Adapt don’t adopt
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Transcript of Adapt don’t adopt
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Adapt Don’t Adopt
Historical Bases of Today’s Options
Magda Enriquez Beitler
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Approaches on a Pendulum
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To use a language
To analyze a language
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Teach UseJohan Amos Comenius – 1631Students:• Imitate • Repeat• Limit vocabulary• Practice reading• Get meaning through pictures
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Teach AnalysisKarl Ploetz –(1880)Grammar Translation
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Teach Use François Gouin (1880) Exclusive use of target language in the
classroomAlexander von Humboldt (1886) Language cannot be taught, one can
only create conditions for learning to take place
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Teach UseInternational Phonetic Association – (1896)
- Spoken form of language is primary and it should be taught first- Phonetics should be applied to language teaching- Teachers and learners should be trained in phonics
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XX Century
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Approach
Theory
Research Paradigm
Philosophy
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Method Set of Procedures
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Technique
Classroom Device
Activity
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Nine Approaches of the XX Century
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Grammar Translation
Instruction is given in L1
Little use of target language for communication
Focus is on grammar, reading texts, translations
Teacher does not have to speak target language
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Direct Approach
No use of L1
Conversational style Use of actions and pictures Grammar is learned inductively Reading is for pleasure Target culture is taught
inductively Teacher must be proficient in L2
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Reading Approach
Reading comprehension is emphasized and grammar is only taught as needed
Vocabulary is first controlled and then expanded
Translations are used Teacher does not need good oral
proficiency
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World War II
Urgent need to Communicate
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1945
US - Audiovisual Approach
UK - Oral or Situational Approach
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Audio-lingualism
Lesson begins with dialogue Use of mimicry and memorization Use of listening, speaking, reading in a
sequence. Writing is postponed Grammatical structures are also sequenced Controlled vocabulary and pronunciation to
prevent learners’ mistakes Teacher must be proficient in the structure
given by the learning activities and materials
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Oral-Situational
Inspired in behaviorist psychology (Skinner 1957)
Spoken language L1
All materials are presented orally first Only target language is used in the
classroom Grammatical structures go from simple to
complex New items are presented and practiced
situationally
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Cognitive
Inspired by cognitive psychology (Neisser1967) and the Chomsky Revolution (1959, 1965)
Language is acquired, not learned, and grammar is taught deductively
Learning is individualized Reading, writing and vocabulary are
important Errors are part of the learning process Teacher must be proficient in target
language
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Affective Humanistic
Inspired in the concept of affective consideration
Emphasizes respect, meaningful communication and cooperative learning
Learning environment is more important than materials or methods
Cooperative learning Teacher is viewed as facilitator and
should be proficient in L1 and L2
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Comprehension-Based
L2 is acquired in the same form as L1 (Krashen and Terrell, 1983)
Listening comprehension is very important to spontaneously develop speaking, reading and writing
Learners: Begin by listening to comprehensible input Speak only when they feel comfortable Progress by scaffolding comprehensible input Uses rules to monitor learning Can understand and be understood Teacher can use audiotapes and videotapes
when not a native speaker
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Communicative
Goal is for learner to communicate in target language
Cooperative learning Uses authentic language and real
life situations Skills are integrated from the
beginning Teacher is a facilitator who is
proficient in target language
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XXI Century
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Communicative Language Teaching CLT
ListeningViewingReading
Passive
Receptive
Input=
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SpeakingWriting
Output=
Active
Productive
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Input must be comprehensible
Output must communicate
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ListeningViewingReading
Passive
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Active participants in the interpretation,
expression and negotiation of
meaning
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Communicative competence includes not only grammatical competence, but pragmatic competence in an interactive way
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Communicative Competence
Grammatical Competence-The ability to recognize the lexical,
morphological, syntactic and phonological features of a language not by stating the rule but by using the rule.
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Discourse Competence
-Bottom-up processing- Identification of isolated words helps understand the whole
-Top-down processing – Understanding the theme or topic helps understand the whole
-Coherence
-Cohesion
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Socio-cultural competence or Cultural
awareness- Understanding of social context in which language is used- The roles of the participants- The information they share- The function of the interaction
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Strategic Competence- Communicative competence is relative- Coping is needed
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How do we as teachers can facilitate Communicative Language Teaching?
Question is…
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