Principles of language learning
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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.
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The textbook posters are large posters that contain dialogues, texts, vocabulary lists and grammar explanations. They are used to present the target language input to students in an attractive and memorable way.
Syllabus:
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Materials are selected based on interest and difficulty level.
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Evaluation:
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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.
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1. The document summarizes teaching principles from Douglas Brown's perspective, including cognitive, affective, and linguistic principles.
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Esp.language descriptions
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
TPR by James Asher
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.
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1) They can contextualize materials to their specific students and educational environment since published materials are generic.
2) They can tailor materials to individual student needs and learning styles to increase engagement.
3) Home-made materials allow for more personalization, spontaneity, and tapping into student interests.
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Content-based instruction is a method that integrates language and content learning. It focuses on using meaningful content from other subject areas as the basis for developing language skills. Key aspects of CBI include using the content and students' background knowledge and experiences to drive the curriculum; focusing on purposeful, contextualized language use; and having students play an active role in interpreting information while teachers facilitate learning. CBI aims to make language learning more motivating by focusing on meaningful ideas rather than just language forms.
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The textbook posters are large posters that contain dialogues, texts, vocabulary lists and grammar explanations. They are used to present the target language input to students in an attractive and memorable way.
Syllabus:
There is no fixed syllabus.
Materials are selected based on interest and difficulty level.
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L1 is used for instructions, explanations and translations.
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No formal tests.
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To learn large number of words in a short time.
To overcome psychological barriers to learning.
To learn in a relaxed and enjoyable atmosphere.
Error Correction:
Errors are not corrected strictly.
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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.
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4. Linguistic principles center on how a learner's native language can influence acquisition of a new target language.
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3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
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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.
Self confidence
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.
Part one
in eliciting a learner’s answer.
• 4-As prompter: while learners are doing tasks.
• 5-As participant: in joining in activities with learners.
• 6-As resource: in providing information to learners.
• 7-As tutor: in giving individual attention to learners.
Learning styles and strategies.
The document discusses sources of variation in second language learning, focusing on factors related to the language learner, including motivation, learning styles, strategies, and individual characteristics. It covers topics like integrative vs. instrumental motivation, the influence of culture and environment on language learning, and implications for adopting style-based and strategy-based instruction approaches to accommodate different learners.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
MODULE-3-CAUSATIVE-VARIABLES.pptx
The document discusses the benefits of language teaching and learning. It states that language teaching involves facilitating practice to help learners gain communicative competence, with a focus on communication. It notes that language teaching requires scientific approaches and knowledge of linguistics and psychology. Effective language teachers encourage reflection on learning styles and structure the learning process to increase long-term language acquisition. The document then lists several benefits of multilingualism, including improved cognitive functioning, memory, multitasking, decision-making abilities, and career prospects in a globalized world.
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Approaches, methods, techniques and procedures
This document discusses various approaches, methods, procedures, and techniques for teaching foreign languages. It specifically examines the grammar-translation method, which involves learning grammatical rules and applying them through translation between the native and target languages. Under this method, vocabulary is taught through word lists, grammar is extensively explained, and practice involves translating sentences and texts between languages.
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Communicative approach presentation original
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This document discusses various approaches, methods, procedures, and techniques for teaching foreign languages. It specifically examines the grammar-translation method, which involves learning grammatical rules and applying them through translation exercises between the native language and target language. The grammar-translation method was popular in the 18th-19th centuries and focuses on vocabulary lists, grammar explanations, reading difficult texts early, and practicing translation.
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Principles of language learning
- 1. Principles of language learning Sofía Abdalla and Carmen Aguilar Key #1 Key #2
- 2. Language learning it’s important: • Learning a new language • Learning a New culture • A new way of thinking • A new way of feeling • A new way of acting
- 4. Native Language Effect • Significant factor • Asume Native language Intefering in the second language And makes your acquisition more difficult. target language n.1. The language into which a text written in another lang uage is to be translated.
- 5. Communicative Competence The goal of language acquisition is communicative competence • Ability to use language. • Language Learning process. • Not as a native Speaker
- 6. Anticipation of Rewards Incentive –Encourage -Exite Human beings are universally driven to act, or “behave,” by the anticipation of some sort of reward. Learners are driven to perform by the promise of positive reinforcement
- 7. Language-Culture Connection Culture, Learning, customs Learning a language also involves learning about cultural values and ways of thinking, feeling or acting. (Socioaffective Domain)
- 8. Language Ego New perspective, 2nd identity Learning a new language involves developing a second identity with a new mode of thinking. This new identity can be fragile and defensive.
- 9. Meaningful Learning Longterm retation, purpose activities Providing a realistic context to use language is thought to lead to better long term retention, as opposed to rote learning.
- 10. Interlanguage Systematic process During which they need feedback (teacher, peer and self) to eliminate logic errors and achieve competence They developed inter-language by the system of rules: • Rules L1 and L2
- 11. Automaticity “Automatic’’: Capability of starting, operating,independently.
- 12. Self-Confidence Anxiety- Oral performance • If students to not change their thoughts about they are NEVER learning they will fail. • Teachers should motivate students to make them feel comfortable and • Show them we are proud of them.
- 13. Strategic Investment Success, effort, time, attention Success in learning is dependent on the time and effort learners spend in mastering the language learning process according to their ability.
- 14. Risk-Taking Vulnerable, challenging, risky Taking a gamble and experimenting with language slightly "beyond" what is certain or known promotes language development and growth.
- 15. Intrinsic Motivation Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades.