Syllabus seminario de especialidad 2015
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This document outlines the syllabus for a seminar course titled "Seminariode Especialidad SIGLA EDI 805 NRC" taught over 18 weeks. It is divided into 3 modules that cover key concepts in English as a second language research, research methods in second language acquisition, and problem identification techniques. Over the course of the semester, students will explore topics like literature reviews, methodological frameworks, didactic proposals, theoretical frameworks, and complete edits and proofreads of their work using APA style guidelines. Evaluation includes exams at the end of the course.
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The document discusses techniques for exposing students to language in the classroom, including using realia, dialogues, texts, pictures and gestures. It also addresses why students make mistakes when learning a new language and how teachers should correctly students. Specifically, it notes that mistakes are natural but some require constant attention, and that teachers should point out mistakes and give students chances to self-correct or get help from peers before providing the answer themselves.
Volante reforzamiento psu 4 traz
El documento proporciona información sobre las sedes, períodos de clases y matrícula, direcciones y horarios de diferentes centros de preparación para la PSU. Se detallan 7 sedes en las ciudades de Viña del Mar, Santiago, Rancagua, Curicó, y Concepción, con sus respectivos períodos de clases y matrícula, direcciones exactas y horarios de atención.
Communicative language teaching
Communicative Language Teaching (CLT) aims to develop students' communicative competence through authentic language use rather than just mastering linguistic structures. Key principles of CLT include introducing authentic materials, tolerating errors, and focusing on meaning over form, while the teacher acts as a facilitator. CLT techniques include using role plays, debates, games, songs and multimedia to provide opportunities for cooperative student interaction and exchange of opinions in various social contexts.
Tpr
TPR or Total Physical Response is a language teaching method that uses physical movement in response to verbal commands to develop basic communication skills through comprehensible input. The instructor utters commands for students to follow to reduce anxiety and develop vocabulary without pressuring students to speak. Students then take turns commanding the instructor and each other to perform actions. Over time, students can respond correctly to longer sequences of connected commands.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
Grammar Translation
The Grammar-Translation Method (GTM) was originally used to teach Latin and Greek and focused on reading classical texts. It emphasizes learning grammar rules and vocabulary through memorization and translation exercises between the native and target languages. Classes are taught in the native language and the teacher is the primary authority who explains rules and corrects mistakes while students interact mostly with the teacher through translation and drills. The goal is to develop reading and writing skills along with mental exercise through analyzing the literary aspects of the target language.
Ict workshop, introduction, dec 15th, 2014
This document discusses incorporating information and communication technologies (ICT) into lessons. It provides 5 reasons to do so: 1) ICT facilitates mental representation and learning, 2) connective objects allow multiple learning experiences, 3) users can collaborate to build shared knowledge, 4) teachers can show creativity and participate in personal learning networks, and 5) parents and community can participate. It then discusses the experience of The Mackay School in transitioning to using blogs and websites like WordPress for lessons over 3 stages from 2010-2013. Finally, it outlines the objectives of the workshop, which are to understand using blogs and websites as teaching tools by creating and customizing a WordPress site and integrating Flickr.
Presentacion psu 4
El documento proporciona información sobre la Prueba de Selección Universitaria (PSU) en Chile. Explica que la PSU evalúa las habilidades de comprensión, aplicación, análisis, síntesis y evaluación en lenguaje, ciencias y matemáticas. También describe los contenidos, estructura y fechas de los exámenes de la PSU para cada asignatura.
Issues in fla, april 27th
The document discusses the concepts of competence and performance in language acquisition. It defines competence as the underlying knowledge of a language system, while performance is the observable production and comprehension of a language. The document also discusses debates around nativist vs nurture approaches to explaining language learning in children, who show an innate ability to infer linguistic systems from exposure but also variability in the learning process. Criticism is noted around isolating competence from performance variables.
First language acquisition april 20th
Children progress through distinct stages in acquiring their first language from birth to age 4:
(1) Early vocalizations and babbling reflect the sounds of the language being learned. (2) Around 12 months, children say their first words. (3) By age 2, children start combining words into simple sentences of 2 words. (4) By age 4, children are able to use complex language structures like questions and commands most of the time. Theories on how children acquire their first language include behaviorism through imitation and reinforcement, as well as nativism which posits an innate language acquisition device.
Classroom+language
This document outlines 10 principles of instructed second language acquisition according to Rod Ellis:
1. Instruction should develop both formulaic expressions for fluency and rule-based competence for complexity and accuracy.
2. Instruction should focus predominantly on meaning, especially pragmatic meaning, through communicative tasks.
3. Instruction should also focus on form through grammar lessons and focused tasks.
The principles emphasize the importance of extensive input, opportunities for output and interaction to develop proficiency while accounting for individual differences. Assessments should examine both controlled and free production.
Classroom+language
This document summarizes 10 principles of instructed second language acquisition according to Rod Ellis:
1) Instruction should develop formulaic expressions and rule-based competence.
2) Instruction should focus on meaning, especially pragmatic meaning.
3) Instruction should also focus on form through grammar lessons and focused tasks.
4) Instruction should predominantly develop implicit knowledge while not neglecting explicit knowledge.
5) Instruction should take into account learners' built-in syllabus.
6) Successful instruction requires extensive L2 input inside and outside the classroom.
7) Instruction should provide opportunities for learner output.
8) Interaction is central to developing proficiency.
9) Instruction should account for individual differences in learn
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