BEGINNERS Linguistica

7/31/2019 BEGINNERS Linguistica

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Universidad Nacional ExperimentalFrancisco de Miranda

rea. Cs de la EducacinApplied Linguistics

Bachilleres:

Carrasquero yodeixa

Cohen Jessica

Guigan Audrey

Santa Ana de Coro, Junio 2008


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Teaching beginners is considered by many to be the

most challengine level of language instruction.Since

students at this level have little or no prior knowledge

of English on which to build, the teacher (andaccompanying techniques and materials) becomes a

central determiner in whether or no students

accomplish their goals.


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Teaching Beginning Levels have ten factors:

1. Student`s cognitive processes

2. The role of the teacher

3. Teacher talk

4. Authenticity of language

5. Fluency and accuracy

6. Student creativity

7. Techniques

8. Listening and speaking goals

9. Reading and writing goals

10.Grammar


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LEVEL 1 Beginner

The knowledge of a beginner student mayrange from knowing nothing of the language

to havingbasic vocabulary and knowledgeof some phrases, but being generally unable

to communicate in the language.


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LEVEL 2 - High Beginner

At a high beginner level, a student can ask andrespond to simple questions, request information,and relate basic biographical data. A student mayunderstand the basics of a topic if it is familiar and

visual aids are used.

At work, high beginner students may be able tounderstand basic instructions, receive limiteddirections, and understand a predictable telephonemessage. A student may understand the basics of alecture if it is a familiar topic and visual aids areused.
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At this level, students are capable of managing the language withineveryday situations that are predictable. They can talk about personal

interests, have survival skills for travel, and can express andrecognize some degree of opinion, attitude, and mood within a limited

conversation.

At work, intermediate students can interact with clients andcolleagues when the topic is predictable and within their field of

knowledge. A student will be able to ask basic questions andunderstand a lecturer if allowances are made for non-native speakers.

LEVEL 3 Intermediate
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LEVEL 4 - High Intermediate

At a high intermediate level, a student can manage the basicstructures of the language, has a substantial vocabulary, and isconfident within routine situations that arise socially or whiletraveling. Users at this level can communicate about a substantial

range of subjects, express opinions, and give detailed information.

At work, high intermediate students can understand andparticipate in meetings to a limited degree, and exchange opinionson familiar topics. A person at this level can understand lecturers

when the subject is predictable as well as ask questions that arenot complicated
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An advanced student has a high degree of fluency and acomfortable use of language structure. At this level,students are aware of the role that the language plays withinthe culture and can adapt their language use according to thesituation. They can manage themselves easily within routine

areas, can maintain lengthy casual conversations, and have awide range of expressions.

At work, advanced students can easily discuss work-relatedtopics, give presentations, and effectively argue a point or

defend a position. Likewise they can follow meetings ontopics within their area of knowledge. A student at this levelcan understand lectures and give presentations if the topic isnot particularly complex.

LEVEL 5 Advanced


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The difference between

'False' and 'Absolute' beginners

Most ESL / EFL teachers agree that there are two types of

beginning students: Absolute Beginners and False

Beginners. If you are teaching in the USA, Canada,

Australia, a European country or Japan, chances are that

most beginners you teach will be false beginners.

Teaching false beginners and absolute beginners require

different approaches. Here is what to expect from false

and absolute beginners:


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False Beginners

Beginners that have already studied some English at some pointin their life. Most of these learners have studied English at

school, many for a number of years. These learners have usuallyhad some contact with English since their schools years, but feel

that they have little command of the language and thereforewant to begin 'from the top'. Teachers can usually assume that

these students will understand basic conversations and questionssuch as: 'Are you married?', 'Where are you from?', 'Do you

speak English?', and so on. Often these learners will be familiar

with grammar concepts and teachers can launch into descriptionsof sentence structure and have students follow along reasonably

well.


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Absolute Beginners

These are learners who have had no contact with English at all.They often come from developing nations and often have had

very little education. These students are often more challenging

to teach as the teacher can not expect learners to understandeven a minimal amount of English. The question,'How are you?',will not be understood and the teacher must begin at the very

beginning, usually with no common language with which to explainthe basics.


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Tips for Teaching Absolute Beginners

When teaching 'Absolute Beginners' there are a number of thingsto keep in mind:

Absolute Beginners have had no contact with English

When teaching someone who has had no prior (or very little)contact with the language, you need to carefully choose what youpresent. Here is an example of the type of thinking that needs to

go into planning a lesson:If I begin the first lesson with, 'Hi, my name is Ken. What is your

name?', I am presenting three (!) concepts at once:The verb 'be'Possessive pronouns 'my' and 'your'

Subject and verb inversion in the question form.


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Do not assume familiarity with linguisticconcepts

This is rather obvious, but often ignored by many teachers. If you

write a grammar chart - even a simple one - on the board, you areassuming that students are familiar with grammar charts.

Students may not have had the type of education that involvescharts and representations. By keeping things aural and visual

(gestures, pictures, etc.) you will be appealing to learning styles

that students are sure to have acquired in everyday life.


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Use exaggerated visual gesturesUsing gestures such as pointing to yourself and

saying, 'I am Ken', and then pointing to thestudent to repeat helps students understand

what you want of them, without confusing themby more language such as; 'Now, repeat'. Developspecific gestures as codes for certain linguisticoperations. For example, to illustrate the idea of

inversion in the question form you can extendyour two arms and say, 'My name is Ken' and thencross your arms and ask, 'Is your name Ken?'


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This gesture can then be repeated as linguistic

skills become more advanced and the students willunderstand that a question needs to be asked. Forexample, 'I live in New York' and then cross your

arms and ask, 'Where do you live'. When a studentmakes a mistake asking a question, you can thencross your arms and the student will understandthat he / she needs to invert in order to ask a

question


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Try to pick up a few phrases of the learner'snative tongue

This is purely a psychological trick. Learners - especiallyadult learners - who are learning English with no priorexperience are not only undergoing a difficult learning

experience. In many cases, they are also learning how tolearn a language. If you put yourself on the line by

expressing the desire to learn a few phrases of yourstudents' native language, you can go a long way towards

building a rapport with students which will help them feelmore at ease in class.


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Tips for Teaching False Beginners

When teaching 'False Beginners' you can be a bit moreadventurous in your approach to teaching. Here are some

things that you can count on - and some points to watch outfor:

Make allowances for the different levels of your

'false' beginner class

False beginners will all have had some English training atsome point in the past and this can cause some special

problems.

Some learners will really know more than they admit and,with the passing of time, might become bored with some of

the basics.


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When you begin teaching absolute beginners it isimportant to use gestures, pointing and what is often

called "modeling". You can begin teaching subjectpronouns and also introduce the verb 'to be'


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BEGINNERS Linguistica

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