1. LANGUAGE TEACHING METHODOLOGY
ESEM5353
FAMOUS ESL THEORIST
(APPROACHES AND METHODS THAT CAN BE APPLIED IN ESL
CLASSROOM)
Name: Cristelyn Sharna (MC1510MD0215)
Lecturer: Asst. Prof Dr Nafiseh Zarei
Date: 21/08/2016
2. DEFINITION
• The level at which the theory is put into practice.
• PROCEDURAL(Based on selected approach)
METHOD
• beliefs about language and language learning are specified.
• FUNDAMENTAL
APPROACH
• classroom procedures are described
• IMPLEMENTATION
TECHNIQUE
4. THE NATURAL ORDER HYPOTHESIS
THE MONITOR HYPOTHESIS THE INPUT HYPOTHESIS
THE AFFECTIVE FILTER THE ACQUISITION / LEARNING HYPOTHESIS
5. The Input Hypothesis
We acquire language only when we
understand language that contains structure
that is “a little beyond” where we are now.
This is possible because we use more than
our linguistic competence to help us
understand.
6. APPLICATION IN TEACHING
This hypothesis highlights the importance of using the
Target Language in the classroom.
The goal of any language program is for learners to be
able to communicate effectively.
By providing as much comprehensible input as possible,
especially in situations when learners are not exposed to
the TL outside of the classroom, the teacher is able to
create a more effective opportunity for language
acquisition.
7. provide comprehensible input and that is through
reading and hearing.
Early speech will come when the acquirer feels
“ready:” It is typically not grammatically accurate.
8. The Natural Order hypothesis
learners acquire parts of language in a predictable order.
For any given language, certain grammatical structures are
acquired early while others are acquired later in the process.
This hypothesis suggests that this natural order of acquisition
occurs independently of deliberate teaching and therefore
teachers cannot change the order of a grammatical teaching
sequence.
9. APPLICATION IN TEACHING
teachers should be aware that certain structures of a
language are easier to acquire than others and therefore
language structures should be taught in an order that is
conducive to learning.
Teachers should start by introducing language concepts
that are relatively easy for learners to acquire and then
use scaffolding to introduce more difficult concepts.
11. The Acquisition-Learning hypothesis
Ways of
Developing
Language Ability
Acquisition
• subconscious acceptance of
knowledge where information is
stored in the brain through the use
of communication
EG: PROCESS OF DEVELOPING L1
LEARNING
• the conscious acceptance of knowledge
‘about’ a language (i.e. the grammar or
form).
• EG: PROCESS OF DEVELOPING L2
12. APPLICATION IN TEACHING
the optimal way a language is learned is through natural
communication.
As a second language teacher, the ideal is to create a situation
wherein language is used in order to fulfil authentic purposes.
This is turn, will help students to ‘acquire’ the language instead
of just ‘learning’ it.
13. The Monitor hypothesis
explains how acquisition and learning are used; the acquisition
system, initiates an utterance and the learning system ‘monitors’
the utterance to inspect and correct errors.
Krashen states that monitoring can make some contribution to
the accuracy of an utterance but its use should be limited.
He suggests that the ‘monitor’ can sometimes act as a barrier as
it forces the learner to slow down and focus more on accuracy as
opposed to fluency.
15. APPLICATION IN TEACHING
As an SL teacher it will always be a challenge to strike a balance between
encouraging accuracy and fluency in your students.
This balance will depend on numerous variables including the language level of
the students, the context of language use and the personal goals of each
student.
This balance is also known as Communicative competency
16. The Affective Filter hypothesis
According to Krashen one obstacle that manifests itself during language
acquisition is the affective filter; that is a 'screen' that is influenced by
emotional variables that can prevent learning.
This hypothetical filter does not impact acquisition directly but rather prevents
input from reaching the language acquisition part of the brain.
According to Krashen the affective filter can be prompted by many different
variables including anxiety, self-confidence, motivation and stress.
17. AFFECTIVE FILTER
When the learner is
having high anxiety ,
low motivation, low
self confidence , the
filter turn on and
causes the learner to
block out input.
18. In any aspect of education it is always important to create a safe,
welcoming environment in which students can learn.
In language education this may be especially important since in order to
take in and produce language, learners need to feel that they are able to
make mistakes and take risks.
Teachers try to reduce the learner’s negative feelings.
Learners can have higher competence when they receive
comprehensible input in low-stress condition.
APPLICATION IN TEACHING
19. Teaching strategies
Strategy 1: Analyzing characteristics of the second language learners
Strategy 2: Signing classroom contracts to build the language learners’ expectation
toward independence
Strategy 3: Creating the learner-centered classroom to set students’ learning
responsibilities
Strategy 4: Setting goals for the language learners to lead to increased motivation
Strategy 5: Integrating theories of second language acquisition with practice
Strategy 6: Building second language learner motivation including value, self-
efficacy and attributions
22. Linguistic Intelligence
Word Smart
Ability to write or read
Ability to rhyme
Good speakers
Actors
How many of you can speak
or write?
23. NATURALIST INTELLIGENCE
NATURE SMART
LEARN THROUGH CLASSIFICATION,
CATEGORIES AND HIERARCHIES
ABILITY TO PICK UP ON SUBTLE
DIFFERENCES
EG: IDENTIFY PLANTS
: ENVIROMNENTAL FEATURES
24. Logical/Mathematical Intelligence
Number smart
Ability to do math
Ability to balance a checkbook
How many of you can count your money?
How many of you have done a science experiment?
25. Spatial Intelligence
Picture Smart
Who can draw
pictures?
How many people
can see pics in their
heads when they
close their eyes?
How many of you
like movies, tv, or
video games?
29. Intrapersonal Intelligence
Self Smart
Who has ever talked to
themselves?
Who likes to work on their
own?
Who takes care of
themselves after school?
30. Kinds of learning activities for these
intelligences
Intrapersonal Intelligence (study through research, reflection, or
individual projects)
Interpersonal Intelligence (they develop cooperative learning skills
as they solve problems, answer questions, create learning games,
brainstorm ideas and discuss that day’s topic collaboratively).
Musical Intelligence( students compose and sing songs about the
subject matter, make their own instruments, and learn in rhythmical
ways)
Spatial Intelligence (they explore a subject area using diverse art
media, manipulables, puzzles, charts, and pictures.)
31. Kinaesthetic Intelligence
*They build models, dramatize events, and dance, all in ways that
relate to the content of that day’s subject matter)
Logical/ Mathematical Intelligence
*they work with math games, manipulatives, mathematical concepts,
science experiments, deductive reasoning, and problem solving
Linguistic Intelligence
*students read, write, and learn in many traditional modes. They
analyse and organize information in written form.
33. PURPOSE : the ability to use the language correctly
and appropriately to accomplish communication
goals.
The desired outcome of the language learning
process is the ability to communicate
competently, not the ability to use the language
exactly as a native speaker does.
Communicative competence is made up of four
competence areas:
linguistic, sociolinguistic, discourse, and strategic.
34.
35. Linguistic competence
knowing how to use the grammar, syntax, and
vocabulary of a language.
What words do I use? How do I put them into phrases and
sentences?
LC CL
36. Sociolinguistic competence
knowing how to use and respond to language appropriately, given the setting, the
topic and the relationships among the people communicating.
which words and phrases fit this setting and this topic? How can I express a
specific attitude (courtesy, authority, friendliness, respect) when I need to? How do
I know what attitude another person is expressing?
37. STRATEGIC COMPETENCE
knowing how to recognize and repair communication breakdowns, how to
work around gaps in one’s knowledge of the language, and how to learn more
about the language and in the context.
How do I know when I’ve misunderstood or when someone has misunderstood
me? What do I say then? How can I express my ideas if I don’t know the name
of something or the right verb form to use?
38. DISCOURSE COMPETENCE
knowing how to interpret the larger context and how to
construct longer stretches of language so that the parts make
up a coherent whole.
How are words, phrases and sentences put together to create
conversations, speeches, email messages, newspaper articles?
39. Goal of Communicative Efficiency
In the early stages of language learning, teacher and students may want to
keep in mind the goal of communicative efficiency:
• That learners should be able to make themselves understood, using their current
proficiency to the fullest.
• They should try to avoid confusion in the message (due to faulty pronunciation,
grammar, or vocabulary)
• to avoid offending communication partners (due to socially inappropriate style)
• to use strategies for recognizing and managing communication breakdowns.
40. CLASSROOM ACTIVITIES TO PROMOTE CC
Information gap– Guessing game, problem solving
activities
Role play
Simulation
Jigsaw listening
42. A theory based on how people learn.
people construct their own understanding and knowledge of the world,
through experiencing things and reflecting on those experiences.
stress the fundamental role of social interaction in the development of cognition
(Vygotsky, 1978), as he believed strongly that community plays a central role in
the process of "making meaning
Children acquire knowledge as a result of engaging in social experiences.
Young
learner
Older
learner
Shares skills. Knowledge
and values
43. SOCIAL DEVELOPMENT
placed more emphasis on social contributions to the process of
development
focused on the connections between people and the sociocultural
context in which they act and interact in shared experiences.
humans use tools that develop from a culture, such as speech and
writing, to mediate their social environments. Initially children
develop these tools to serve solely as social functions, ways to
communicate needs.
45. SOCIAL INTERACTION
social learning anticipates development.
He believes that young children are curious and actively involved in their own
learning and the discovery and development of new understanding
WHAT WE LEARN has a direct link with HOW WE LEARN
A child’s language development is strongly tied to:
• A child’s appreciation of others communicative intention
• Desire to imitate other’s behavior and speech
46. ZONE OF PROXIMAL DEVELOPMENT
concept that relates to the difference between what a child
can achieve independently and what a child can achieve with
guidance and encouragement from a skilled partner.
According to Vygotsky learning occurs here.
RANGE OF
TASK
HELP AND
GUIDANCE
CANNOT YET PERFORM
INDEPENDENTLY
47. ZPD is the area where the
most sensitive instruction
or guidance should be
given, allowing the child
to develop skills they will
then use on their own,
developing higher mental
functions.
ACTUAL
DEVELOPMENT
LEVEL
(independently)
LEVEL OF POTENTIAL
DEVELOPMENT
(with the assistance of a more
competent individual)
48. CLASSROOM APPLICATION
SOCIAL INTERACTION
Class Survey (ICE BREAKING)
• Objective: Learners gather information about a particular topic. They increase
proficiency and confidence in asking one or more questions at the same time as
they are increasing their literacy skills.
Conversation grid
* Objective: Learners practice and increase knowledge of language structures (such
as what, when, where, and why questions and their typical answers), vocabulary (as
related to a particular topic such as “on the job”), and cultural aspects related to a
topic. They ask questions, listen to answers, and record information on the grid.
52. studies the relation of language and communication to
different aspects of brain function
EG: it tries to explore how the brain understands and
produces language and communication.
This involves attempting to combine theory from
neurology/neurophysiology (how the brain is structured and
how it functions) with linguistic theory (how language is
structured and how it functions).
55. • Giving importance the insight of the language lexicon
• concentrates on developing learners' proficiency with lexis, or
words and word combinations.
• Chunks, minimal pairs, collacations, lexical units are the specific
characteristics of this approach
56. EG: COLLACATIONS
totally convinced
strong accent
terrible accident
sense of humour
sounds exciting
brings good luck
57. LEXICAL UNITS
Binomials ( e.g. Knife and fork…)
Trinomials ( e.g. Cool, calm and collected…)
Idioms ( e.g. To rain cats and dogs… )
Similes ( e.g. As white as snow …. )
Connectives ( e.g. Finally, to conclude )
Conversational gambits ( e.g. Guess what… )
58. CLASSROOM APPLICATION
Using Language Chunks in Class
Finding Useful Chunks (Usefulness + Personal Interest = Good lexical
chunk)
Guessing the meaning of vocabulary items from context
Phrase matching
