
Try to distinguish between the students’ systematic interlanguage
errors and another errors; the former probably has a logical source
that the student can become aware of.
Teachers need to exercise some tolerance for certain interlanguage
forms that may arise out of students’ logical development process.
Don’t make a student feel stupid because of an interlanguage error,
quietly point out the logic of the erroneous form.
Give the students the message that mistakes are not “bad” but they are
often indicators of developing aspects of the new language.
19. Longman Dictionary of …: the type of language produced by second-
and foreign-language learners who are in the process of learning a
language.
In language learning, learner language is influenced by several different
processes. These include:
a. borrowing patterns from the mother tongue (language transfer)
b. extending patterns from the target language, e.g. by analogy
(overgeneralization)
c. expressing meanings using the words and grammar which are
already known (communication strategy).
Since the language which the learner produces using these processes
differs from both the mother tongue and the target language, it is called
an interlanguage.
20. 12. The Communicative Competence: (the most important principle)
organizational competence (grammatical and discourse)
Pragmatic competence (functional and sociolinguistic)
Strategic competence
psychomotor skills
Principle:
Given that communicative competence in the goal of a language classroom ,
instruction needs to point toward all its competence: organizational,
pragmatic, strategic, and psychomotor. Communicative goals are best
achieved by giving due attention to language use and not just usage, to
fluency and not just accuracy, to authentic language and contexts, and to
students’ eventual need to apply classroom learning to previously
unrehearsed contexts in the real world.
21. Some classroom teaching rules:
1. Give grammar some attention, but don’t neglect the other important
components (e.g., functional, sociolinguistic, psychomotor, and strategic)
of CC.
2. Some of pragmatic aspects of language are subtle and very difficult.
Make sure to teach such subtlety.
3. Don’t forget that psychomotor skills (pronunciation) are an important
component of functional and sociolinguistic aspects of language.
4. Make sure that your students have opportunity to gain some fluency in
English without having to be constantly wary of little mistakes.
5. Try to keep every teaching technique as authentic as possible and provide
genuine, not rote, techniques for actual conveyance of information.
6. Make sure you are preparing the students to be independent learners and
manipulators of language “out there.”