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THE
CONCEPTUALBASIS OFSECOND
LANGUAGETEACHING ANDLEARNING
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LANGUAGE EDUCATION
} Language education is the teaching andlearning of a foreign orsecond language
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LANGUAGE TEACHING AND LEARNING
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English as a foreign or second
language} ESL (English as a second language), ESOL (English for speakers of
other languages), and EFL (English as a foreign language) all refer
to the use or study of English by speakers with a different nativelanguage.
} ELT (English language teaching) is a widely-used teacher-centered
term, as in the English language teaching divisions of large
publishing houses, ELT training, etc. The abbreviations TESL
(teaching English as a second language), TESOL (teaching English
to speakers of other languages) and TEFL (teaching English as aforeign language) are also used.
} Other terms used in this field include EAL (English as an additionallanguage), EIL (English as an international language), ELF (English as
a lingua franca), ESP (English for special purposes, or English for
specific purposes), EAP (English for academic purposes). Some
terms that refer to those who are learning English are ELL (Englishlanguage learner), LEP (limited English proficiency) and CLD
(culturally and linguistically diverse).
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LANGUAGE TEACHING AND LEARNING
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Origins of LANGUAGE TEACHING} It was around the fifth century B.C that in ancient India the
early states of language were written down as a set of rules.This was, in fact, a grammar of Sanskrit whose effects went
far beyond the original intentions of the authors.
} In the seventeenth century, Jan Amos Komensky (1592-1670), commonly known as Comenius, is often said to bethe founder of the Didactics of Language; for him, the worddidactics means the art of teaching. Language study
and therefore, language teaching was to be promoted insubsequent centuries through the fields of philosophy, logic,
rhetoric, sociology, and religion, among others, providingthe framework for the main task of linguistic scholars. This
was basically to study and understand the generalprinciples upon which all languages are built and in doing
so, teach them better.
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LANGUAGE TEACHING AND LEARNING
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1. Up to the eighteenth century:The spread of English language teaching in Europe
} Ancient Times
} Europe in Early Times: The decline of Latin
2. The nineteenth century:Approaches and Methods on language teaching
} The Grammar-Translation method
} Individual reformers: Marcel, Prendergast and Gouin
} The Reform Movement: Sweet, Vitor and Passy. The role of phonetics
} The Direct Method. Natural methods from Montaigne to Berlitz
3. The twentieth century:A communicative approach
} The Communicative Language Teaching Approach
} The influence of sociology and psychology on language teaching
} Approaches and theories of language and language learning} Approaches of language and language learning
} Influential theories on language learning
} Language teaching methods} The Oral Approach and Situational Language teaching method
} The Audiolingual method
} Total Physical Response
} The Silent Way
} Community Language Learning
} Suggestopedia
4. NEW DIRECTIONS ON LANGUAGE TEACHING
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1. Up to the eighteenth century: The spread of
English language teaching in Europe
}Ancient Times-Richards & Rodgers (1992) state, the function of the earliesteducational systems was primarily to teach religion and to
promote the traditions of the people.
-During the Middle Ages (15th-16th century), the earlyeducational systems of the nations of the Western worldemanated from the Judea-Christian religious traditions,
which were combined with traditions derived from ancientGreece philosophers like Socrates, Plato, and Aristotle.
}
Europe in Early Times: The decline of Latin-Beginning around the 16th century, French, Italian, andEnglish gained in importance as a result of political changes
in Europe, and Latin gradually became displaced as alanguage of spoken and written communication.
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2. The nineteenth century: Approaches and Methods
on language teaching}Grammar-translation Method-The grammar-translation method was the dominant foreign
language teaching method in Europe from the 1840s to the 1940s,
and a version of it continues to be widely used in some parts of the
world. As Richards & Rodgers (1992) points out, it is still used
nowadays where understanding literary texts is the primary focus of
foreign language study.
} Individual reformers: Marcel, Prendergast
and Gouin-The Frenchman Claude Marcel (1793-1896) emphasized the
importance of meaning in learning, proposing a rational method,
and referring to child language learning as a model for languageteaching.
-The Englishman Thomas Prendergast (1806-1886) created amastery system on a structural syllabus to work on basic structural
patterns occurring in the language.
-Frenchman Franois Gouinsapproach to teaching was based on
his observations of childrens use of language.
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2. THE NINETEENTH CENTURY:APPROACHES AND METHODS ONLANGUAGE TEACHING
} The Reform Movement: Sweet, Vitor and Passy.
The role of phonetics-One of the earliest goals of the association is the leading role of
phonetics within the teaching of modern languages; Henry Sweet(1899) set forth principles for the development of teaching methods
based on sound methodological principles (an applied linguisticapproach).
-ForWilhelm Vitor, whose name is directly associated with a
phonetic method, speech patterns were the fundamental elements
of language, stressing the value of training teachers in the new
science of phonetics . In general the reformers believed thatgrammar had to be taught inductively, translation avoided, and a
language learning based on hearing the language first, beforeseeing it in written forms.
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} The Direct Method. Natural methods from
Montaigne to Berlitz-Among those who tried to apply natural principles to language
classes in America were L. Sauveur (1826-1907) and MaximiliamBerlitz who promoted the use of intensive oral interaction in the
target language. Saveurs method became known as the NaturalMethod and was seriously considered in language teaching.
-Berlitz, however, never used the term natural and named his
method the Berlitz method (1878), and it was known for being
taught in private language schools, high-motivated clients, the use
of native-speaking teachers, and no translation under anycircumstances. In spite of his success, this method lacked a basis in
applied linguistic theory, and failed to consider the practicalrealities of the classroom.
THE CONCEPTUAL BASIS OF SECOND
LANGUAGE TEACHING AND LEARNING2. THE NINETEENTH CENTURY:APPROACHES AND METHODS ONLANGUAGE TEACHING
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3. The twentieth century: A communicative
approach} The Communicative Language Teaching
Approach-Scholars such as Halliday, Hymes, Labov and the American linguist
Noam Chomsky challenged previous assumptions about language
structure and language learning, taking the position that language
is creative (not memorized by repetition and imitation) and rulegoverned (not based on habits). ForHymes (1972), the goal oflanguage teaching is to develop a communicative
competence, that is, the knowledge and ability a learner needs to
be communicatively competent in a speech community. Halliday
(1970) elaborated a functional theory of the functions of language,
and Canale and Swain (1980) identified four dimensions of
communicative competence: grammatical, sociolinguistic,discourse and strategic competence.
-Chomsky demonstrated that the fundamental characteristics of
language creativity and uniqueness of individual sentences- were
not part of the structural theories of language.
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3. THE TWENTIETH CENTURY:A COMMUNICATIVE APPROACH
} The influence of sociology and psychology on
language teachingSOCIOLINGUSTICS-studies the ways in which language interacts
with society in relation to race, nationality, regional, social and
political groups, and the interactions of individuals within groups.
Edwar Sapirand Leonard Bloomfield claimed that everylanguage consists of a series of unique structures and that the
construction of sentences follows certain regular patterns.
PSYCHOLINGUISTICS-focuses on how language is influenced by
memory, attention, recall and constraints on perception, and the
extent to which language has a central role to play in the
understanding of human development.
Behaviorism has had a great effect on language teaching.
Theorists as Ivan Pavlov and Skinner, believed that languageswere made up of a series of habits, and that if learners could
develop all these habits, they would speak the language well.
Linguists such as R. Ellis orStephen Krashen and Tracy Terrells
contribution show an approach focusing on teaching
communicative abilities and emphasizing the primacy ofmeaning when second language acquisition is on study.
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3. THE TWENTIETH CENTURY:A COMMUNICATIVE APPROACH
}
Approaches and theories of language and languagelearning
} Influential theories on language learning
Most of the researchers have been influenced by the development of
generative theory where the most important area is the investigation
of the acquisition of language by children.
1. Stephen D. Krashen developed a second language acquisitionresearch as a source for learning theories. He distinguishes two
concepts here, acquisition and learning, where acquisition is seen
as the basic process involved in developing language proficiency.
2. Tracy D. Terrell is closely related to Krashen and their theories
emphasize the nature of the human and physical context in which
language learning takes place. Their learning theory is supported
by three main principles. Firstly, they claim that comprehensionprecedes production (commonly known as input); secondly,
they state that production may emerge in stages and students are
not forced to speak before they are ready; and thirdly the fact
that the course syllabus consists of communicative goals, thusclassroom activities are organized, by topic, not grammar
(Krashen & Terrell 1983).
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3. THE TWENTIETH CENTURY:A COMMUNICATIVE APPROACH
}
Approaches and theories of language and languagelearning
} Influential theories on language learning
3. Noam Chomsky demonstrated that creativity and individual
sentences formation were fundamental characteristics of
language, not part of the structural theories of language
4. James Ashers Total Physical Response (1977) centers on bothprocesses and conditions aspects of learning. Thus coordinating
language production with body movement and physical actions is
believed to provide the conditions for success in language
learning.
5. Charles A. Currans approach, the Counseling- Learning (1972),
focused mainly on creating the conditions necessary for successful
learning, such as a good atmosphere of the classroom, whereintimacy and security are a crucial factor together for students
when producing language.
6. The Silent Way method, developed by Caleb Gattegno, is also
built on a conscious control of learning to heighten learning
potential.
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3. THE TWENTIETH CENTURY:A COMMUNICATIVE APPROACH
}
Language teaching methods} The Oral Approach and Situational Language teaching method
This approach involved principles of selection, organization and
presentation of the material based on applied linguistic theory andpractice. Thus, the role of vocabulary was seen as an essential
component of reading proficiency, and parallel to this syllabus design
was a focus on the grammatical content, viewed by Palmer as the
underlying sentence patterns of the spoken language.
Its main leader was George Pittman, and its main characteristics were
as follows: material is taught orally before it is presented in writtenform; introduced and practiced situationally; and reading and writing
are introduced only when sufficient lexical and grammatical basis is
established. The skills are approached through structure.
} The Audiolingual method It is based in structural linguistics (structuralism) and behavioristic
psychology (Skinners behaviorism).
It aims at teaching the language skills in the order of listening,
speaking, reading, and writing, and is based on using drills for the
formation of good language habits.
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3. THE TWENTIETH CENTURY:A COMMUNICATIVE APPROACH} Language teaching methods
}
Total Physical Response This method owes much to structuralist or grammar-based views of
language as most of vocabulary items and grammatical structures are
learned through an instructor. The main goal is to teach oral proficiency
at a beginning level through the use of action- based drills in the
imperative form.
} The Silent Way
Caleb Gattegno introduced this classroom technique wherein the
teacher remains silent while pupils output the language through
simulated experiences using tokens and picture charts as centralelements.
} Community Language Learning
As the name indicates, this method follows a humanistic approach
which was supported by Charles A. Curran. His method is known asCounseling-Learning, and it redefines the roles of the teacher (counselor)
and learners (the clients) in the language classroom.
} Suggestopedia
In the own words of Lozanov (1978), Suggestopedia prepares students
for success by means of yoga, hypnosis, biofeedback or experimental
science.
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3. NEW DIRECTIONS ON LANGUAGE
TEACHING} A critical question for language educators is about "what
content" and "how much content" best supports languagelearning. The goal is to best match learner needs and
interests and to promote optimal development of secondlanguage competence. The natural content for language
educators is literature and language itself, and we arebeginning to see a resurgence of interest in literature and indiscourse and genre analysis, schema theory, pragmatics,and functional grammar propose an interest in functionally
based approaches to language teaching. Also, "Learningto Learn" is the key theme in an instructional focus on
language learning strategies. Such strategies include, at themost basic level, memory tricks, and at higher levels,
cognitive and metacognitive strategies for learning,thinking, planning, and self-monitoring.
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THATS ALL
THANK YOU!