Methodology I
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1 ESCUELA: NOMBRES: METHODOLOGY I 2nd two-month period FECHA: ENGLISH LANGUAGE SCHOOL M.S. NINA NESTERENKO ABRIL- AGOSTO 09
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Difficult tasks may reduce the attention, therefore, fluency may develop at the expense of accuracy
Transcript of Methodology I
1
ESCUELA:
NOMBRES:
METHODOLOGY I2nd two-month period
FECHA:
ENGLISH LANGUAGE SCHOOL
M.S. NINA NESTERENKO
ABRIL- AGOSTO 09
2
1970`s
John Grindler ( linguist ) Richard Bandler( psychologist)It’s a humanistic training philosophy and set of suggestions and training techniques therapist could use in building rapport with
clients, gathering information about their internal and external views of
the world, and helping them achieve goals and bring about personal
change, and designed to convince people that they have the power to control their own and other people’s
lives for the better, and prescriptions on how to do that.
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Approach: Theory of Language and Learning
“ neuro “ refers to the brain and how it functions. “ Neuro” part of NLP is concerned with how we experience the world through our 5 senses and represent it in our minds through neurological process.
“ Linguistic” – refers to a theory communication. It tries to explain both verbal and non-verbal information processing.
“Linguistic “ part of NLP is concerned with the way the language we use shapes and reflects our thinking and experience of the world.
NLP – is an interpersonal communication model
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“Programming” refers to patterns or “programs”of thoughts and behaviour. This part of NLP is concerned with training ourselves to think, to speak, and act in new and positive ways in order to release our potential and reach the achievements we dream about.
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Principles of NLP or “ know what you want”
knowing what you want helps you achieve it.
“Establish rapport with yourself and then
with others” – it is essential for communication
(maximize similarities and minimize differences between
people)
Use your senses” – look at,
listen to, and feel
what is happening.
Outcomes:
Rapport
Sensory acuity
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Flexibility
“ Keep changing what you do until you until you get what you want” – have a range of skills to do something else if what you are doing is not working.
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SKILLS vs PHILOSOPHY Modelling is central to NLP.
- The effectiveness of successful people lies not in
their skills but in their attitudes, approaches and
philosophies they have in common which make
them capable of efective work, and these could be lerned and transmitted.
Others could learn from thse models to be effective the same way. In NLP “change “ in a person is very important
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WHAT TEACHER SHOULD TAKE INTO ACCOUNT
1. Mind and body are interconnected: they are
parts of the same system, and each affects the
other.
2. We all have different maps of he world.
3. There is no failure, only feedback and
the opportunity for success.
4. Knowing what you want helps you
to get it.
5. The resources we need are within us..
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7. Communication is nonverbal as well as verbal.8. Communication is nonconscious as well as conscious.9. All behaviour has a positive intention.10. The meaning of my communication is the response I get.11. Modeling excellent behaviour leads to excellence.12. In any system, the element with the greatest flexibility will have the most influence on
that system.
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Teachers seek to apply the principles
in their teaching and this leads to
different responses to many classroom events and processes. (need for rapport )
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RAPPORT – meeting others in their
world, to understand their needs,
values and their culture and communicating
in the congruent ways.
(“Putting yourself in someone's shoes”)
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NLP can be applied to the teaching of all aspects of language.
The suggested lesson sequence is “ to help students become aware of a feeling level of the conceptual meaning of a grammatical structure”.
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THE LEXICAL APPROACH
belief that “building blocks “ of language learning and
communication are not grammar, functions,notions,
but LEXIS – words and word combinations ( word collocations) .Collocations – are regular occurrence together of words.Phrasal verbs and idioms are varieties of
collocations. Lexis plays a central role in language learning.
Main point of LA
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Krashen – through reading
Lewis (2000) – through teacher’ s talk
(teacher is a “knower”, learner – a “discoverer “ )
Teacher's talk is a major source of learner
input in demonstrating how lexical phrases
are used for different functional purposes.
Computer – based applications - through
investigations and comparison.
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1. texts, tapes, teacher's manual.
2.collections of vocabulary teaching activities.3. printout versions of computer corpora collections in text format.
4. computer programs ( CD ROM format, to downloaded from sites on the Internet).
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Classroom activities
Should involve the use of tasks that that draw student’s attention to lexical collocations and seek to enhance their retention and use of collocations.
Use of exercises that focus on lexical phrases through debates, analyzing contexts.
Use of comparative analysis via computersUse of reading or contexts that enable students to discover the collocations; select the collocations which are crucial for student’s needs.
Use of exercises that involve teaching individual collocations.
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Classroom Activities
Teaching individual collocations
Making students aware of collocations
Write word definitions
Write the sentences with the new words
Give synonyms / antonyms
Give feedback on learner’s errors.
Store collocations or phrase verbs and idioms in a lexical
notebook
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COMPETENCY – BASED LANGUAGE TEACHING
USA, 1970`s ( CBLT )
Educational movement that is based on programs that consist in the following:
. tasks that lead to a demonstrated mastery of language associated with specific skills that are necessary for individuals to function proficiently in the society.
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How appropriate is our vocabulary? How would we speak in different situations? How can we apply our vocabulary focusing on
life skills? How is the function of our language in
different contexts?
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Characteristics of CBLT:
- -.
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Characteristics of CBLT It has the notion that certain life encounters
certain language (designers of CBLT can
predict the vocabulary and structures likely
to be encountered in those particular situations)
CBLT is built around communicative competence and seeks to develop functional communication skills in learners. ( through specific real – world tasks)
Competencies are designed to enable learners to
participate effectively in society.
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Description of Competencies
Knowledge and learning competencies
Oral competencies
Reading competencies
Writing competencies
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CBLT design
It designed around the notion of competency
Competencies consist of description of
essential skills, attitudes, and behaviours required
for effective performance of a real - world tasks or
activities (they may be related to any domain in
life , or linked to the field of work or to social
survival in a new environment )
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According to Auerbach (1986), factors involved in implementation of CBE in
ESL :
1.The focus on successful
functioning in society.
2. A focus on life skills.
3.Task – or performance-centered orientation (what students can do as a result of instruction)
4. Modularized instruction ( objectives and sub-objectives- to have a clear sense of progress).
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5. Outcomes that are made explicit a priori : students know exactly what behaviours are expected of them.
6. Continuous and ongoing assessment. ( students determine what skills they lack).7. Demonstrated mastery of performance
objectives – abilities to demon- strate prespecified behaviours. 8.Individualized, student-centered instruction : objectives are defined in terms if individual needs, students
progress at their own rate and on those areas in which
they lack competence.
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Activities Fill job application Perform job interview Follow instructions to carry out a simple task Respond appropriately to supervisor’ s comments Use social language Understand and comment work schedules , fill paychecks Read charts labels, forms written instructions
to perform a task State problem and ask for help if necessary
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ActivitiesFollow simple oral directions to locate a place.
Report completion of task to supervisor.
Ask where object is located: follow oral directions to locate an object
Respond appropriately to work interruption or modification
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1.The competencies are specific and practical and relate to learners needs.2. The learners can judge whether the competencies are relevant and useful.3. Learner knows exactly what needs to be learned.4. Competencies can be mastered one at a time so the learner can see what has been learned and what still remains to be learned.
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Negative Points
- There are no valid procedures available to develop competency lists for more programs.- Many of the areas for which competencies are needed are impossible to operationalize( areas of “adult living”,“survival”, “functioning proficiency in the community”, etc).
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( British language teaching, late 1960s)THEORY OF LANGUAGE
It starts from a theory of a language as communication. Language is a system for the expression of meaning. The primary function of language is to
allow interaction and communication. The focus on communicative and
contextual factors in language use. Communicative acts underline the ability
to use language for different purposes.
British linguist, D:A Wilkins( 1972) proposed functional definition of language
Two types of meaning:
1.Notional categories – time, sequence, quantity, location, frequency
2. Categories of communicative function: requests, denials, offers, complaints
The goal develop communicative competence.
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STRANDS OF CLTLanguage is not just bits of grammar, italso involves language functions( inviting,agreeing, suggestions etc ) which studentsshould learn how to use.
If students get enough exposureto language and have opportunities to use it and if they are motivated, then language learning will be successful.
The main point of CLT is to remind
teachers that people learnlanguages not so they
“know“thembut so that they can communicate.
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Theory of Learning activities that involve real
communication promote learning. activities in which language is used for carrying out meaningful tasks promote learning. Language that is meaningful to the learner supports the learning process Learning activities are selected according to how well they engage the learner in meaningful and authentic language ( rather than mechanical practice of language patterns )
Communication principle
Task principle
Meaningful principle:
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It is a learner – centered approach
Authentic and meaningful communication is the goal of
classroom activities.
Fluency is given priority
Integration of all language skills
Communication is a creative process that involves trial and error
Learning a language through using it to communicate
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Appropriateness - use of formal/informal language according to the situation.
Message focus: creating/understanding of message ( real meaning).
Psycholinguistic processing: engage learners in the use of cognitive and other processes of SL acquisition.
Risk – taking
Free Practice
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are unlimited. All the activities should engage learners in
communication.
Purpose:
enable learners to attain communicative objectives
of the curriculum, engage learners in communication
and require the use of such communicative processes
as information sharing, negotiation of meaning, and
interaction.
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1. Task- Based : Comparing set of pictures and noting
similarities and differences Working out a sequence of events in a
set of pictures Discovering missing pictures in a map or
pictures Giving instructions on how to draw a picture or shape or how to complete a map Following directions and solving a problem
Functional
communication activities:
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Conversation and discussion sessions Debates Dialogues and role plays Simulations and improvisations
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games pair work Interview
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Students interact
with each other rather than with the teacher.
Learners see that failed communication is the joint responsibility, and not the fault of listener or speaker
Successful communication is achieved collabora-tively.
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Teacher’s roles
Facilitate the communication between all participants
in classroom, and between the participants and the
various activities and the text.
To act as an independent participant within the learning – teaching group
As a researcher and learner, counselor, group manager.
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one-to-one sessions In groups Planning group and individual instructions
Teacher assumes the responsibility through:
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Text – based:a lesson topic (purpose: asking comprehen-
sion questions, taking notes, task analysis
for thematic development , understanding
the message), asking for more information)
a practice situation, description , conversa-
tion ), etc
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- exercise hand-book( text-book, student book)
- activity cards,
- pair – communication practice material,
- drills material
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Authentic materials: signs, magazines, advertisements, newspapers, use of maps, charts, graphs.
Realia: “from life “ materials
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1.Presentation of a dialogue ( or a situation ) and discussion of language function – formality
/ informality, setting, topic .2. Oral parctice of each utterance of the
dialogue ( situation ) – individually,in groups, as a whole class. Similar dialogues may be created.
3. Questions – answers based on the situation / dialogue.
4. Questions – answers based on the students
personal experience.
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5.Study of basic communicative expressions in the dialogue or the structures which exemplify the function ( provide additional examples)
6. Generalization of the rules ( oral and written forms) ; position in the utterance; formality / informality; the meaning and grammatical function;
7. Oral production activities – from guided to freer communication activities
8. Evaluation of learning ( orally )- Ex: How would you ask your friend / me to … ?
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THEORY of LANGUAGEIt is a communicatie approach. Language is
viewed as a vehicle for communicating meaning and message.
to achieve basic
personal communication skills:
oral ( listening to public
announcements)- Basic personal communication
skills : written ( reading and writing )- Academic learning skills: oral
( listening to a lecture )- Academic learning skills : written
( taking notes in class)
GOALS
Specific objectives depend on learners needs and
the skill ( reading, writing, listening , and speaking )
Help beginners become intermediates
Develop basic communication skills , both oral and written, in every day situations.
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- NA places no emphasis on teacher monologues, direct repetition, and formal question and answer.
- less focus on accuracy
- Exposure(input ), rather then practice
- Central role of Comprehension
BUT it emphasizes
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- Informal settings- affection and - emotional preparedness for learning- prolonged period of attention
before language production ( Silent period)
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1. The Acquisition / Learning Hypothesis –
Acquisition is the “natural way”- it refers to an unconscious process that involves the development of language proficiency through understanding and through meaningful communication.
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Learning – is a process of development of conscious rules about a language. - Ability to verbalize this knowledge. -The need for formal teaching and error correction .
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a. Time - there must be sufficient time for a learner to choose and apply the learned rule.
b. Focus on form – focus on correctness.
c. Knowledge of rules
CONDITIONS
2. The Monitor Hypothesis –
ability to correct our mistakes
while communicating.
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3. The Natural Order Hypothesis- the acquisition of grammatical structures is in a predictable order. Errors are signs of naturalistic developmental processes.
situation and context, extralinguistic information (knowledge of the world) .
Fluency appears independently in time, after the learner has acquired linguistic competence.
Comprehensible input refers to understanding of the context .
4. The input Hypothesis – relationship between the learner's exposure to language and language acquisition:
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5. The Affective Filter Hypothesis-
importance of learner's
emotional state.
- Motivation
- Self – confidence
- Anxiety
- Low affective filter leads to interaction with
more confidence.
Pre-production stage response to physical commands, pointing at something, etc
Early – productionsingle words, simple questions and, short phrases and simple answers.
Speech – emergent phase – role- plays, games, exchange of opinions, group problem solving , etc
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Goal make class activities meaningful, relate them to the real world, foster comprehension and communication among learners.
The use of realia : pictures, visual aids, schedules, advertisements, maps, books, etc.
The use of imperative mood( commands ) Demonstrations (realia) The use of pictures, flashcards Physical descriptions Simple questions and answers
The use of visuals to introduce new vocabulary
Identifiying the picture according to description
Short dialogues
Conversations
Cooperative Language Teaching
Learning id dependent on the socially structured exchange of information between learners and in which each lerner is motivated to increase the learning of others ( Olsen and Kagan 1992:8 )
Emphasis on maximum use of cooperative activities involving pairs and small groups of learners in the classroom.
MAIN POINT
to increase cooperation rather then
competition
to develop critical thinking skills
to develop communicative competence through socially structured interaction activities
to provide opportunities for second language learning through the use of interactive pair/group work
to focus attention on language structures, particular lexical items, and communication through interactive tasks
to provide teachers with a methodology to enable them to achieve this goal and one that can be applied in a variety of curriculum settings
Lev Vygotsky and Jean Piaget - stress the central role of social interaction in learning.
CLL is contrasted with competitive learning.
is working
together to accomplish
shared goals.
Cooperation
Advantages of CLL
Increased frequency and variety of practice through interaction
Possibility for development or use of language in ways that support cognitive development and increased language skills
Integration of language with
content – based instruction.
Advantages of CLL
opportunities to use a greater variety of materials to stimulate language as well as concept learning.
opportunities for teachers to master profe-
ssional skills, emphasizing communication.
students act as resources for each other, they become more active in their learning.
Learning occurs in groups.
1. Formal cooperative learning groups – are established to achieve specific tasks.
2. Informal cooperative learning groups - facilitate learning during direct teching.
3. Cooperative base groups – give each member support, help, encouragement, and assistance to succeed academically.
IMPORTANT ASPECTS OF GROUP WORK For one group:
- All students work on the same material
- Teacher directs presentation of the task
- Everyone should know what to do
- Any group member should know the answer and be ready to report and explain.
Topics may be different for each group
Students may use different sources for research
Work may be presented in oral or writen form
Each group presents work for the whole class (not only for the teacher )
For different groups in the same class
Exchange of opinions Sharing information and discussing it group projects Pair work Information-gap activities ( filling
missing information during interaction with another group or partner )
Interviews Round tables Solving problems
Learners Roles
Learner is a member of a group Learners are responsible of
their own learning: they plan, monitor , and evaluate their own learning
Teacher creates a well-organized learning environment
T. establishes goals, plans and structures tasks
T. assigns students in pairs or groups
T. selects material and time T. is facilitator of learning –
helping students during the class
Teacher's Roles
Content – Based Instruction (1980`s).
CBI is based on the principles of Communicative Language Teaching – class should be focused on real communication and the exchange of information.
In this approach, teaching is organized around the content or information that
students will acquire, rather then around a linguistic type of syllabus.
language is used for specific purposes ( academic, vocational, social). Learning is believed to be more motivating when students use topics of a particular interest.
The language that is being taught could be used to present subject matter
Main point
1. To activate and develop
existing English language skills.
2. To acquire learning skills and
strategies that could be applied in future language development opportunities
3. To develop general academic skills applicable to university studies in all subject areas
4. To broaden student`s understanding of English – speaking peoples.
Objectives of CBI
.
People learn a second language more successfully when they use the languageas a means of acquiring information.
CBI better reflects learner's needs for learning a second language – prepare students for academic studies, and to be able to access the content of academic learning and teaching as quickly as possible.
CLASS ACTIVITIES
- Vocabulary building- Communicative inter – action- Study skills- Group work and team-building
techniques- Jigsaw reading arrangements- Much writing- Language skill improvement
TEACHER`S ROLES
TEACHER must be good knower of the subject, besides of English. - He/ she selects, adapts
authentic material for class use; - analyzes the students needs, - develops high- level of student esteem, and - uses appropriate error correction techniques.
LEARNER`S ROLESLEARNERS are sources of content and
active participants in the
selection of topics.
MATERIALS
CBI is based on content area , or theme – basedmodel in which content and instructional
sequence is chosen according to language learning goals. - Authentic texts, subject textbooks, articles related to the subject.Materials could be adapted or modified to achieve maximum comprehensibility.
MATERIALS
TBLT is an approach based on the
use of tasks requiring increasingly complex
use of language.
The tasks are done in groups where learners use English they already know.
TBLT emphasizes the importance of activities:
- Which involve real communication (conversation )- In which language is meaningful and is used for carrying
out meaningful tasks. a. real world tasks (ex: phone conversation, filling hotel forms, etc )
b. pedagogical tasks (ex: doing a grammar exercise,etc)
TASKS
PRE- TASK : - introduction to a topic, listening,
reading, brainstorming; activation of essential language previously learned)
TASK : - Planning the task, doing the task ( finding
solution to a puzzle, reading a map, writing a
letter, making a phone call, etc) , and reporting
on the task or presenting the product of task.
Procedure
POST –TASK : - Focus on language used, error correction, comments on tasks; practice of the language ( reviewing new grammar or vocabulary used during the task, etc; discussion of the task.
Important clear objectives and a sense of achievement
Procedure
POSITIVE POINTS
Tasks improve learners motivation and promote learning Tasks require the learners to use authentic language Tasks are varied in format and operation Tasks include physical activity, they involve partnership and collaboration
Difficult tasks may reduce the attention, therefore, fluency may develop at the expense of accuracy
NEGATIVE aspects
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