Post on 21-Dec-2014
description
LANGUAGE, LEARNING AND TEACHING
CURRENT ISSUES IN SECOND LANGUAGE ACQUISITION
LANGUAGE
Language is a system of arbitrary conventionalized vocal, written, or gestural symbols that enable members of a given communicative intelligibly with one another.
Language is systematic
Language is a set of arbitrary symbols
Language is used for communication
POSSIBLE DEFINITIONS OF LANGUAGE
• Explicit and formal accounts of the system of language
on several possible levels…
• The symbolic nature of language…
• Phonetics; phonology; writing systems; kinesics;
proxemics; and other "paralinguistic" features of
language.
• Dialectology; sociolinguistics; language
• and culture; bilingualism…
• Communication systems…
POSSIBLE AREAS
LEARNING
• It is acquiring or
getting knowlegde
of a subject or a
skill by study,
experience, or
instruction.
Components of the definition of learning:
• Learning is aquisition.
• Learning is retention of information or skill.
• Learning is a change in behavior.
• It is showing or helping
someone to learn how to
do something, giving
instructions, guiding in
the study of something,
providing with knowledge,
causing to know or
understand.
TEACHING
SCHOOLS OF THOUGHT IN
SECOND LANGUAGE ACQUISITION
Structuralism/Behaviorism
Constructivism
Language could be dismantled into small pieces or units and these units could be described scientifically, contrasted, and added up again to form the whole.
Structural or descriptive school of linguistics.
Leonard Bloomfield, Edward Sapir, and Charles Fries.
Describe human languages and to identify the structural characteristics of those language.
Typical behavioristic models were classical and operant conditioning, rote verbal learning, instrumental learning, discrimination learning, and other empirical approaches to studying human behavior.
Vygotsky described as a social constructivist by some, maintained that social interaction was foundational in cognitive development and rejected the emotionof predetermined stages.
Piaget stressed the importance of individual cognitive development as a relatively solitary act.Biological timetables and stages of development; social interaction was claimed only to triggerdevelopment at the right moment in time.
LANGUAGE TEACHING METHODOLOGY
THE AUDIOLINGUAL METHOD
THE GRAMMAR TRANSLATION METHOD
THE COMMUNICATIVE LANGUAGE TEACHING
METHOD
The audio-lingual method, Army Method, or New Key,[1] is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that
certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect
use of that trait would receive negative feedback.
It is a style of teaching used in
teaching foreign languages. This method includes:
Repetition
Inflection
Replacement
Restatement
It uses a system of
reinforcement with the correct
use of a trait would receive
positive feedback while the
incorrect use of that trait would
receive negative feedback.
The audio-lingual method, Army Method, or New Key,[1] is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that
certain traits of living things, and in this case humans, could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect
use of that trait would receive negative feedback.
It is a method of teaching
foreign languages.
Its objectives are: to enable students to read and translate literature written in the target language, and to further students’ general intellectual development.
Students can learn
grammatical rules and apply
those rules by translating
sentences between the
target language and their
native language.
It is an approach to language
teaching that emphasizes
interaction as both the
means and the ultimate goal
of study.
Classroom activities:• Role-play• Interviews• Games• Language
exchanges• Surveys• Pair-work• Learning by
teaching
Osorio, liz
Michel