approaches to lang acquisition ppt

8/9/2019 Approaches to Lang Acquisition Ppt

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Method : a 'etho is the #ra"ti"al reali+ation ofan a##roa"h% ,ethos in"lue !arious #ro"eures

an te"hni)ues as #art of their stanar fare%

Procedure : a #ro"eure is an orere se)uen"eof te"hni)ues% A #ro"eure is a se)uen"e (hi"h

"an be es"ribe in ter's su"h as rst you do this,then you do that - S'aller than a 'etho an

bigger than te"hni)ue%


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ontinued Techni!ue : a "o''on te"hni)ue (hen using !ieo

'aterial is "alle “silent !ie(ing$% This is (here thetea"her #la.s the !ieo (ith no soun% Silent !ie(ing is a

single a"ti!it. rather than a se)uen"e/ an as su"h is ate"hni)ue rather than a (hole #ro"eure%

A ter' that is also use in is"ussions about tea"hing is

"model# 0 use to es"ribe t.#i"al #ro"eures/ usuall. fortea"hers in training% Su"h 'oels o&er abstra"tions ofthese #ro"eures/ esigne to guie tea"hing #ra"ti"e%


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LANGUAGE TEACHING

SE1UENCES: $%A

In the ESA 'oel three "o'#onents (illusuall. be #resent in an. tea"hingse)uen"e/(hether of 2!e/2ft. or a hunre'inutes

$ stans for $ngage 3 stuents ha!e to beengage e'otionall.

% stans for %tudy

A stans for A"ti!ate 3 an. stage at (hi"hstuents are en"ourage to use all an4oran. of the language the. *no(


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APPROACHES:

THEORETICAL 5IE6S O7LANGUAGETHE STRUCTURAL 5IE6: Language is a

s.ste' of stru"turall. relate ele'entsfor the "oing of 'eaning%

LANGUAGE LEARNING THEN/ ,UST 8E:e&orts to 'aster ele'ents of thiss.ste' 9#honologi"al unit gra''ati"alunit3"lauses/ #hrases/ senten"esgra''ati"al o#erations3aing/ ;oining/ transfor'ing an le


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CONTINUE=THE 7UNCTIONAL 5IE6: Language is a !ehi"le for

the e%

THE S?LLA8US: is *no(n as notional s.llabus3in"lue not onl. ele'ents of gra''ar an le


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CONTINUE=THE INTERACTIONAL 5IE6: Language is a !ehi"le for the

reali+ation of inter#ersonal relations an for the#erfor'an"e of so"ial transa"tions bet(een ini!iuals asa tool for the "reation an 'aintenan"e of so"ial relations%

LANGUAGE LEARNING THEN/ ,UST 8E: s#e"i2e anorgani+e b. #atterns of e


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APPROCHES: THEOR? O7LANGUAGE LEARNING

THE ORAL APPROACH: #$/$,$# 0- %itis Li!&uists(456784597): L"!&u"&$ t$"ci!& 0$&i!s 2it t$ s,1$!"!&u"&$: *"t$%i" is t"u&t %"-

T$ *$"!s + i!st%ucti! is t$ t"%&$t "!&u"&$ N$2 "!&u"&$ ,i!ts "%$ i!t%#uc$# "!# ,%"ctic$#

situ"ti!"-

G%"**"% *"t$%i"s "%$ &%"#$#

c"0u"%- is us$# t s$%/$ &$!$%" s$%/ic$

R$"#i!& "!# W%iti!& t"u&t 2$! $/$%-ti!& is %$"#-($;is "!# &%"**"%)

THIS APPROACH DEELOPED INTO: STRUCTURALSITUATIONAL APPROACH AND SITUATIONAL LANGUAGE TEACHING


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STRUCTURAL SITUATIONAL APPROACH: S,$$c is %$&"%#$# "st$ 0"sis + t$ "!&u"&$3 "!# st%uctu%$ is /i$2$# "s 0$i!&t$ $"%t + s,$"1i!& "0iit-

MATERIALS OF THE TEACHING: W%# %#$%3 St%uctu%" W%#s3

I!


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THE AU=IOLINGUALIS, APPROACH: S#ee"h is language%Language is (hat #ri'aril. s#o*en an onl. se"onar. is(ritten A language is a set of habits Languages are i&erent%

TEACHING ACTI5IT?:

Tea"h the language/ not about the language

E


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ALTERNATI7 APPROACHES:

TRACE THEORY OF LANGUAGE TEACHING PEDAGOGY: T$ *%$ i!t$!si/$- " *$*%- c!!$cti! is t%"c$#3 t$st%!&$% t$ *$*%- "ssci"ti! 2i 0$ "!# t$ *%$i1$- it 2i 0$ %$c"$#.

R$t%"ci!& c"! 0$ #!$ /$%0"- "!# % i! "ssci"ti! 2it*t% "cti/it-

T$"ci!& "!# $"%!i!& "cti/iti$s: I*,$%"ti/$ D%is Eicit P-sic" "cti!s "!# "cti/it-

T$"ci!& M"t$%i"s: T$"c$%=s /ic$ "!# &$stu%$s Su,,%ti!& M"t$%i"s: Pictu%$s3 %$"i"3 si#$s3 2%# c"%ts


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ALTERNATIF APPROACHES:

ARTIFICIAL APPROACH: Succ$ss+u $"%!i!& i!//$s c**it*$!t + t$ s$+ t "!&u"&$

"cquisiti! t%u& t$ us$ + si$!t "2"%$!$ss "!# t$! "cti/$t%i">

T$ $"%!i!& s-st$* is "cti/"t$# 0- 2"- + i!t$i&$!t"2"%$!$ss> T$ $"%!$%s *ust c!st"!t- t$st is ,2$%s t "0st%"ct3

"!"-?$3 s-!t$si?$3 "!# i!t$&%"t$> Si$!c$ is c!si#$%$# t$ 0$st /$ic$ +% $"%!i!&3 0$c"us$ i!

si$!c$ stu#$!ts c!c$!t%"t$ ! t$ t"s1 t 0$ "cc*,is$# "!#t$ ,t$!ti" *$"!s t its "cc*,is*$!t.

T$"ci!& $"%!i!& "cti/it-: T s",$ stu#$!t %" %$s,!s$ 2itut #i%$ct %" i!st%ucti! T$"ci!& M"t$%i"s: G%"**"tic" it$*s "!# c"0u"%-


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LANGUAGE AS SOCIAL PROCESS APPROACH:Co''uni"ation is 'ore than ;ust a 'essage

being trans'itte fro' a s#ea*er to a listenerThe s#ea*er is at the sa'e ti'e sub;e"t anob;e"t of his 'essage "o''uni"ation (ill bein"o'#lete e


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ALTERNATIF APPROACHES:CONCENTRATIE PSYCHO8RELA@ATION APPROACH:

T$ t$"c$% is t$ "ut%it"ti/$ su%c$>

T$ %$"ti! 0$t2$$! t$ t$"c$% "!# t$ stu#$!ts is i1$t"t + ,"%$!t t ci#%$!>

Stu#$!ts $"%! +%* t$ $$ct + #i%$ct i!st%ucti! "!#+%* t$ $!/i%!*$!t 2$%$ t$ i!st%ucti! t"1$s ,"c$>

"%-i!& t$ t$"c$%=s t!$ "!# %-t* i! ,%$s$!ti!& t$*"t$%i"s 2i "/i# 0%$#*

T$"ci!& *"t$%i"s: Di"&s T$"ci!& "!# L$"%!i!& "cti/it-:

I*it"ti!3 qu$sti! "!# "!s2$%3 %$ ,"-


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INTERACTIONAL PERSPECTIVE APPROACH:

Language use is always in a social context-bot o!al an" w!itten#

Language teacing $ust be in autentic social context %autenticity

Language is a 'eicle (o! inte!nal inte!action) (o! egocent!ic s*eec) (o!tin+ing#

Teacing lea!ning acti'ity:

Integ!ation o( !ea"ing) w!iting an" ote! s+ills# stu"ent cente!e" lea!ning

Teacing $ate!ials: Rea"ing (o! !eal *u!*ose# w!iting (o! !eal au"ience#

te use o( stu"ent-*!o"uce" texts


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MULTIPLE INTELLIGENCE APPROACH:

L"!&u"&$ is i!t$&%"t$# 2it *usic (%-t*3 t!$3 /u*$3,itc)3 0#i- "cti/iti$s3 i!t$%,$%s!" %$"ti!si,s3 $tc.

L"!&u"&$ is !t i*it$# t " i!&uistics ,$%s,$cti/$ 0ut$!c*,"ss$s " "s,$cts + c**u!ic"ti!>

Ot$% i!t$i&$!c$s 2i $!%ic t$ qu"it- + c**u!ic"ti!

B t-,$s + i!t$i&$!c$s:

Li!&uistic: t$ "0iit- t us$ "!&u"&$

L&ic"M"t$*"tic": t$ "0iit- t ti!1 %"ti!"- S,"ti": t$ "0iit- t +%* *$!t" *#$ + t$ 2%#

Music": "/i!& &# $"% +% *usic

#i-Ki!$st$tic: "/i!& " 2$8c%#i!"t$# 0#-


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B t-,$s + i!t$i&$!c$s:

I!t$%,$%s!": T$ "0iit- t 2%1 2$ 2it ,$,$

I!t%",$%s!": T$ "0iit- t u!#$%st"!# !$s$+ "!# ",,- !$=st"$!t succ$ss+u-3 2ic $"#s t ",,- "!# 2$ "#ust$# ,$,$ i! " "%$"s + i+$.

N"tu%"ist: T$ "0iit- t u!#$%st"!# "!# %&"!i?$ ,"tt$%!s +!"tu%$

T$"ci!& L$"%!i!& Acti/iti$s:

Fcus ! t$ "!&u"&$ c"ss "s t$ s$tti!& +% " s$%i$s +$#uc"ti!" su,,%t s-st$*s "i*$# "t *"1i!& t$ stu#$!ts" 0$tt$% #$si&!$% + is$% 2! $"%!i!& $;,$%i$!c$.

T$"ci!& M"t$%i"s:

S$/$%" *"t$%i"s %$"t$# 2it t$ B t-,$s + i!t$i&$!c$s


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THE LE@ICAL APPROACH

T$ 0ui#i!& 0c1 + "!&u"&$ $"%!i!& "!# c**u!ic"ti!"%$ !t &%"**"%3 +u!cti!s3 !ti!s3 0ut $;is (2%#s "!#2%# c*0i!"ti!)

L$;ic! is t$ c$!t%" + "!&u"&$ st%uctu%$3 s$c!# "!&u"&$$"%!i!&3 "!# "!&u"&$ us$.

T$"ci!& "!# $"%!i!& "cti/it-: Disti!&uisi!& $;ic" ,%"s$s"s sci" i!t$%"cti!

T$"ci!& M"t$%i"s: T$;ts3 t$"c$%=s *"!u"3 c$cti! +

/c"0u"%-3 ,%i!t ut /$%si! + c*,ut$% c$cti!s i!t$;t +%*"t3 #"t" t "!"-?$.


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CO,PETENC?38ASE= LANGUAGETEACHING 9C8LT>

L"!&u"&$ is %$"t$# 2it sci" c!t$;t i! 2ic it is us$#

L"!&u"&$ "2"-s ccu% "s " *$#iu* + i!t$%"cti! "!#c**u!ic"ti! 0$t2$$! ,$,$ +% t$ "ci$/$*$!t +

s,$cic &"s "!# ,u%,s$s

L$"%!$%s "/$ s,$cic !$$#s "!# "%$ i! ,"%ticu"% %$s

T$"ci!& L$"%!i!& Acti/it-: +cus ! t$ !ti! + c*,$t$!c-3*/$ +%* 2"t stu#$!ts 1!2 "0ut t$ "!&u"&$ t 2"t

t$- c"! # 2it it.

T$"ci!& M"t$%i"s: %$"t$# 2it "cti/iti$s + i+$ i! "c*,$t$!ci$s


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CO,,UNICATI5E APPROACH

L"!&u"&$ is +% c**u!ic"ti!.

T$ &" + "!&u"&$ t$"ci!& is t #$/$, c**u!ic"ti/$c*,$t$!c$s.

A ,$%s! 2 "cqui%$s c**u!ic"ti/$ c*,$t$!c$s 2i "cqui%$1!2$#&$ "!# "0iit- +% "!&u"&$ us$ 2it %$s,$ct t:

8W$t$% ("!# t 2"t #$&%$$) s*$ti!& is +%*"- ,ssi0$

8W$t$% ("!# t 2"t #$&%$$) s*$ti!& is +$"si0$ ("/"i"0$

t 0$

i*,$*$!t$#)

8W$t$% ("!# t 2"t #$&%$$) s*$ti!& is ",,%,%i"t$3 %$"t$#2it

t$ c!t$;t


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TEACHING AND LEARNING ACTIITIES:

8 UNLIMITED AS FAR AS THE E@ERCISES ENALE STUDENTS TO ATTAIN THE COMMUNICATIE OECTIES OF THE

CURRICULUM3 ENGANGE THEM IN COMMUNICATION3 ANDRE'UIRE THE USE OF COMMUNICATIE PROCESSES ASINFORMATION SHARING3 NEGOTIATION OF MEANING3 ANDINTERACTION

8 CLASSROOM ACTIITIES ARE FOCUS ON COMPLETEING

TASKS MEDIATED THROUGH THE TARGET LANGUAGE (TASKCOMPLETION INOLE NEGOTIATION OFINFORMATIONINFORMATION)

CO,,UNICATI5EAPPROACH


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approaches to lang acquisition ppt

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