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The main factor in language acquisition is not the language used but the language input the most useful form is understandable and it should just be a little beyond the learner's ability. The more the comprehensible input, the greater the L2 proficiency. External factors that forbid language acquisition - motivation - self confidence - Anxiety If a learner has a low motivation and low self confidence but a high anxiety, the affective filter will occur.
The main factor in language acquisition is not the language used but the language input the most useful form is understandable and it should just be a little beyond the learner's ability. The more the comprehensible input, the greater the L2 proficiency. External factors that forbid language acquisition - motivation - self confidence - Anxiety If a learner has a low motivation and low self confidence but a high anxiety, the affective filter will occur.
The main factor in language acquisition is not the language used but the language input the most useful form is understandable and it should just be a little beyond the learner's ability. The more the comprehensible input, the greater the L2 proficiency. External factors that forbid language acquisition - motivation - self confidence - Anxiety If a learner has a low motivation and low self confidence but a high anxiety, the affective filter will occur.
3.3.1 Input Hypothesis The main factor in language acquisition is not the language used but the language input The most useful form is understandable and it should just be a little beyond the learners ability If it is too far beyond, the learner will lose attention and if it is not far enough, the learner will learn nothing Teacher should give rough tuned input & a wide variety of materials supported by visual cues & realia E.g. situations that contain input hypothesis Teacher-talk from a teacher to a language student: Teachers simplify their language to make L2 learners understand L2 learners go through an initial Silent Period: A learner is silent to build up competencies of 2 nd Language via listening. Speak only after the learner has enough competence Comprehensible input is very important for the language acquisition: The more the comprehensible input, the greater the L2 proficiency, lack of comprehensible input delays the language acquisition
3.3.2 Affective Filter Hypothesis External factors that forbid language acquisition - Motivation - Self confidence - Anxiety If a learner has a low motivation & low self confidence but a high anxiety, the affective filter will occur & prevent the learner acquiring the new language Learners who are motivated, confident & relaxed have more success acquiring the 2 nd Language Barriers in learning can be found in any negative feelings that a learner has about the language, the method used, the institution & the teacher A teacher must make the language learning is stress free & enjoyable in order to succeed the learner to acquire a new language
3.3.3 Acquisition-Learning Hypothesis Two systems of language acquisition 1. Acquired system which relates to unconscious aspect of language acquisition - When people learn their first language by speaking the language naturally in daily interaction with others & the acquired system is at work - Act of communicating is more important than the structure of the utterances 2. Learned system relates to formal instruction where students engage in formal study to acquire knowledge about the target language. E.g. the learned system is about studying the rules of syntax Acquisition - Implicit, subconscious - Informal situations - Use grammatical feel - Depends on attitude - Stable order of acquisition Learning - Explicit, conscious - Formal situations - Use grammatical rules - Depends on aptitude - Simple to complex order of learning
3.2.4 Monitor Hypothesis The formal rule system acts as monitor in the acquired system This hypothesis is best used when - We have to be very careful - When language is necessarily formal - Writing letters & speaking to superior in formal situation There are 3 conditions required by the Monitor Hypothesis 1. Time - Learner must have time to use the monitor. Using monitor will have the speaker to slow down & focus on the form of language 2. Focus on correctness of the form - Learner must focus on the form of language. It is difficult to focus on meaning & form at the same time 3. Knowledge of rules - Learner must know the rules. The speaker must have explicit instruction on the language form Three types of Monitor users 1. Over users always use their monitor & so concerned with correctness 2. Under users choose not to use their conscious knowledge of language 3. Optimal users use the monitor when it is appropriate & does not interfere communication Krashen stresses more on the meaning that is wished to convey rather than the form of utterances.
3.2.5 Natural Order Hypothesis There is natural order in which learners pick up a language Mistakes made by learners are a part of language learning & these mistakes are not random but similar to the errors that children make when learning their 1 st language. These mistakes will be made up in the same order whether the learners have been taught the grammar or not & teaching grammar will not help them change the order
4.2.1 What is Universal Grammar? Universal Grammar is the system of principles, conditions, & rules that are elements or properties of all human languages Means that a native speaker of language knows a set of principles that can be applied to all languages & parameters that vary from one language to another 4.2.2 Why it is named as Universal Grammar? Chomsky named this innate capacity as Universal Grammar Universal means it is universal to all languages Grammar means the fact about grammar that human are born knowing 4.2.3 What does Universal Grammar consist of? Universal Grammar which exists in a childs mind is a set of principles & parameters Principles: grammar, speech, sounds & meaning Principles of Language are rules of language that permit or prohibit certain structures from occurring in all languages Parameters of Language refer to systematic ways which human languages vary to syntactic variability amongst languages. E.g. the use of past tense in English but not in Malay language
4.2.4 Universal Grammar and First Language Acquisition Children are able to learn the grammar of a particular language unconsciously because all intelligible languages are found on a deep structure of grammatical rules that are universal & correspond to an innate capacity of human brain Stages of acquisition of a native language can be measured from the increasing complexity & originality of childs utterances Children learn sounds & vocabulary of their native language through imitation & grammar which is seldom taught to them explicitly Chomsky claimed that children are biologically programmed for language Language is said to be innate because: 1. Maturational controlled: languages emerge before they are needed & cannot be forced before scheduled. A child goes through some stages before able to speak. 2. Do not appear as the result of a conscious decision 3. Do not appear due to a trigger from external events
4.2.5 Universal Grammar and Second Language Acquisition Learner acquires second language by making use of existing knowledge of native language, general learning strategies or universal properties of language to internalize knowledge of second language. Factors which affect L2 acquisition 1. Individual differences: - Rate of development - Ultimate level of achievement 2. Age 3. Language learning aptitude 4. Motivation 5. Cognitive style - How people perceive, conceptualize, organize & recall information Strategies used for the development of L2 Language 1. Repetition (imitating a word or structure) 2. Memorization ( recalling songs, rhyme) 3. Talking to self (engaging in internal monologue) 4. Answering in unison (responding to others) 5. Monitoring (self-correcting errors)
Topic 5 ELT Methods 5.2.1 Grammar-Translation Method Key features 1. Mother tongue is used as a medium of instruction & very little teaching of Target Language 2. Elaborated explanations of vocabulary are always provided 3. Reading difficult text is done early in the course of study 4. Little or no attention is paid to speaking/listening skills 5. Focus on accuracy not fluency 6. Little or no attention is given to pronunciation 7. Primary skills to be improved are reading & writing Strengths 1. TL is quickly explained because translation is the easiest way of explaining meanings or words & phrases from one language into another 2. Effective way for application of grammar & sentence structure 3. Least stressful for students as they answer comprehension questions in their mother tongue Limitations 1. Speech is neglected 2. Little contextualization of grammar 3. Less motivation of learners 4. Create frustration for learners 5. No time for the students to produce their own sentences Learner-Teacher interaction 1. Teacher to learner interaction 2. Littler learner initiation & learner to learner interaction 3. Learners listen, copy rules & write out exercises & correct them from the blackboard 4. Learners have passive role in the classroom & just absorbs & then repeat what he has absorbed to satisfy the teacher Application: Typical Techniques 1. Translation of passage 2. Reading comprehension question 3. Fill in the blanks 4. Memorization 5. Composition 6. Use words in sentences
5.2.2 Direct Method Key features 1. Instruction is conducted in the Target Language & no translation 2. Learners must be actively involved in Target Language 3. Students are encouraged to think in the target language 4. Oral & listening comprehensions are taught. Oral communication skills are organized with emphasis on speaking styles & correct pronunciation 5. Grammar is taught explicitly. New items are taught through modelling & practice. 6. Concrete vocabulary is taught through demonstration, objects & pictures 7. Abstract vocabulary is taught through association of ideas Strengths 1. Effective way to make learners competent in using the Target Language 2. Can be used in both the best & weakest classes 3. Learners are able to understand what they learn, think about it & express their own ideas in correct Target Language. 4. Fluency on speech, good pronunciation & power of expression are properly developed Limitations 1. Not all teachers are proficient enough in Target Language 2. Need a lot of time to prepare teaching materials 3. Grammar is closely bound up with the students 4. This method could not be properly applied in larger class as it will not fulfil individual needs. Guidelines for Direct Method 1. Ask questions 2. Practice 3. Use sentences 4. Use lesson plan 5. Speak normally & naturally Learner-Teacher Interaction 1. Teacher to learner, learner to teacher 2. The latter is often teacher-directed 3. Learners read aloud the text together 4. The class only uses the Target Language 5. Teacher & learner are partners in teaching & learning Application: Typical Techniques 1. Reading aloud 2. Map drawing 3. Fill in the blank 4. Paragraph writing
5.2.3 Audio Lingual Method Key features 1. Dependence on mimicry & memorization of set phrases 2. Teaching structural patterns by means of repetitive drills 3. Skills are sequenced in the following order: listening, speaking, reading, writing 4. Use of tapes, language labs & visual aids 5. Mother tongue is only allowed to be used by teacher & students are not allowed to do so. 6. Immediate reinforcement (praise/reward) of correct responses 7. Cultural background of TL is stressed Strengths 1. Controlled drills may encourage shy students to speak 2. May help create fluency for some students Limitations 1. Learners who need the written word to enhance their speaking & listening may find ALM confusing 2. ALM uses non-authentic language 3. Learners cannot create new things because they have to follow the drills.
Learner-Teacher interaction 1. Learner-learner interaction in this chain drills. 2. This interaction is teacher-directed 3. Interaction between teacher & learners is initiated by the teacher 4. The teacher leads, controls & directs the language behaviour of learner Typical Techniques 1. Dialogue memorization 2. Repetition Drill 3. Chain Drill 4. Grammar games 5. Use of minimal pairs 6. Complete the dialogue
5.1.1 Silent Way Key features 1. Learning is facilitated if the learner discovers or creates 2. Learning is facilitated by accompanying physical objects 3. Learning is facilitated by problem solving involving materials to be learned 4. Teacher is silent most of the times leaving the learners struggling to solve problems about the language Strengths 1. Learning through problem solving looks attractive because it fosters creativity, discovery, increase in intelligent potency & long term memory 2. Teaching is subordinated from learning because good learning demand that any language learners to carefully observe their own speech Limitations 1. One of the harsh method 2. No reinforcement as teachers minimally involve in the learning Learner-Teacher interaction 1. The teacher is silent 2. Teacher sets up situations to force awareness 3. Learner-based learning 4. Teacher only speaks to give clues not to model the language 5. Learner-leaner interaction is desirable & encouraged
Technique 1. Learning through sound
5.2.7 Total Physical Response (TPR) Key features 1. Second language learning is parallel to first language learning & should reflect the same naturalistic process 2. Listening should be developed before speaking 3. After listening comprehension develops, speaking skill will develop naturally 4. Adult learners should use right-brain motor activities while the left hemisphere watches & learns Strengths 1. Allow learners to get up & move while learning & encourages a more relaxed learning environment 2. Fun & easy: Learners will enjoy the physical activities 3. Good tool for building vocabulary 4. It is memorable & help to strengthen the connection in the brain 5. Class size is not a problem Limitations 1. Not as effective as higher levels of language learning 2. Does not promote independent language use outside of oral work modelled by teacher in classroom 3. Only for beginners 4. Can be challenging for shy learners Learner-Teacher Interaction 1. Teacher interacts with the whole group of learners 2. Teacher speaking & learners respond nonverbally 3. Later, learners become more verbal & teacher responds nonverbally 4. Learners perform actions together or individually & learn from each other
Topic 6 Communicative Approach 6.2.2 Principles of Communicative Approach 1. Language is used in real context is introduced because it is interesting & motivating. 2. TL is the vehicle in the classroom communications & not just the object of study. 3. Teaching is learner-centred 4. The teacher acts as the facilitator setting up communicative activities & as an advisor 5. In communicating, the speaker has a choice of what to say & how to say it 6. Both speaking & writing are important. Reading, writing, speaking & listening are all necessary. 7. Fluency & accuracy is important. Drilling is used when appropriate. 6.2.3 Techniques of Communicative Approach 1. Functional communication activities: these activities are aimed at developing certain language skills & functions & involve communication such as language games, scrambled sentences & puzzles 2. Social interaction activities: such as conversation & discussion sessions, dialogues & role plays, simulation. Strengths 1. Greater focus on the role of learners with a teacher-centred instruction to learner-centred instruction 2. Greater attention on the process of learning than the product that learners produce 3. Promote holistic learning 4. Emphasis on the importance of meaning rather than drills & other forms of learning 5. Views learning as a life-long process rather than being exam-oriented Limitations 1. Focus less on the formal structures 2. This approach relies extensively on functional-notational syllabus which places heavy demand on the learners 3. Various categories of language function are overlapping & not systematically graded E.g. structures of the language 4. More to fulfil the needs & interests of the learners & teachers have to modify the syllabus to fulfil the needs 5. The requirements are difficult because this approach needs availability of a classroom that can allow for group work activities & for teaching aids & materials Role of teacher 1. The teacher facilitates the communication on the classroom 2. Establish situations likely to promote communication 3. During activities, teacher acts as an advisor, answering students questions & monitoring their performance Role of learners 1. Students are communicators 2. Engage in negotiating meaning to make them understand & understanding others 3. Students are responsible for their own learning
Role of resources This Communicative Approach uses the authentic resources because they are more interesting & motivating. Authentic resources are used to: 1. Provide cultural information about the target language 2. Provide exposure to real language 3. Relate more closely to learners needs
Topic 7 ELT Methods Lexical Approach Principles 1. Language consists of grammaticalised lexis, not lexicalised grammar 2. The grammar/vocabulary dichotomy is invalid because many languages have multiword chunks 3. A vital element of language teaching is raising students awareness & developing their ability to chunk language 4. Collocation is integrated as an organising principle within syllabuses 5. Central metaphor of language is holistic 6. Grammar as a receptive skill involving the perception of similarity & difference is prioritised Activities 1. Intensive & extensive listening & reading of target language 2. Repetition & recycling of activities such as summarizing a text orally one day & again after a few days 3. Guessing the vocabulary items from context 4. Working with dictionaries
Eclectic Approach 1. The label given to a teachers use of techniques & activities of language teaching approaches & methodologies 2. The teacher decides what methodology or approach to be used depending on the aim of the lesson & the learners in the group 3. Most course books have mixture of approaches & methodologies Task-Based Learning 1.