How to teach students language, its system, and its construction

1. Linel Lamberty nieves November 25, 2009 Edpe 4245 Chapter 6Teaching the Language System

2. Teaching Specific Aspects of Language Deductive Approach – when we give students explanations or grammar rules and then based on this, the students make phrases and sentences using the new language. (engage-study-activate) Inductive Approach – in this approach instead of going from the rules to the examples, we go to the examples and the student tries to figure out the rules. (engage-activate-study)

3. Explaining Meaning One of the clearest way of explaining the meaning of something is by showing it. Showing the object Mime Body movements Facial expressions Pictures Diagrams Timelines Describe the meaning of the word Using check questions Translate words or phrases

4. Explaining Language Construction Stress – demonstrated by beating time with our arms. Intonation pattern – demonstrated by “drawing” the tune in the air. Written explanations: Ex. If + had + past participle -> would + have + past participle The use of flash cards Cuisenaire rods (small blocks of wood)

5. Practice and Controlled Practice When something is practiced more than once it passes from our short-term memory to our long-term memory. Repetition – going over new words, phrases, and grammar over and over again. Controlled practice: 1st stage- choral repetitionor semi-choral 2nd stage- nominating 3rd stage- murmuring 4th stage- freer practice (for higher levels)

6. Examples of Language System Teaching Teaching grammar Explain and practice, discovery approach Teaching pronunciation Using different intonation patterns or stress phrases, punctuation exercises, songs and chants Teaching vocabulary Explain and practice and flashcards, vocabulary trees and diagrams Teaching language functions Back-chaining – building up phrases from the end

7. Mistakes, Slips, Errors and Attempts Mistakes are divided in three categories: Slips– mistakes that students can correct themselves after being pointed out. Errors– mistakes that they can not correct by themselves and that need explanation. Attempts– mistakes that students make when they try to say something but they still do not know how to say it. False friends – are words that sound the same but have different meaning. Developmental errors – this is something that occurs naturally as they develop the knowledge of the language learned. And as a consequence these students make incorrect assumptions about the language and how it works.

8. Correcting Students Correction Instant and intrusive correction is not recommended immediately when a student is reading or participating in a speaking or reading activity. Correction must be treated carefully. Peers Echoing