Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Cognitive approaches to second
language learning
Yaseen Taha
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u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
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What are the Schools of thought?
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Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
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What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
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Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
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Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
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Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
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Sectors of the Indian Economy - Class 10 Study Notes pdf
the nature of approaches and methods in language
1. The Nature of Approaches
and Methods in Language
Teaching
Approaches, Methods, Techniques
In ELT
2.
3. APPROACH
Theories about the nature of
language and language learning
that serve as the source of
practices and principles of
language teaching.
4. According to Edward Anthony:
An approach: a set of correlative assumptions
dealing with the nature of language teaching
and learning (axiomatic).
A method: an overall plan for the orderly
presentation based on an approach. It is
procedural (theory put into practice).
A technique: implementational. Techniques
carry out a method which is consistent with
an approach (trick, stratagem).
5. A. Theory of language:
Theories of the nature of
language and the nature of
language proficiency/competence
6. 1. Cognitive Model/"cognitivism"
Core features and assumptions (Atkinson, 2011:4-
5):
a.Mind as a computer: input, process it, and produce
output, as with a computer
b.Representationalism: mind engages in to store
internal representations of external events
c.Learning: abstract knowledge acquisition - i.e.
abstracting the rules of the competence that
underlies linguistic performance, as Noam Chomsky
put it.
Example: The Grammar-Translation Method
7. 2. The Structural Model
Language: a system of structurally, related
elements for the coding of meaning.
Language proficiency: the mastery of,
language elements (phonological units,
grammatical units grammatical operations
and lexical items).
Example: the Audiolingual Method,
Situational Language Teaching, and Total
Physical Response
8. 3. The Functional Model :
Language: a vehicle for the expression of
functional meaning (e.g., Communicative
Approach).
Emphases: semantic and communicative
dimension, rather than grammar. Meaning
and functions are important. E.g. ESP,
Notional Syllabus (topics, functions, notions)
9. Brown (1994: 227) defines that
communicative purposes are
“aspect(s) of our competence which enables us
to convey and interpret messages and to
negotiate meanings interpersonally within
specific contexts ... [The] knowledge that
enables a person to communicate functionally
and interactionally”.
Examples: CA, Competency-Based LT,
Threshold Level syllabus (e.g., Common
European Framework of Reference/CEFR)
10. 4. The Interactional Model
Language: vehicle for the realization of
interpersonal relations and for the
performance of social transactions between
individuals a tool for creation and
maintenance of social relations.
Focus on patters of moves, acts, negotiation,
interaction in conversational exchanges.
11. "Students achieve facility in using a language
when their attention is focused on conveying
and receiving authentic messages (that is,
messages that contain information of interest to
both speaker and listener in a situation of
importance to both).“
Thus, negotiation of meaning is believed to play
a central role in interactive views of language
Rivers (1987: 4) defined the interactive
perspective in language education:
12. 5. Sociocultural Model
Knowledge is constructed through social
interaction with others and reflects the
learner's culture, customs, and beliefs as well
as the collaborative activities people are
engaged in.
Example: Task-Based, Language Teaching,
Content-Based Instruction, and Cooperative
Language Learning.
13. 6. Genre Model
Genre refers to an area of human activity:
norms of language usage, such as in science,
business, medicine, literature.
The main concepts can be summarized as
follows (Feet,1998: 5):
Language is a resource for making meaning.
The resource of language consists of a set of
interrelated systems.
14. Continued:
Language users draw on this resource each
time they use language.
Language users create texts to create
meaning.
Texts are shaped by the social context in
which they are used.
The social context is shaped by the people
using language.
16. 7. Lexical Model
The role and the interrelatedness of lexis and
lexical chunks or phrases in language.
Grammatical competence arises out of
phrase- and lexically-based learning
A greater role for vocabulary as well as lexical
phrases and chunks in language teaching.
17. B. Types of Learning Theories
1. Behaviorism
2. Cognitive-code learning
3. Creative-construction hypothesis
4. Skill learning
5. Interactional theory
6. Constructivism
7. Sociocultural learning theory (also known as
social constructivism)
8. Individual factors
18. Relation between theory of language
and learning
Two basic, questions (one or both):
1. Process-oriented
What are the psycholinguistic and cognitive
(central) processes involved in language
learning?
e.g.' habit formation, induction, inferencing,
hypothesis testing, generalization, etc.
19. 2.Condition-oriented
What? Human or physical context in which
language learning takes place, What are the
condition that need to be met for learning
processes to occur?
Examples:
20. II. DESIGN
The level of method analysis where objectives,
syllabi, types of learning-teaching activities, roles of
teachers, learners and instructional materials are
considered.
A. Objectives
Objectives of methods vary: oral skills, general
communication skills, accurate grammar and
pronunciation, basic grammar and vocabulary of a
language.
Process oriented?
Measuring stick: degree of emphases on vocab
acquisition and how grammatical and pronunciation
errors treated.
21. B. Syllabus
Subject matter (what to talk about) and
linguistic matter (how to talk about).
Appriori syllabuses in so many methods and
a posteriori approach to syllabus specification
in Counseling-learning.
E.g.: SW and TPR, traditional lexico-
grammatical syllabus.
22. C. Types of Learning and Teaching
Activities
Instructional process: organized and directed
interaction of teachers, learners, and
materials in the classroom.
Often serve to distinguish methods:
differences among methods at the level of
approach manifest themselves in the choice
of different kinds of learning and teaching
activities and interaction patterns: use of
games, arrangement, and grouping of
learners.
23. D. Learner Roles
1. types of learning tasks set for learners
2. degree of control learners have over content
of learning
3. patterns of learner groupings
4. degree to which !earners influence the
learning of others
5. the view of learner as a processor,
performer, initiator, problem solver
24. E. Teacher roles
1. types of functions teachers fulfill;
2. teacher influence over learning;
3. degree to which teacher determines the
content for learning;
4. types of interaction between teacher and
learners
25. F. The Role of instructional Materials
primary functions of materials
the form materials take. (textbook,
audiovisual)
relation of materials to other input
assumptions made about teachers and
students/learners.
26. III. PROCEDURES
classroom. techniques, practice, and
behaviors observed when the method is
used.
resources in terms of time, space, and
equipment used by teachers.
Instructional pattern observed in lesson
Tactics and strategies used by teachers and
learners when method is being used.