Theory of language learning: Authors

Class: March 19, 2012

• Stephen D. Krashen's Monitor Model of second language development (1981)
• Tracy D. Terrell's Natural Aproach (1977)
• Charles A. Curran in his writtings on Counseling-Learning (1972)
• James Asher's Total Physical Response(1977)
• Caleb Gattegno's Silent Way (1972, 1976)

Design

Design is a level of method analysis in which we consider six important points:

Objectives: Determine what a method sets out to achieve. The specification of particular learning objectives is a product of design.

Syllabus model: Criteria for the selection and organization of linguistic and/or subject-matter content.

Types of learning and teaching activities: Kinds of tasks and practice activities to be employed in the classroom and in materials.

Learner roles: 
- Types of learning tasks set for learners. 

- Degree of control learners have over the content of learning 

- Patterns of learner groupings that are recommended or implied.

- Degree to which learners influence the learning of others.

- The view of the learner as a processor, performer, initiator, etc.    

                                                                            

Teacher roles: 
- Types of functions teachers fulfill.

- Degree of teacher influence over learning.

- Degree to which the teacher determines the content of learning.

- Types of interaction between teachers and learners.

Role of instructional material: 
- Primary function of materials.

- The form materials take (textbook, audiovisual).

- Relation of materials to other input.

- Assumptions made about teachers and learners.

Procedure

It is the level at which we describe how a method realizes its approach and design in classroom behaviour. 

There are three dimensions to a method at the level of procedure:

1. The use of teaching activities to present new language and to clarify and demonstrate formal, communicative or other aspects of the target language.
2. The ways in which particular teaching activities are used for practicing language.
3. The procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences.

The Nature of approaches and methods in language teaching

Class: 14 March, 2012

Approach and method:

In 1963, Edward Anthony identified three levels of conceptulization and organization:

Approach: Is a set of correlative assumptions dealing with the nature of the language teaching and learning. It describes the nature of the subject matter to be taught.     

Method: Is an overall plan for the orderly presentation of language material. A method is procedural. 

Technique: It is a particular trick used to accomplish an immediate objective.

Techniques must be consistent with a method, and in harmony with an approach as well.

Theory of language:

There are three different theoretical views of language and the nature of language:

Structural view: Is a system of structurally related elements for the coding of meaning. The elements of this system are: phonological units, grammatical units, grammatical operations and lexical items.

Functional view: Is a vehicle for the expression of functional meaning. This theory emphasizes the semantic and communicative dimension.

Interactional view: Is a way for the realization of interpersonal relations   and for the performance of social transactions between individuals. 

Theory of learning

Process oriented: Habit, induction, influence, hypothesis and generalization.


Condition oriented: Nature of the human and physical context.

Teaching English in Chile

Class: March 12, 2012

What is Methodology?

- Strategies

- Procedures

- Skills based in communication: - Speaking

                                                               - Listening

                                                               - Writing 

                                                               - Reading

Teaching English in Chile

Types of schools:

Private School: The students have a high level of English because the establishment hire the best teachers and have the resources for to teach. The students are generally more docile due to their cultural context.

Public School: The students have a lower level of English because they generally have fewer  hours per week of English. Sometimes they don't have the resources for learn english or a qualified teacher.

Colegio particular subvencionado: Some students of this kind of schools also have a vulnerable socioeconomic status, therefore there are diffrerent cultural contexts which requires a very well qualified teacher to level the class.

Problems of teaching in Chile

• Low motivation
• Not enough time
• Lack of techniques
• Lack of control
• Cultural context
• Committed teachers (qualified)
• Lack of materials/resources

            

Your lessons should be: Interactive, relevant, full of content and in second language.