L2 T EACHING M ETHODOLOGIES A PPLIED L INGUISTICS The application of - PowerPoint PPT Presentation

L2 T EACHING M ETHODOLOGIES

A PPLIED L INGUISTICS  The application of certain material to a practical use  Second language acquisition (SLA)  Language planning  Artificial intelligence  Translation

T HE PLAN  L2 Teaching Methodology  Characteristics  Examples  A closer look: Two approaches to grammar instruction  Evaluating L2 Writing

S OME L2 T EACHING M ETHODOLOGIES  Language-centered Methods  Grammar Translation  Audiolingual Method  Learning-centered Methods  Direct Method  Natural Approach  Learner-centered Methods  Communicative Method

G RAMMAR T RANSLATION  Focus on rules and translation  Based on the teaching methodology of ancient Latin and Greek  Ignores  How most people learn elements of language  How native speakers actually use elements of language Reading and translating ✓ Speaking ✗

D IRECT M ETHOD  Learn the L2 like the L1  Teach only in the Target Language  Mime, visuals  Teach only vocabulary and phrases used in colloquial speech  Small, intensive classes focus on oral skills (easy to hard, based on interaction between student and teacher)  Inductive grammar instruction (though feedback and examples)  Emphasis on correct pronunciation and grammar

D IRECT M ETHOD  Do you think adults learn their L2 the same way that they learn their L1?  In what contexts would this method of teaching be more appropriate?

A UDIOLINGUAL M ETHOD

A UDIOLINGUAL M ETHOD  Influenced by Behaviorism  Tabula rasa  Learning though stimulus  Describe recurring themes to make generalizations  Focus on phonology and morphology

N ATURAL A PPROACH  Based on the Monitor Model:  Distinction between learning (conscious) and acquisition (subconscious)  There is a natural order to L2 acquisition  Input must be meaningful and understandable (but at one level higher than the learner)  Lower the affective filter

C OMMUNICATIVE M ETHOD

C OMMUNICATIVE M ETHOD  Objectives:  Include all components of communicative competence  Grammatical, sociolinguistic, discursive, strategic  Function, rather than form, is not a priority  Success is measured by the interlocutor’s comprehension and not on “correctness”  Goal of production and comprehension of the L2 in spontaneous contexts

THE RELEVANCE OF GRAMMAR INSTRUCTION  Grammar for grammar’s sake  Teach regular –ed form with its two pronunciation variants  Teach doubling rule for verbs that end in d (for example, wed  wedded )  Hand out a list of irregular verbs that students must memorize  Do pattern drills for –ed  Do substitution drills for irregular verbs

THE RELEVANCE OF GRAMMAR INSTRUCTION  Grammar for communication’s sake  Distribute two narratives, each one to half of the class  Teach the regular –ed form, using verbs that occur in the texts as examples  Teach doubling and pronunciation rules if those form occur in the texts  Teach irregular verbs that occur in the texts  Students read the narratives, ask questions for comprehension  Students work in pairs to interview each other in order to recount orally or written the story they have not read

T HINGS TO CONSIDER  There is no one right method  Different learning styles  Different personalities  Different goals for learning the L2  Combining methodologies is a good idea

E VALUATING L2 W RITING  Correct form  Coding for self-correction  Circle errors for self-correction  Content only  Content + form  What are some advantages and disadvantages of the above evaluation strategies?

Q UESTIONS / CONCERNS / THOUGHTS ?