METHODOLOGY I (II Bimestre Abril Agosto 2011)
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Transcript of METHODOLOGY I (II Bimestre Abril Agosto 2011)
METHODOLOGY IAbril – Agosto 2011
ESCUELA:
NOMBRE:
ENGLISH LANGUAGE SCHOOL
SEGUNDO BIMESTRE:
M.S. NINA NESTERENKO
Neurolinguistic Programming 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.
“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
“Programming” refers to patterns or“programs’ of thoughts andbehaviour. 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.
Principles of NLP“know what you want”
maximize similarities and minimize
differences between people
“ Use your senses” – look at,
listen to, and feel
what is happening
Outcomes
Rapport
Sensory acuity
Flexibilityhave a range of skills to do something else if what you are doing is not working.
SKILLS vs PHILOSOPHY
Modelling is central to NLP.
The effectiveness of successful people liesnot in their skills but in theirattitudes, approaches and philosophiesthey have in common which make themcapable of efective work, and these couldbe lerned and transmitted.
Others could learn from these
models to be effective the
same way
In NLP “change “ in a person
is very important
NLP and Teaching
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”.
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
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.
texts, tapes, teacher's manual
collections of vocabulary teaching activities
printout versions of computer corpora collections in text format
computer programs (CD ROM format, downloaded from sites on the Internet
Classroom activitiesShould 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 computers
Use 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
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
COMPETENCY – BASED LANGUAGE TEACHING
USA, 1970`s (CBLT)
Educational movement that is based on
programs that consist in: tasks that lead to
a demonstrated mastery of language
associated with specific skills that are
necessary for individuals to function
proficiently in the society.
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?
Characteristics of
CBLT:- -. It establishes graded objectives: the definition of short – term goals, each building upon the one before, so that learners advance in knowledge and skill.
It teaches language in relation to social contexts in which it is used
It is used for language teaching in situations where learners have specific needs and where language skills they need can be predicted or determined
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.
Description of Competencies
Knowledge and learning
competencies
Oral competencies
Reading competencies
Writing competencies
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 (related to any domain in life, or linked
to the field of work or to social survival in a new
environment )
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).
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
Activities Follow simple oraldirections 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
The competencies are specific andpractical and relate to learners needs
The learners can judgewhether the competenciesare relevant and useful
Learner knows exactly what needs to be learned
Competencies can be mastered one at a time so the learner cansee what has been learned andwhat still remains to be learned
Negative Points
There are no valid procedures available to develop competencylists 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).
It starts from a theory of a
language as communication.
The primary function of
language is to allow inter-
action 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, loc
ation, frequency
2. Categories of communicative function:
requests, denials, offers, complaints
The goal develop communicative compe-
tence.
Language involves functions: Inviting, agreeing, suggestions ,etcwhich students should learn how to use
To have enough exposure tolanguage and opportunities to useit and motivation: language learningwill be successful.
The main point of CLT is to remind teachers that people learnlanguages not so they “ know“ thembut so that they can communicate.
STRANDS OF CLT
Characteristics of CLTIt 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
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 – takingFree
Practice
1.Task- BasedComparing set of pictures and notingsimilarities and differencesWorking out a sequence of events in a set of picturesDiscovering missing picturesin a map or pictures
Giving instructions on how to draw a picture or shape orhow to complete a mapFollowing directionsand solving a problem
Classroom activitiesare unlimited
Conversation and discussions
Debates
Dialogues and role plays
Simulations and improvisations
games ,pair work, interview
dents interact with each other
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 speakerSuccessful communication is achieved collaboratively
Teacher’s roles
Facilitate the communication between all
participants in classroom, and between the
participants and the activities and the text.
To act as an independent participant withinthe learning – teaching group
As a researcher and learner, counselor, group manager.
Text – based:
a lesson topic
Purpose: asking comprehension questions,
taking notes, task analysis for thematic
development, understanding the message,
asking for more information, a practice
situation, description , conversation, etc
- exercise hand-book( text-
book, student book)
- activity cards,
- pair-communication practice
material,
- drills material
TASK – BASED MATERIALS
Authentic materials: signs,
magazines, advertisements,
newspapers, use of maps,
charts, graphs.
Realia:“from life “ materials
1.Presentation of a dialogue (or a situation )
and discussion of language function-formality / informality, setting, topic .
2. Oral parctice of each utterance of thedialogue ( situation ) – individually,ingroups, as a whole class. Similar dialogues may be created.
3. Questions – answers based on thesituation / dialogue.
4. Questions – answers based on thestudents personal experience.
It is a communicative approach. Language is viewedas 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 (listeningto a lecture )
- Academic learning skills: written (takingnotes 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.
- 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
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.
a. Time - there must be sufficient time for a learner to choose and apply the learned rule.
b. Focus on form– focus on
correctness.
a. Knowledge of rules
CONDITIONS
2. The Monitor Hypothesis –Ability to correct our mistakes whilecommunicating.
3. The Natural Order
Hypothesis-the acquisition of grammatical structures is in a predictable order. Errors are signs of naturalistic developmental
processes.
4. The input Hypothesis –
relationship between the learner's exposure to language and language acquisition
5.The Affective Filter Hypothesis-
importance of learner's
emotional state.
- Motivation
- Self – confidence
- Anxiety
- Low affective filter leads
to interaction with more
confidence.
Teacher`s role
Teacher generates a constant flow of language input ( T. is a primary source of comprehensible input in the target language)
Teacher creates an interesting and friendly atmosphere with low affective filter. ( no error correcting, subjects of high interest) .
The use of various interesting technique
and activities, the choice of materials.
Learner decides when to speak
what to speak about
what linguistic expressions to use in speaking
Pre-production stage – response
to physical commands, pointing at
something, etc
STAGES
Early – production - single
words, simple questions and, short phrases and simple answers.
Speech – emergent phase –role-plays, games, exchange of opinions, group problem solving , etc
CLASSROOM ACTIVITIES
The use of imperative
Demonstrations (realia)
The use of pictures, flashcards
Physical descriptions
Simple questions and answers
The use of visuals tointroduce new vocabulary
Identifiying the pictureaccording to description
Short dialoguesConversations
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.
Cooperative Language Teaching
Learning id dependent on the socially
structured exchange of information
between learners and in which each
learner is motivated to increase the
learning of others(Olsen and Kagan,1992)
Emphasis on maximumuse of cooperativeactivities involving pairsand small groups oflearners in the classroom.
to increase cooperation rather then
competition
to develop critical thinking skills
to develop communicative competence through socially structured interaction activities
to provide opportunities for L2 learning through the use of interactive pair/group work
to focus attention on language structures, particular lexical items, and communication through interactive tasks
Lev Vygotsky and Jean Piaget -stress the
central role of social interaction in
learning.
CLL is contrasted with competitivelearning.
working together to
accomplish shared goals.
Cooperation
Learning occurs in groups
1. Formal cooperativelearning groups – are established to achievespecific tasks.
2. Informal cooperative learninggroups - facilitate learning duringdirect teching.
3. Cooperative base groups – giveeach member support, help, encouragement, and assistanceto 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 theanswer and be ready to report and explain.
Topics may be different for each group
Students may use different sources forresearch
Work may be presented in oral or writenform
Each group presents work
for the whole class
(not only for the teacher )
For different groups in the same class
Classroom activities 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
L.a member of a group,
Learners are responsible of their own
learning: they plan,monitor, and evaluate
their own learning
Teacher's Roles
Teacher creates a well-organized learning environment, establishes goals, plans and structures tasks, assigns students in pairs or groups, selects material and time
Teacher is facilitator of learning
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 organizedaround the content or information that
students will acquire, rather thenaround 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
People learn a second language more
successfully when they use the language
as 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 ROLESTEACHER must be good knower of the
subject, besides of English.
- He/ she selects, adapts
authenticmaterial for class use;
- analyzes the students needs,
- develops high- level of student
esteem,
- uses appropriate error
correction techniques.
LEARNER`S ROLES
LEARNERS are sources of content
and active participants in the
selection of topics.
MATERIALS
CBI is based on content area,
or theme – based model 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.
TASK- BASED LANGUAGE
TEACHING, India , 1980s( Prabhu)
TBLT emphasizes the importance of activities:
- Which involve real communication
- 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 or presenting the product of task.
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
POSITIVE POINTSTasks improve learners motivation
and learning
Tasks require the learners to use
authentic language
Tasks include physical activity, they
involve partnership and collaboration
NEGATIVE aspects
Difficult tasks may reduce the
attention, therefore, fluency may
develop at the expense of accuracy
THANK YOU! [email protected]( 072 – 570-275 ( ext. 2327 )