Specialization in English Language and Teaching As A Foreign Language

Specialization in english language and teaching as a foreign language
Universidad Pedaggica Nacional
By: Deisy Beatriz Rosario Snchez
Approaches to elt
UNIT 3. !N"U!"# T#!$%IN" &#T%'D' '"I#S
index
The di((erences )et*een a++roach, -ethod and techni./e The "ra--ar Translation &ethod The Direct &ethod or Nat/ral !++roach The !/dio0ling/al &ethod The #1+eriential earning &odel Bi)liogra+hy
The di((erences )et*een a++roach, -ethod and techni./e

!++roach Theoretical positions and beliefs about the nature of language, the nature of language learning (psycholinguistic and cognitive processes involved) and the applicability of both to pedagogical settings (successful use of these processes). 4hy &ethod 2+lan3 A generalized set of classroom specifications for accomplishing linguistic objectives focusing on the: Goals of the teaching learning !earner roles Teacher roles "ole of instructional materials. %o* Techni./e 2+roced/re3
#pecific types of e$ercises, tas%s, or activities used in class for the purpose of reaching pedagogical goals.
4hat
The +/r+ose o( learning a (oreign lang/age is to )e a)le to read literat/re *ritten in the target lang/age.
The "ra--ar Translation &ethod
!++roach Princi+les o( the "T&
Theory of language: #tructuralism Theory of language learning: &lassical language 'etailed analysis of the grammar rules to understand and manipulate the morphology and synta$ of the foreign language. !( is maintained as the reference system in the ac)uisition of the second language. "eading and *riting are the primary s%ills to be developed.
Princi+les o( the "T&
+ocabulary selection is based on the reading te$ts used, and *ords are taught through bilingual *ord lists, dictionary study and memorization. The sentence is the basic unit of teaching and language practice. Accuracy is emphasized. Grammar is taught deductively in an organized and systematic *ay.
Princi+les o( the "T&
#tudents are taught to translate from one language to another. ,aving the students get the correct ans*ers is considered very important. #tudents should be conscious of the grammatical rules of the target language.
Techni./es
Translation of a literary passage. "eading comprehension )uestions ()uestions and ans*ers in -nglish):
Techni./es
(. To as% for information contained *ithin the reading passage. .. To ma%e inferences based on the understanding of the te$t. /. To relate the passage to students0 o*n e$perience. Antonyms synonyms. &ognates. 'eductive application of rules.
Techni./es
1ill2in2the2blan%s. 3emorization. 4se *ords in sentences. &omposition.
Role o( the teacher
The authority in the classroom.
Role o( st/dents 5assive receiver of instruction.
The +/r+ose o( learning a (oreign lang/age is that st/dents learn ho* to co--/nicate )y learning to thin5 in the target lang/age.
The Direct &ethod or Nat/ral !++roach
!++roach
Theory of language: &ommunicative Theory of language learning: &reative &onstruction Theory (#tephen 6rashen0s Theory) &lassroom instruction is conducted in the target language. Grammar is taught inductively (never e$plicit grammar rule given). &oncrete vocabulary is taught through objects (realia or pictures) and demonstration7 abstract vocabulary is taught by association of ideas.
Princi+les o( the D&

#pea%ing and listening s%ills are taught.
&orrect pronunciation and grammar are emphasized. "eading and *riting in the target language should be taught from the beginning of language instruction and it must be developed through practice *ith spea%ing. !anguage is primarily spo%en.
#tudents should learn to thin% in the target language as soon as possible by %no*ing ho* to as% )uestions and ans*er them. +ocabulary is ac)uired more naturally using it in complete sentences. #elf2correction facilitates language learning. #tudents should learn to thin% in the target language as soon as possible by %no*ing ho* to as% )uestions and ans*er them.
+ocabulary is ac)uired more naturally using it in complete sentences. #elf2correction facilitates language learning. #tudents should learn to thin% in the target language as soon as possible by %no*ing ho* to as% )uestions and ans*er them. +ocabulary is ac)uired more naturally using it in complete sentences.
+ocabulary is ac)uired more naturally using it in complete sentences. #elf2correction facilitates language learning. !essons should contain some conversational activity for students to use language in real conte$ts. #tudents should be encouraged to spea% as much as possible.
The syllabus is based on situations or topics. !earning another language involves learning ho* spea%ers of that language live.
Techni./es
"eading aloud. 8uestion and ans*er e$ercise. Getting students to self2correct. &onversation practice.
Techni./es
1ill2in2the2blan% e$ercise (no e$plicit grammar rule applied). 'ictation. 3ap dra*ing. 5aragraph *riting.
Role o( the teacher
'irect the class activities. 5rimary source of comprehensible input.
Role o( st/dents
5rocessor of comprehensible input in the target language. &reate a friendly and an interesting classroom atmosphere for learning.
The o)6ective o( learning a (oreign lang/age is that st/dents )e a)le to /se the target lang/age co--/nicatively.
The !/dio0ling/al &ethod
!++roach Princi+les o( the ! &
Theory of language: #tructuralism Theory of language learning: 9ehaviorism !anguage forms occur most naturally *ithin a conte$t. The habits of students0 native language are thought to interfere *ith students0 attempt to master the target language. A contrastive analysis bet*een the students0 native language and the target language *ill reveal *here a teacher should e$pect the most interference.
Princi+les o( the ! &
1oreign language learning is basically a process of mechanical habit formation. :t is important to prevent learners from ma%ing errors (errors lead to bad formation of habits). ;hen they occur they should be immediately corrected by the teacher. The purpose of the language learning is to learn ho* to use the language to communicate. 5articular parts of speech occupy particular slots in sentences.
5ositive reinforcement helps the students to develop correct habits. #tudents should learn to respond to verbal and non2 verbal stimuli. 5attern practice helps students to form habits *hich enable the students to use the patterns. #tudents should overlearn (learn to ans*er automatically *ithout stopping to thin%).
The major objective of language teaching should be for students to ac)uire the structural patterns7 then vocabulary. The learning of a foreign language should be the same as the ac)uisition of the native language. The rules necessary to use the target language *ill be figured out or induced from e$amples.
The major challenge of foreign language teaching is getting students to overcome the habits of their native language (a comparison bet*een the native and the target language *ill tell the teacher in *hat areas her students *ill probably e$perience difficulty). #pea%ing is more basic to language than the *ritten form. The natural order of s%ill ac)uisition is: listening, spea%ing, reading, and *riting.
Techni./es
'ialog memorization. 9ac%*ard build2up (e$pansion) drill. "epetition drill. &hain drill. #ingle2slot substitution drill. 3ultiple2slot substitution drill.
Techni./es
Transformation drill. 8uestion2and2ans*er drill. 4se of minimal pairs. &omplete the dialog. Grammar game.
Role o( the teacher
3odel of the target language.
Role o( st/dents :mitators.
The goal is to ena)le st/dents to co--/nicate in the target lang/age a++ro+riately *ithin a s+eci(ic social conte1t 2co--/nicative co-+etence3.
The $o--/nicative ang/age Teaching
!++roach
Theory of language: &ommunicative Approach and 1unctional Approach (eclectic theoretical base). Theory of language learning: A #%ill !earning 3odel of !earning (cognitive and behavioral aspects). !anguage is a system for the e$pression of meaning. The primary function of language is for interaction (pairs, trios, small groups, and *hole group) and communication.
Princi+les o( the $ T
The structure of language reflects its functional and communicative uses. ;henever possible, authentic language should be introduced (language as it is used in real conte$ts). 9eing able to figure out the spea%er0s or *riter0s intentions is part of being communicatively competent. The target language is a vehicle for classroom communication, nor just the object of study. One function can have many different linguistic forms.
The focus of the course is on real language use, a variety of linguistic forms are presented together. The emphasis is on the process of communication rather than just mastery of language forms. #tudents should *or% *ith language at the discourse level. They must learn about cohesion and coherence. #tudents use the language through communicative activities such as games, role2plays, and problem solving2tas%s.
Truly communicative activities have three features in common: information gap, choice and feedbac%. #tudents should be given an opportunity to e$press their ideas and opinions. -rrors are tolerated and seen as a natural outcome of the development of communication s%ills. &ommunicative interaction encourages cooperative relationships among students. :t gives students the opportunity to *or% on negotiating meaning.
The social conte$t of the communicative event is essential in giving meaning to the utterances. !earning to use language forms appropriately is an important part of communicative competence. :n communicating, a spea%er has a choice not only about *hat to say, but also ho* to say. The grammar and the vocabulary that the students learn follo* from the function, situational conte$t, and the roles of the interlocutors.
!earners need %no*ledge of forms, meanings and functions. 1luency and accuracy. #tudents *or% on the four s%ills from the beginning.
Techni./es Role o( the teacher
Authentic materials, scrambled sentences, language games, picture strip story and role play. -stablish situations to promote communication. 1acilitator in setting up communicative activities.
Role o( st/dents &ommunicator, &ooperative, &ollaborating and Active participant of their o*n learning process.
earning ta5es +lace *hen 5no*ledge is created thro/gh the trans(or-ation o( e1+erience. 7no*ledge res/lts (ro- the co-)ination o( gras+ing e1+erience and trans(or-ing it.
The #1+eriential earning &odel
!++roach Princi+les o( the # &
Theory of language: &onstructivism and #ociocultural principles. Theory of language learning: &ognitive. #ignificant learning ta%es place *hen the subject matter is relevant to the personal interests of the student. !earning *hich is threatening to the self (e.g., ne* attitudes or perspectives) is more easily assimilated *hen e$ternal threats are at a minimum.
Princi+les o( the # &
!earning proceeds faster *hen the threat to the self is lo*. #elf2initiated learning is the most lasting and pervasive. -$periential !earning (-!) addresses the needs and *ants of the learner. -ffective e$periential learning *ill affect the learner0s cognitive structures (action theories), attitudes, values, perceptions and behavioral patterns.
5eople believe more in %no*ledge discovered themselves than in %no*ledge presented by others. !earning is more effective *hen it is an active rather than a passive process. The more supportive, accepting and caring the social environment, the freer *e are to e$periment *ith ne* behaviors, attitudes, actions and thoughts.
:ntention represents the purposefulness that enables e$perience to become %no*ledge and, as such, is deeper than the goals, objectives, and activities that define the e$perience. :n 5reparedness and 5lanning: 5articipants must ensure that they enter the e$perience *ith sufficient foundation to support a successful e$perience. Authenticity: The e$perience must have a real *orld conte$t and or be useful and meaningful in reference to an applied setting or situation.
"eflection is the element that transforms simple e$perience to a learning e$perience. 1or %no*ledge to be discovered and internalized the learner must test assumptions and hypotheses about the outcomes of decisions and actions ta%en, then *eigh the outcomes against past learning and future implications. Throughout the e$periential learning process, the learner is actively engaged in posing )uestions, investigating, e$perimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning.
Princi+les o( the # & Role o( the teacher
!earners are engaged intellectually, emotionally, socially, soulfully and or physically. This involvement produces a perception that the learning tas% is authentic. 1acilitator: setting suitable e$periences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process. The educator recognizes and encourages spontaneous opportunities for learning.
Role o( the teacher
The design of the learning e$perience includes the possibility to learn from natural conse)uences, mista%es and successes. -$perienced language user.
Role o( st/dents Active constructor of %no*ledge. ;illing to be actively involved in the e$perience: self2 initiative and attention to learn. 4ser of analytical s%ills to conceptualize the e$perience.
Role o( st/dents Abler to reflect on the e$perience. 5ossessor of decision ma%ing and problem solving s%ills to use ne* ideas gained from the e$perience.
BIBLIOGRAPHY
Standards o( +ractice. #ight +rinci+les o( good +ractice (or all #1+eriential earning !ctivities. Retrieved (rohtt+:88***.colostate0+/e)lo.ed/8careercenter8Doc/-ents8NS##9:;Standa
S+ecialization in #nglish ang/age earning and Teaching as a (oreign lang/age, UPN, 2:;<:3. !)stract $once+t/alization: Seven =/nctions o( ang/age earners. Retrieved (rohtt+:88ca-+/svirt/al./+n.-18eaile8-od8)oo58vie*.+h+>id?@@ABcha+terid?3
S+ecialization in #nglish ang/age earning and Teaching as a (oreign lang/age, UPN, 2:;<:3. !)stract $once+t/alization. Ta1ono-y o( earning Do-ains. Retrieved (rohtt+:88ca-+/svirt/al./+n.-18eaile8-od8)oo58vie*.+h+>id?@@ABcha+terid?3
BIBLIOGRAPHY
S+ecialization in #nglish ang/age earning and Teaching as a (oreign lang/age, UPN. 2:;<:3. !)stract $once+t/alization. Tas50Based !++roach. Retrieved (rohtt+:88ca-+/svirt/al./+n.-18eaile8-od8)oo58vie*.+h+>id?@@ABcha+terid?3
S+ecialization in #nglish ang/age earning and Teaching as a (oreign lang/age, UPN, 2:;<:3. !)stract $once+t/alization. Tas50Based !++roach. Retrieved (rohtt+:88ca-+/svirt/al./+n.-18eaile8-od8)oo58vie*.+h+>id?@@ABcha+terid?3
S-ith, &. 7. 2:;;<3. David !. 7ol) on e1+eriential learning. Retrieved 'cto)er <A, :;;C, (ro-: htt+:88***.in(ed.org8)i)lio8)0e1+lrn.htRetrieved (rohtt+:88en.*i5i+edia.org8*i5i8 earningEstyles
BIBLIOGRAPHY
Richards, F. $., B Rodgers, T. S. 2<DDA3. !++roaches and &ethods in ang/age Teaching. ! descri+tion and analysis. $a-)ridge University Press.
Progra-as de #st/dio. 2:;;G3. The notion o( learning. #1tran6era, InglHs. #d/cacin Bsica. Sec/ndaria. +. <;.
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Progra-as de #st/dio. 2:;;G3. The notion o( learning. #1tran6era, InglHs. #d/cacin Bsica. Sec/ndaria. P. <I.
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&erria-, S. B., $a((arella, R. S., B Ba/-gartner, . &. 2:;;A3. earning in ad/lthood: a co-+rehensive g/ide. San =rancisco: Fohn 4iley B Sons, Inc. Retrieved (rohtt+:88en.*i5i+edia.org8*i5i8#1+erientialElearning
BIBLIOGRAPHY
&acedo, Donaldo. 2:;;;3. Introd/ction to the !nniversary #dition o( Pedagogy o( the '++ressed: 3;th !nniversary #dition. Ne* Jor5: $ontin//- International. P. <A. Retrieved (rohtt+:88ca-+/svirt/al./+n.-18eaile8-od8)oo58vie*.+h+>id?@@ABcha+terid?3
arsen0=ree-an, Diane. 2:;;;3. Techni./es and Princi+les in ang/age Teaching. 2Second #dition3. '1(ord University.
7ol)Ks earning Styles and #1+eriential earning &odel. Retrieved (rohtt+:88***.n*lin5.co-8Ldonclar58hrd8styles85ol).ht-l
BIBLIOGRAPHY
Itin, $. &. 2<DDD3. Reasserting the Philoso+hy o( #1+eriential #d/cation as a Mehicle (or $hange in the :<st $ent/ry. The Fo/rnal o( #1+eriential #d/cation,.::2:3, D<0DC. Retrieved (rohtt+:88en.*i5i+edia.org8*i5i8#1+erientialElearning
#1+eriental earning Princi+les. Retrieved (rohtt+:88***.+athintl.org8i-ages8+d(8con(erences8national8+resentations9:;

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Specialization in English Language and Teaching As A Foreign Language

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Specialization in english language and teaching as a foreign language

Universidad Pedaggica Nacional

By: Deisy Beatriz Rosario Snchez

The di((erences )et*een a++roach, -ethod and techni./e

The "ra--ar Translation &ethod

!++roach Princi+les o( the "T&

The "ra--ar Translation &ethod

Princi+les o( the "T&

The "ra--ar Translation &ethod

Princi+les o( the "T&

The "ra--ar Translation &ethod

The "ra--ar Translation &ethod

1ill2in2the2blan%s. 3emorization. 4se *ords in sentences. &omposition.

Role o( the teacher

The authority in the classroom.

Role o( st/dents 5assive receiver of instruction.

The Direct &ethod or Nat/ral !++roach

Princi+les o( the D&

The Direct &ethod or Nat/ral !++roach

Princi+les o( the D&

The Direct &ethod or Nat/ral !++roach

Princi+les o( the D&

The Direct &ethod or Nat/ral !++roach

Princi+les o( the D&

The Direct &ethod or Nat/ral !++roach

Princi+les o( the D&

The Direct &ethod or Nat/ral !++roach

Princi+les o( the D&

The Direct &ethod or Nat/ral !++roach

Role o( the teacher

'irect the class activities. 5rimary source of comprehensible input.

The Direct &ethod or Nat/ral !++roach

The !/dio0ling/al &ethod

!++roach Princi+les o( the ! &

The !/dio0ling/al &ethod

Princi+les o( the ! &

The !/dio0ling/al &ethod

Princi+les o( the ! &

The !/dio0ling/al &ethod

Princi+les o( the ! &

The !/dio0ling/al &ethod

Princi+les o( the ! &

The !/dio0ling/al &ethod

The !/dio0ling/al &ethod

Role o( the teacher

3odel of the target language.

The !/dio0ling/al &ethod

Role o( st/dents :mitators.

The $o--/nicative ang/age Teaching

The $o--/nicative ang/age Teaching

The $o--/nicative ang/age Teaching

The $o--/nicative ang/age Teaching

The $o--/nicative ang/age Teaching

The $o--/nicative ang/age Teaching

Techni./es Role o( the teacher

The $o--/nicative ang/age Teaching

The #1+eriential earning &odel

!++roach Princi+les o( the # &

The #1+eriential earning &odel

Princi+les o( the # &

The #1+eriential earning &odel

Princi+les o( the # &