Unit 1 Language and Language Learning 1.Teaching Aims: To discuss some general matters about language leaming and teaching,such as common views on language and language learing,qualities ofa good language teacher. 2.Teaching Content: 1)How do we leam language? 2)Views on language 3)Views on language leaming 4)What is good language teacher? 5)How can one become a good language teacher? 6)An overview of the book 3.Teaching Hours:6 periods 4.Teaching materials: 1)Textbook 2)Handout 3)Videotape 5.Teaching Methods: 1)Lecture Computer-aided Instruction) 2)Demonstration 6.Teaching Procedures: 1)Information about language and language leaming
Unit 1 Language and Language Learning 1.Teaching Aims: To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher. 2.Teaching Content: 1) How do we learn language? 2) Views on language 3) Views on language learning 4) What is good language teacher? 5) How can one become a good language teacher? 6) An overview of the book 3. Teaching Hours: 6 periods 4. Teaching materials: 1) Textbook 2) Handout 3) Videotape 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 6. Teaching Procedures: 1) Information about language and language learning
Three views about the nature of language:There are many possible theoretical positions about the nature of language.Here are three different views which explicitly or implicithy is reflected in current approaches to language leaming A.The structural view of language The structural view of language is that language is a system of structurally related elements for the transmission of meaning. a.These elements are usually described as phonological units (phonemes) grammatical units(phrases,clauses,sentences) grammatical operations (adding,shifting,joining or transforming elements) lexical items (function words and structure words) b.Target of language leaming The target of language leaming,in the structural view,is the mastery of elements of this system c.Methods based on this view Some of the language leaming methods based on this view of language are: the Audiolingual method Total Physical Response ·the Silent Way B.The communicative view of language The communicative,or functional view of language is the view that language is a vehicle for the expression of functional meaning.The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics,although these are also included. a.Here are some of the areas of research in this view of language:
Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning. A. The structural view of language The structural view of language is that language is a system of structurally related elements for the transmission of meaning. a. These elements are usually described as phonological units (phonemes) • grammatical units (phrases, clauses, sentences) • grammatical operations (adding, shifting, joining or transforming elements) • lexical items (function words and structure words) b. Target of language learning The target of language learning, in the structural view, is the mastery of elements of this system. c. Methods based on this view Some of the language learning methods based on this view of language are: • the Audiolingual method • Total Physical Response • the Silent Way B. The communicative view of language The communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included. a. Here are some of the areas of research in this view of language:
sociolinguistics pragmatics semantics b.Target of'language leaming The target of language leaming is to leam to express communication functions and categories of meaning c.Approaches and methods based on this view Some of the language leaming approaches and methods based on this view of language are:communicative approaches functional-notional syllabuses ·The Natural Approach C.The interactional view of language The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals a.Here are some of the areas of research in this view of language: .interactional analysis ·conversational analysis ethnomethodology b.Target of language leaming:The target of language leaming in the interactional view is leaming to initiate and maintain conversations with other people c.Approaches and methods based on this view Some of the language leamning approoches and methods based on this view of language are: Strategic interaction communicative approaches2)Teaching Methods in the Language Classroom:
sociolinguistics ; pragmatics ; semantics b. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaning c. Approaches and methods based on this view • Some of the language learning approaches and methods based on this view of language are: communicative approaches • functional-notional syllabuses • The Natural Approach C. The interactional view of language The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. a. Here are some of the areas of research in this view of language: • interactional analysis • conversational analysis • ethnomethodology b. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people. c. Approaches and methods based on this view Some of the language learning approaches and methods based on this view of language are: • Strategic interaction • communicative approaches2) Teaching Methods in the Language Classroom:
FL teachers must provide students with adequate teaching methodology and time,as well as appropriate vocabulary and leaming activities that will allow for the development of verbal skills There is no single "BEST WAY'to teach.The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design cumriculum to meet their final objectives/goals. a Grammar Translation: The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms,grammar rules,and vocabulary.Application of this knowledge was directed on translation of literary texts-focusing of develping studers'appreciation of the target language's literature as well as teaching the language.Activities utilized in today's classrooms include:questions that follow a reading passage,translating literary passages from one language to another,memorizing grammar rules;memorizing native-language equivalents of target language vocabulary.(Highly structured class work with the teacher controlling all activities.) b.Direct Method: The Direct Method was introduced by the German educator Wilhelm Vietor in the early 1800's.Focusing on oral language,it requires that all instruction be conducted in the target language with no recourse to translation.Reading and writing are taught from the beginning.although speaking and listening skills are emphasized-grammar is leamned inductively.It has a balanced,four-skill emphasis. e.The Silent Way: The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves.All four skills(listening,speaking reading writing)are taught from the beginning.Student errors are expected as a normal part of leaming;the teacher's silence helps to foster self-reliance and student initiative. d.Community Language Leamning Teachers recognize that learning can be threatening and by understanding and
FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills. There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals. a. Grammar Translation: The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.) b. Direct Method: The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis. c. The Silent Way: The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative. d. Community Language Learning: Teachers recognize that learning can be threatening and by understanding and
accepting students'fears.they help their students feel secure and overcome their fears of language leaming-ultimately providing students with positive energy directed at language leaming Students choose what they want to leam in the class and the syllabus is leamer-generated. e.Natural Approach: Introduced by Gottlieb Henese and Dr.L.Sauveur in Boston around 1866.The Natural Approach is similar to the Direct Method,concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions.Associations are achieved via mime,paraphrase and the use of manipulatives.Terrell (1977)focused on the principles of meaningful communication,comprehension before production,and indirect error correction. Krashen's(1980)input hypothesis is applied in the Natural e.Reading Method: The reading method was prominent in the U.S.following the Committee of Twelve in 1900 and following the Modem Foreign Language Study in 1928.The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English.Presently,the reading method focuses more on silent reading for comprehension purposes. f.ASTP and the Audiolingual Method: This approach is based on the behaviorist belief that language leaming is the acquisition of a set of correct language habits.The leamer repeats pattems and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program)was an intersive.specialized approach to language instruction used in during the 1940s.In the postwar years. the civilian version of ASTP and the aud iolingual method featured memorization of dialogues,pattem drills,and emphasis on pronunciation. g.Cognitive Methods Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice h.Communicative Methods: The goal of communicative language approaches is to create a realistic context for
accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated. e. Natural Approach: Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural e. Reading Method: The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes. f. ASTP and the Audiolingual Method: This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation. g. Cognitive Methods: Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice. h. Communicative Methods: The goal of communicative language approaches is to create a realistic context for
language acquisition in the classroom.The focus is on functional language usage and the ability to leamers to express their own ideas,feelings,attitudes,desires and needs Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication.Students usually work with authentic materials (authentic realia)in small groups on communication activities,during which they receive practice in negotiating meaning i.Total Physical Response Method: This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oral participation from students is expected (just as it is with children when they are leaming their native language). James Ashers'Total Physical Response: 1)Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students'kinesthetic-sensory system.Asher believes that understanding of the spoken language must be developed in advance of speaking. 2)Understanding and retention is best achieved through movement (total movement of the student's bodies)in response to command sequences.Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior-mary of the gramatical structures of the target language can be leamed through the use of the imperative. 3)Never force students to speak before they are ready.Asher believes that as the target language is intemalized,speaking will automatically emerge (you must decide,as the teacher.when YOU will encourage your students to participate orally in the classroom) 7.Homework: 1.What are difference between leaming the first language and a foreign language? 2.What are the qualities of a good language teacher?To what extent have you
language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning. i. Total Physical Response Method: This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oral participation from students is expected (just as it is with children when they are learning their native language) . James Ashers' Total Physical Response: 1) Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking. 2) Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative. 3) Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom). 7.Homework: 1. What are difference between learning the first language and a foreign language? 2. What are the qualities of a good language teacher? To what extent have you
got these qualities?What do you think you should do so as to become a good teacher in the future? 3.What are the qualities of good language leamer?What do they suggest to language teaching? 8.Self-assessment: Because students are not familiar with these theroy on the language and view of the language,it is very difficult to help Ss understand it.So it requires T explain it in details with the help of clare illustration and examples by using vediotapes.To get students read more on linguistics and schools of language methors is also necessary
got these qualities? What do you think you should do so as to become a good teacher in the future? 3. What are the qualities of good language learner? What do they suggest to language teaching? 8.Self-assessment: Because students are not familiar with these theroy on the language and view of the language, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary