UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGÓGICO DE CARACAS DEPARTAMENTO DE IDIOMAS MODERNOS CÁTEDRA DE LINGÜÍSTICA METODOLOGÍA ILE Borges, Carla G. Caracas, March 2009
Nov 01, 2014
UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGÓGICO DE CARACAS
DEPARTAMENTO DE IDIOMAS MODERNOSCÁTEDRA DE LINGÜÍSTICA
METODOLOGÍA ILE
Borges, Carla G.
Caracas, March 2009
•Johann Seidenstücker,
•Karl Plötz,
•H.S Ollendorf,
•Johann Meidinger
•L2 was learned to read and translate literary texts
•Speaking and listening skills are neglected
•Vocabulary based on the texts used
•Sentence as the basic unit of teaching and language practice
•Grammar taught in a deductive way
•L1 is the basic medium of instruction
•Classes conducted exclusively in the target language.
•Only everyday vocabulary and sentences were taught.
•Grammar was taught inductively.
•Correct pronunciation and grammar were emphasized.
•New teaching points were introduced orally.
•Listening and speaking skills were developed.
•Oral skills were practiced by question-answer
exchanges between teachers and learners.
•Maximilian Berlitz
•Harold Palmer
•A.S Hornby
Theory of language British Structuralism Oral practice of L2 Structures
Theory of learning Behaviorism •Repetition•Memorization
•Four skills taught through structures
•Accuracy in grammar and pronunciation is
considered crucial
•Structures are taught orally and then practiced
in reading and writing activities
•Students are expected to apply learned
structures in outside situations
•Listen and repeat what the
teacher says (initial stage)
•Active participation required
(advanced stage)
•Teacher = model
•Creates situations using
questions and commands with
the structures needed
•Textbook as a guide of the
learning process
•Visual aids crucial to show
grammatical structures
•Pronunciation
•Revision (to prepare for new work if necessary)
•Presentation of new structure or vocabulary
•Oral practice (drilling)
•Reading of material containing the taught
structure or writing exercises
Theory of language
Theory of learning
Structural Linguistics Language is a system of elements linearly arranged
Behaviorism
•L2 learning process = habit
•Teaching L2 =teaching aspects of its cultural
system
•Grammar is taught inductively
•Speech precedes written form
Stimulus(Input)
Organism(Learner)
ResponseBehavior(Verbal
behavior)
Reinforcement
χNo reinforcement
•U.S Army
•Charles Fries
•Learner=organism
•Responds to stimuli
•Center of the learning process
•Promoter of classroom interaction
(Teacher Students)
•Judges the students’ performance
•Assists the teacher to develop language skills in the
learner
•Teacher-oriented materials
•Printed materials are not used in initial stages
•Tape recorders and audiovisual equipment are
central
•Listening activities (dialogues) that contain the grammar structures of the
lesson
•Choral repetition of the dialogues
•Adaptation of the dialogue by changing key words and then is acted out
•Writing activities introduced after oral drills
Reinforcement of ral drills in lab activities.
Theory of language
Theory of learning
“Language = Communication”
“Language is what a speaker needs to know to be communicatively competent in speech community” (Hymes, D)
Cognitivism
•Language learning = learning to communicate
•Effective communication is sought
•Contextualization is basic
•Learner-centered
•The structure of language reflects its functional and
communicative uses
•Language is a system for the expression of meaning
•U.S Army
•Charles Fries
•Aquisition vs. Learning•Meaningful learning•Linguistic competence Fuctional performance
•Learner contributes as much as
he/she gains (Breen and Candlin)
•Text-based
•Facilitator
•Researcher
•Mediator
•Learner
•Counselor
•Needs analyst
•Group process manager
•Varied
•Tak-based •Realia
•Presentation of a brief dialogue(discussion of setting and
situation, function)
•Oral practice (asking questions)
•Use of different resources (visual aids) to exemplify and explain
language
•Learner discovery of grammar rules (oral and written form)
•Oral and written production
•Informal assesment
•Homework (Finocchiaro and Brumfit)
Theory of language Structuralism• Chunks instead of single lexical items
Theory of learning Behaviorism
•L1 and L2 are parallel processes
•Listening precedes speaking
Sv(Verbal
stimulus)
R(Physical
Movement)
The BIO Program Brain Lateralization
•TPR directed to right-brain learning
•Learner acquires language through motor
movement (a right hemisphere activity) and then
the left hemisphere will produce more abstract
language procesess.
Stress
Reduction
•Focuses on meaning interpreted through movement rather
than on language forms
•Listener and performer
•Learners monitor and evaluate their
own progress
Chooses, models and presents the
materials to be used in class
Controls the input given
•Printed materials are optional
•Realia
•Visual aids may be used to
complement teacher’s explanation
•Review on commands taught in previous sessions
•Introduction of new commands
•Asking questions
•Role reversal (students give commands to
classmates)
•Reading and Writing activities are done (teacher
writes vocabulary on the board)
•James Asher
Theory of language
Theory of learning
Structuralism
Cognitivism
•Learning to learn
•Inner criteria
•Near-native fluency
•Language is separated from its social context and
taught through artificial situations
•Lessons follow a sequence of lexical complexity
•Grammar taught inductively •Caleb Gattegno
•Sentence is considered the basic unit of teaching
•Use of Cuisenaire words
•Words in color
Awareness
•Learners are expected to be
independent, autonomous, responsible
in their own learning
•As silent as possible
•Neutral-observer
•Assistant
•Sets the mood
•Models the actions
•Performance critic
•Colorful visual aids are crucial
•Color-coded charts divided in rods.
•Prononciation charts are called
“Fidels”
•The 1st part of the lesson focuses on
pronunciation
•The teacher models, then students
repeat.
•Sentence patterns, structure, and
vocabulary are practiced
Theory of language Holistic (cognitive and affective)
Theory of learning Constructivism Whole-person learning
•Focuses on near-native language mastery
•Language with communicative purposes
•Syllabus negotiated between teacher and learner
•Promotes students interaction
•Learning is a “whole-person process” •Charles A. Curran
S= securityA= agressionR= retention/ reflectionD=discrimination
•Learners are members of a community
•Learning is achieved collaborately
•Teacher=counselor
•Provides a pleasant, relaxed learning
environment
•Assists learners instead of judging
them
•Materials developed by the teacher (if
needed)
•Informal greetings made
•Teacher states the purpose of the session
•a volunteer records a message in L1
•Teacher translates and then everybody repeats and
creates a similar message.
•Reflection period
•From the material recorded the teacher writes
some sentences on a board
•Clarifying stage
Theory of language
Theory of learning
•Specific objectives depend on the learners’ needs
•Focuses on receptive skills (listening and reading),
productive skills (speaking and writing) should be
allowed to “emerge” •Tracy Terrel
•Stephen Krashen
•Language for communicative
purposes
•The acquisition/learning hypothesis
•The monitor hipothesis
•The natural order hipothesis
•The input hypothesis
•The affective filter hypothesis
•Pre-production stage: participates (not
necessarily in L2)
•Early-production stage: Students answer
questions in L2
•Speech-emergent phase: students get involved
in role-plays, games, give opinions
•Primary source of comprehensible input in L2
•Creates a friendly atmosphere
•Varies classroom activities to promote
meaningful learning
•Use of realia rather than textbook
•Visual aids are essential
•Games
•Adopts techniques and activities
from various methods. E.g: TPR
Theory of language
Theory of learning
•Aims to develop speaking quickly
•Mastering of wide variety of vocabulary in L2
•Presentation and performance
•Unconscious learning
•Learner’s mental state is considered important•Georgi Lozanov
Structuralism
Cognitivism •Hypnotism
Lexis centered/memorization
•Smoking and drinking are prohibited during
the course
•Sucess depend on learner’s mental state
•Pseudo-passive state
•They are given a new name and personal
history within the target culture
•Situation-designer
•Maintains a formal attitude during the lesson
•Encourages participation
•Text and tapes
• Music as a meas of relaxation
•Comfortable furniture
•Oral review section
•Presentation of new content
after a few minutes of silence and
relaxation
•Music session
Richards, J ; Rodgers, T. “Approaches and Methods in Language Teaching” 5th
ed.1989. Melbourne. Cambridge University Press
Stern, H. “Fundamental Concepts of Language Teaching” 2nd ed. 1984. London Oxford
University Press