L2 TEACHING METHODOLOGIES

APPLIED LINGUISTICS

 The application of certain material to a practical use

  Second language acquisition (SLA)   Language planning   Artificial intelligence   Translation

THE PLAN

 L2 Teaching Methodology   Characteristics   Examples

 A closer look: Two approaches to grammar instruction

 Evaluating L2 Writing

SOME L2 TEACHING METHODOLOGIES

 Language-centered Methods   Grammar Translation   Audiolingual Method

 Learning-centered Methods   Direct Method   Natural Approach

 Learner-centered Methods   Communicative Method

GRAMMAR TRANSLATION

 Focus on rules and translation  Based on the teaching methodology of ancient

Latin and Greek   Ignores

  How most people learn elements of language   How native speakers actually use elements of

language

Reading and translating ✓ Speaking ✗

DIRECT METHOD

 Learn the L2 like the L1

  Teach only in the Target Language   Mime, visuals

  Teach only vocabulary and phrases used in colloquial speech

  Small, intensive classes focus on oral skills (easy to hard, based on interaction between student and teacher)

  Inductive grammar instruction (though feedback and examples)

  Emphasis on correct pronunciation and grammar

DIRECT METHOD

 Do you think adults learn their L2 the same way that they learn their L1?

  In what contexts would this method of teaching be more appropriate?

AUDIOLINGUAL METHOD

AUDIOLINGUAL METHOD

  Influenced by Behaviorism   Tabula rasa   Learning though stimulus

 Describe recurring themes to make generalizations

 Focus on phonology and morphology

NATURAL APPROACH

 Based on the Monitor Model:

  Distinction between learning (conscious) and acquisition (subconscious)

  There is a natural order to L2 acquisition

  Input must be meaningful and understandable (but at one level higher than the learner)

  Lower the affective filter

COMMUNICATIVE METHOD

COMMUNICATIVE METHOD

 Objectives:

  Include all components of communicative competence   Grammatical, sociolinguistic, discursive, strategic

  Function, rather than form, is not a priority

  Success is measured by the interlocutor’s comprehension and not on “correctness”

  Goal of production and comprehension of the L2 in spontaneous contexts

THE RELEVANCE OF GRAMMAR INSTRUCTION

 Grammar for grammar’s sake

  Teach regular –ed form with its two pronunciation variants

  Teach doubling rule for verbs that end in d (for example, wed wedded)

  Hand out a list of irregular verbs that students must memorize

  Do pattern drills for –ed   Do substitution drills for irregular verbs

THE RELEVANCE OF GRAMMAR INSTRUCTION

 Grammar for communication’s sake

  Distribute two narratives, each one to half of the class   Teach the regular –ed form, using verbs that occur in the

texts as examples   Teach doubling and pronunciation rules if those form occur in the

texts   Teach irregular verbs that occur in the texts

  Students read the narratives, ask questions for comprehension

  Students work in pairs to interview each other in order to recount orally or written the story they have not read

THINGS TO CONSIDER

 There is no one right method   Different learning styles   Different personalities   Different goals for learning the L2

 Combining methodologies is a good idea

EVALUATING L2 WRITING

 Correct form  Coding for self-correction  Circle errors for self-correction  Content only  Content + form

 What are some advantages and disadvantages of the above evaluation strategies?

QUESTIONS/CONCERNS/THOUGHTS?