Fundamental aspects of language teaching
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Fundamental aspects of language teaching
- 1. Applied Linguistics: The teaching practice Montse Irun mirun@dal.udl.cat Applied Linguistics
- 2. Types of Learners Needs Analysis Fundamental Aspects of English LanguageTeaching - Montse Irun Applied Linguistics
- 3. Types of Learners Analytic learners deductive approach being given the rule + examples Holistic learners inductive approach examples + inferring the rule Fundamental Aspects of English Language Teaching - Montse Irun
- 4. Good Language Learners Respond to the group dynamics Seek out all opportunities to use FL Attend to meaning rather than to form. Supplement the learning from the interaction with the use of study techniques Be an adolescent or an adult Have analytic skills Possess a strong reason for learning the L2 Take risks Adapt to different learning conditions (Ellis 1985) Fundamental Aspects of English Language Teaching - Montse Irun
- 5. Learning Strategies Metacognitive organising one’s learning, monitoring, etc. Cognitive making comparison between languages, using a dictionary, etc. Social asking for help, interacting with NS, etc. A more conscious, reflective language learner is a more effective language learner (Ellis & Sinclair, 1998) Fundamental Aspects of English Language Teaching - Montse Irun
- 6. A language teacher’s expertise Consists of: language proficiency language awareness pedagogic skills Fundamental Aspects of English LanguageTeaching - Montse Irun
- 7. Needs Analysis. Purposes To obtain input into the content, design and implementation of a programme. To develop goals and contents. To review and evaluate a programme. To give accountability for the educational authorities Fundamental Aspects of English LanguageTeaching - Montse Irun
- 8. Fundamental Aspects of English Language Teaching - Montse Irun
- 9. Needs Analysis: Types Target needs: what the learner needs to do in the target situation. Necessities. Lacks. Wants. Learning needs: what the learner needs to do in order to learn. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 10. Receptive Skills: Reading and listening Fundamental Aspects of English LanguageTeaching - Montse Irun
- 11. Reading Fundamental Aspects of English LanguageTeaching - Montse Irun
- 12. About you? What have you read in the last 24 hours? Why did you read them? How did you read them? Fundamental Aspects of English Language Teaching - Montse Irun
- 13. Techniques and strategies to help understanding Cognates Numbers Knowledge of the language / symbols (“, ´, capital letters) Visuals Layout Knowledge of the world SHOW STUDENTS HOW MUCHTHEY CAN UNDERSTAND!!!!! Fundamental Aspects of English LanguageTeaching - Montse Irun
- 14. SCHEMA THEORY Top down processing RAT EHT WAS TAC EHT Fundamental Aspects of English Language Teaching - Montse Irun
- 15. SCHEMA THEORY Top down processing “He went into a restaurant. After the salad he felt better.” Fundamental Aspects of English LanguageTeaching - Montse Irun
- 16. Schema theory "Jane was invited to Jack's birthday party. She wondered if he would like a kite. She went to her room and shook her piggy - bank. It made no sound." Fundamental Aspects of English LanguageTeaching - Montse Irun
- 17. Schema theory "Mary heard the ice-cream man coming down the street. She remembered her birthday money and rushed into the house ..." (Runnelhart 1977: 265) Fundamental Aspects of English LanguageTeaching - Montse Irun
- 18. "... and locked the door" (Fillmore 1980). Fundamental Aspects of English Language Teaching - Montse Irun
- 19. Fundamental Aspects of English Language Teaching - Montse Irun
- 20. Fundamental Aspects of English Language Teaching - Montse Irun
- 21. Fundamental Aspects of English Language Teaching - Montse Irun
- 22. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 23. Reading Strategies Predicting Getting the general picture (skimming) Extracting specific information (scanning) Inferring opinion and attitude Deducing meaning from context Recognising functions and discourse patterns and markers Fundamental Aspects of English Language Teaching - Montse Irun
- 24. Fundamental Aspects of English Language Teaching - Montse Irun
- 25. Steps in a reading activity Pre- reading activity What they know What they can guess before reading Expectations Purpose While-reading activity What they get from the text Main idea Detail Post reading activity Skills integration Fundamental Aspects of English Language Teaching - Montse Irun
- 26. What happened? Which city is it? Where are the people? Why are people there? Fundamental Aspects of English Language Teaching - Montse Irun
- 27. What happened? Splash landing Fundamental Aspects of English Language Teaching - Montse Irun
- 28. Now read the text. Why is Chesley B. Sullenberger a hero? Fundamental Aspects of English Language Teaching - Montse Irun
- 29. Fundamental Aspects of English Language Teaching - Montse Irun Now match the paragraphs of the text with three of these headings. The right decision A terrible coincidence In the freezing water ‘Brace yourselves – we’re going down!’ Find words 1 -6 in the text and match them with the correct definition. 1 land 2 runway 3 take off 4 engine 5 crew The motor of a plane When the plane comes down The people who work on a plane When a plane goes up The place where a plane usually lands. Read the text again and answer these questions: Where did the plane take off? Why did the engines fail? Were the passengers calm while the plane was coming down? Why did the pilot decide to land in the river? Why didn’t most of the survivors get wet? In your opinion, which of these people played a part in avoiding a disaster? Can you think of any other people who were involved?
- 30. Listening Fundamental Aspects of English LanguageTeaching - Montse Irun
- 31. Listening purposes Fundamental Aspects of English LanguageTeaching - Montse Irun
- 32. Why? Essential skill. The more students listen, the better they become at listening. The more students listen, the better their speaking becomes. Fundamental Aspects of English Language Teaching - Montse Irun
- 33. Why listening is difficult Characteristics of the message Characteristics of delivery Characteristics of the listener Characteristics of the environment Fundamental Aspects of English Language Teaching - Montse Irun
- 34. How to teach listening Fundamental Aspects of English Language Teaching - Montse Irun
- 35. Bottom up and top –down model The bottom-up model emphasises the decoding of the smallest units- phonemes and syllables- to lead us towards meaning. The top-down model emphasises the use of background knowledge to predict content. Fundamental Aspects of English Language Teaching - Montse Irun
- 36. What makes a good listening Fundamental Aspects of English Language Teaching - Montse Irun
- 37. Content Fundamental Aspects of English Language Teaching - Montse Irun
- 38. Delivery Fundamental Aspects of English Language Teaching - Montse Irun
- 39. Authentic versus Pedagogic Fundamental Aspects of English Language Teaching - Montse Irun
- 40. Listening sources Textbook recordings Songs DVD, the Internet 'Live' listening (guests) Teacher and student talk Fundamental Aspects of English LanguageTeaching - Montse Irun
- 41. How? Choice of material: natural & a variety of listening genres . Preparation: predicting . First time round: global understanding . Second time round: specific information. Follow up: follow-up questions Fundamental Aspects of English Language Teaching - Montse Irun
- 42. A Listening Activity Fundamental Aspects of English Language Teaching - Montse Irun Prelistening activities While listening activities Post listening activities
- 43. Pre-listening activities Fundamental Aspects of English LanguageTeaching - Montse Irun ‘People never listen without a purpose , except perhaps in a language class’ (Gary Buck)
- 44. Do you need to understand everything? What do you think the situation is? Who is talking? 1 ... single room ... two nights ... early morning call ... breakfast. 2 ... tomorrow ... scattered showers ... temperatures ... 16ºC 3 Welcome ... Captain ... cruising ... 14000 feet ... 4 Once ... time ... bears ....Daddy ... Fundamental Aspects of English Language Teaching - Montse Irun
- 45. Can you predict? 1 Shop assistant: "Can I help you?" Customer: "No, thanks. I'm just __________." 2 Traveller: "A ticket to Brighton, please." Clerk: "Single or ___________." 3 Bank Clerk: "How would you like the money?" Customer: "In __________" 4 Tourist: "Could you tell me the way to Regents Park?" Passer-by: "Sorry, I'm a __________" Fundamental Aspects of English Language Teaching - Montse Irun
- 46. While listening activities Fundamental Aspects of English Language Teaching - Montse Irun
- 47. Post-listening activities Fundamental Aspects of English Language Teaching - Montse Irun
- 48. Characteristics of efective listening activities Pre-set purpose (purpose) Contextualise and bring it to life (expectations) Success-oriented. Simple Silent responses Immediate feedback. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 49. Writing Fundamental Aspects of English LanguageTeaching - Montse Irun
- 50. Purposes of Writing Activities communication consolidation of other learning Fundamental Aspects of English LanguageTeaching - Montse Irun
- 51. What is writing? To organise the content of our thoughts so that others can understand our message. To write accurately, it is necessary to understand • what writing is • the steps that good writers follow. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 52. DEFINITION OF WRITING According to Nunan, (2003) Writing are physical and mental act. - Its about discovering ideas, thinking about how to : – communicate - develop them into statements and paragraphs that will be comprehensible to a reader Writing has dual purpose- to express & impress. - Writers must select the most advantageous medium for their writing -Each types has a different level of difficulty which determined by its objectives. Writing is a process and also a product. - The writer creates, plans, writes various drafts, revises, edits and publishes. - The audience reads is a product.
- 53. Characteristics of the good writer is aware of the audience. makes a plan or outline. re-reads sections already written. revises and modifies the text. uses support strategies to solve problems as they come up pays attention to: Appropriacy Coherence Cohesion Grammatical correction Layout of the text. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 54. Aproaches to writing Product approach Process approach Students mimic a model text, which is usually presented and analysed at an early stage. Students go through a number of steps to produce a text: brainstorm ideas, discuss in groups, write drafts, re-write. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 55. DIFFERENCES Process writing Product writing • text as a resource for comparison • ideas as starting point • more than one draft • more global, focus on purpose, theme, text type, i.e., reader is emphasised • collaborative • imitate model text • organisation of ideas more important than ideas themselves • one draft • features highlighted including controlled practice of those features • individual Fundamental Aspects of English Language Teaching - Montse Irun
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- 57. Stages in a writing activity Pre-writing What is the purpose of this writing? (function) Who am I writing this for? (audience) Analysing products Writing and re-writing First draft: what to say: get the content right first. Redrafting: how to say it most effectively: correcting spelling, punctuation, grammar, etc. Editing How clear might the reader follow my ideas? Check accuracy Fundamental Aspects of English LanguageTeaching - Montse Irun
- 58. Speaking Interacting Fundamental Aspects of English LanguageTeaching - Montse Irun
- 59. Fundamental Aspects of English Language Teaching - Montse Irun Speaking and interacting Differences between writing and oral Skills, microskills and strategies Speak to learn how to speak Oral Language in the classroom Speak to regulate interpersonal relationships Speak to learn contents and thinking skills
- 60. Speaking and interacting Every time there is a message to convey (focus on the message). Monologue or dialogue Every time there is an emphasis on the establishment or maintenance of the social relationships (focus on the social need) Fundamental Aspects of English LanguageTeaching - Montse Irun
- 61. Perceptive-motor microskills Perceive Remember Articulate Fundamental Aspects of English LanguageTeaching - Montse Irun
- 62. Cognitive Processes Speaking consists of 3 stages: Conceptualization: think of what you would like to convey Formulation: look for ways to do it (communicative competence components) Articulation: articulate the sounds When these stages are automàtic fluency Fundamental Aspects of English Language Teaching - Montse Irun
- 63. What speakers need to know? Communicative strategies Circumlocution: I get a red in my head . Word invention: vegetarianist Word Foreignation: a carpet. Aproximation: work table. Empty word: stuff, thing, make, do. Use of another language Paralingüistic elements Asking for help “The taxi driver gets angry and he loses his ... erm what do you say?” Fundamental Aspects of English LanguageTeaching - Montse Irun
- 64. What speakers need to know? Abandonment strategies The speaker gives up or says a less ambitious message. Discursive strategies S1:When did you last see your grandfather? S2: Last see your grandfather last month. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 65. Oral activities classification 1. a) conversation 1. b) speech (monologue) 2. a) planned 2. b) improvised 3. a) preparatory 3. b) an end in itself 4. a) authentic 4. b) simulated Fundamental Aspects of English Language Teaching - Montse Irun
- 66. Oral activities Two students invent a role play to be performed in front of the class. Two students perform the script they have invented. Two students play “who is who” Two students plan the poster and the outline of an oral presentation on “bullying” Two students give an oral presentation on “bullying”. (Cristina Escobar 2006) Fundamental Aspects of English Language Teaching - Montse Irun
- 67. Oral language in the secondary classrooms No teaching tradition Not developed outside the classroom. Lack of confidence No evaluation? New challenges? Fundamental Aspects of English Language Teaching - Montse Irun
- 68. Difficulties Use of the mother tongue. Students’ shyness Students don’t know what to say / do. Students worried about accuracy Only a few participate Students don’t know the language Classroom management Fundamental Aspects of English Language Teaching - Montse Irun
- 69. Classroom strategies Interesting topic Good management Learning strategies Learner training Evaluation Empathy Show comprehension Answer without judging Patient Fundamental Aspects of English Language Teaching - Montse Irun
- 70. Classroom strategies No interruptions Listening to the person. Encourage the use of English in the classroom Praise those who speak in English Make clear that errors are part of the learning process Show they can use English Give students a reason to speak Use recordings Cooperative atmosphere Fundamental Aspects of English Language Teaching - Montse Irun
- 71. Effective oral activities Final tangible result Real objective Simple. Interesting / motivating High participation Real communication Acceptable level of accuracy All students speak English Fundamental Aspects of English LanguageTeaching - Montse Irun Without an information gap and some kind of conflict, speaking activities are not generative and will peter out.
- 72. Analyse this activity Fundamental Aspects of English Language Teaching - Montse Irun
- 73. Integration of skills Fundamental Aspects of English LanguageTeaching - Montse Irun
- 74. Comparison between skills Receptive skills Productive skills 1.- Wide range of language: Understanding of more than one dialect and registers, understanding of a large number of words 1.- Limited range of language: one language variety, limited number of words, 2.- No control over language. 2.- Control over language: the speaker chooses the language to use. 3.- Learned first. 3.- Depend on the receptive skills. One can only write or talk about the things you understand. 4.- Similar subskills: anticipation, inferring information, hypothesis formation, use of contextual information. 4.- Similar subskills: analysis of information, search for information, text planning, linguistic selection, adequacy to the audience. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 75. Grammar and vocabulary Fundamental Aspects of English Language Teaching - Montse Irun
- 76. Why is it important to develop vocabulary and grammar? Grammar allows for greater subtlety of meaning Grammar makes language digestible Learner’s expectations Fundamental Aspects of English Language Teaching - Montse Irun
- 77. Basic principles Efficiency Economy Ease Efficacy Attention Understanding Memory Appropriacy Age, level Size Context etc Fundamental Aspects of English Language Teaching - Montse Irun
- 78. What is grammar, exactly? Fundamental Aspects of English Language Teaching - Montse Irun
- 79. How to teach grammar Fundamental Aspects of English LanguageTeaching - Montse Irun
- 80. Fundamental Aspects of English LanguageTeaching - Montse Irun
- 81. Fundamental Aspects of English Language Teaching - Montse Irun
- 82. Teaching grammar rules The rule of context: in context The rule of use: to facilitate comprehension and production of language The rule of economy: economise on presentation. Maximum practice The rule of relevance: grammar students have problems with The rule of nurture: cyclically The rule of appropriacy: according to level, interests, expectations and learning styles Fundamental Aspects of English Language Teaching - Montse Irun
- 83. Using a dictionary Recognizing word forms Identifying affixes and roots Understanding collocations Guessing meaning from context Vocabulary development Fundamental Aspects of English Language Teaching - Montse Irun
- 84. The end mirun@dal.udl.cat Fundamental Aspects of English LanguageTeaching - Montse Irun