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TEACHING ENGLISH TO YOUNG LEARNERS

TEACHING ENGLISH TO YOUNG LEARNERS. 1. BASIC TERMS. 1.EFL. E NGLISH AS A F OREIGN L ANGUAGE. 2. TEFL. T EACHING E NGLISH AS A F OREIGN L ANGUAGE. 3. SLA. S ECOND L ANGUAGE A CQUISITION. 4. FLA. F OREIGN L ANGUAGE A CQUISITION. 5. ELT. E NGLISH L ANGUAGE T EACHING. 6.ESP.

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TEACHING ENGLISH TO YOUNG LEARNERS

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  1. TEACHING ENGLISH TO YOUNG LEARNERS

  2. 1. BASIC TERMS 1.EFL ENGLISH AS A FOREIGN LANGUAGE 2. TEFL TEACHING ENGLISH AS A FOREIGN LANGUAGE 3. SLA SECOND LANGUAGE ACQUISITION

  3. 4. FLA FOREIGN LANGUAGE ACQUISITION 5. ELT ENGLISH LANGUAGE TEACHING 6.ESP ENGLISH FOR SPECIAL PURPOSES 7. UG UNIVERSAL GRAMMAR

  4. Language Pedagogy and other Sciences Linguistics Psychology Pedagogy Applied Psycho- Applied Pedagogical Didactics Linguistics linguistics psychology psychology

  5. SECOND FIRST L1 L2 NATIVE NON-NATIVE PRIMARY SECONDARY MOTHER TONGUE FOREIGN LANGUAGE STRONGER WEAKER

  6. LANGUAGE SKILLS SKILLS AUDITIVE VISUAL PASSIVE LISTENINGREADING ACTIVE SPEAKINGWRITING

  7. SIMPLE SKILLS L R S W

  8. COMPLEX SKILLS: INTERPRETATION AND TRANSLATION: 2 LANGUAGES ARE INVOLVED GROUPING : L AND R: COMPREHENSIVE SKILLS S AND W: COMMUNICATION SKILLS I AND T: MEDIATION SKILLS

  9. DESCRIBING A METHOD I. BASIC DILEMMAS • L1-------L2 • AWARENESS --- INTUITION • FORMS ----- FUNCTIONS

  10. II. THE ARRANGEMENT OF LANGUAGE CONTENT 4.PRONUNCIATION 5.GRAMMAR 6. VOCABULARY 7. PRAGMATICS

  11. III. TEACHING SKILLS 8. ALL SKILLS OR ONE SKILLS 9. THE ROLE AND AMOUNT OF TRANSLATION IV. TEACHING STYLE 10. STUDENT PARTICIPATION 11. TEACHER’S ROLE 12. ERROR CORRECTION 13. FEEDBACK

  12. 1. EARLY LANGUAGE TEACHING 2. GRAMMAR TRANSLATION METHOD 3. DIRECT METHOD 4. INTENSIVE METHOD 5. READING METHOD 6. AUDIO-LINGUAL METHOD 7. AUDIO-VISUAL METHOD 8. COGNITIVE APPROACH 9. HUMANISTIC APPROACHES 10. COMMUNICATIVE LANGUAGE TEACHING

  13. 1. EARLY LANGUAGE TEACHING ANCIENT TIMES THE EGYPTIANS-----THE GREEKS------ THE ROMANS IMMERSION MIDDLE AGES MARKETPLACE ----- MONASTERY

  14. THE EVALUATION OF EARLY LANGUAGE TEACHING • READING COMES FIRST • PRONUNCIATION --- PHONETIC TRANSCRIPTION ???? • WRITING - COPYING, PARAPHRASES,VERSIFICATION • SPEECH – ROTE LEARNING, Q & A, DIALOGUES, DRILLS, MONOLOGUES

  15. 2. GRAMMAR TRANSLATION METHOD • NAME: • NYELVTANI FORDÍTÓ MÓDSZER • CLASSICAL METHOD • TRADITIONAL METHOD • MEDIEVAL METHOD • PRUSSIAN METHOD

  16. 2. THE OBJECTIVES OF GRAMMAR TRANSLATION METHOD • READ WITH THE HELP OF DICTIONARY—TEXT:ANCIENT • LEARN WITH THE HELP OF TRANSLATION • WRITE IN BOTH LANGUAGES WITH GRAMMATICAL AWARENESS --- TERMS • MENTAL DISCIPLINE SPEAKING IS NOT AN OBJECTIVE

  17. A TYPICAL CLASSROOM • MORE THAN 30 CHILDREN • 2-6 LESSONS A WEEK • TABLES OF PARADIGMS (DECLINATIONS, CONJUGATIONS) • LACK OF ONE EQUIPMENT • FRONTAL TEACHING (T – S) INTERACTION • CONSTANT USE OF L1 • STRONG CONTROL • CORRECTION

  18. BOOKS: • TOPIC: GRAMMATICAL • EXAMPLARY SENTENCES TO ILLUSTRATE RULES • L1 AND L2 WORD LISTS (BEFORE THE TEXT OF THE LESSON) • TASK TYPES: COMPLETION TRANSFORMATION TRANSLATION (L1-L2, L2-L1)

  19. TEACHING TECHNIQUES • DEDUCTIVE, DETAILED GRAMMAR EXLPANATION • READING ALOUD • RECITALS OF MEMORITERS (ROTE LEARNING) • RECITALS OF CONJUGATIONS AND DECLANATIONS • LISTS OF EXCEPTIONS • RARE WORDS • TERMS OF GRAMMAR

  20. WHY IN GERMANY? EFL: SCHOOL SUBJECT CIVIL CERVANTS NO CHANGES IN THE SCHOOL SYSTEMS EXAMS

  21. NAMES: SEIDENSTÜCKER(1765-1817) DISCONNECTED SENTENCES AHN (1796-1865) 12 AREAS OF VOCABULARY PLOETZ (1819-1881)SENTENCE PARADIGM

  22. ASSESSMENT OF GRAMMAR TRANSLATION METHOD • NEGATIVE FEATURES • READING AND WRITING ONLY • SENTENCE CENTRED (NO TEXTS) • RULE CENTRED • MENTAL GYMNASTICS POSITIVE FEATURES EXPLICIT KNOWLEDGE ABOUT THE LANGUAGE TRANSLATION INTO L1 CULTURAL TEXTS AND LITERATURE (LIVY)

  23. DIRECT METHOD 1900-1940 GENERAL FEATURES • LONG PHONETIC INTRODUCTION • NO L1 • NO TRANSLATION • ASSOCIATIONS • INDUCTIVE AND INTUITIVE GRAMMAR TEACHING • TEXTS: PROSE: BRITISH STUDIES • SKILLS SPEAKING AND LISTENING • (READING AND WRITING) • SELF-CORRECTION

  24. CLASSROOM TECHNIQUES ORAL WORK EXPLANATION IN L2 PRONUNCIATION: IMMEDIATELLY CORRECTED QUESTION AND ANSWER ---CHORUS SOUND READING CONVERSATION DICTATION COMPLETION

  25. VARIETIES OF DIRECT METHOD ORIGINAL DIRECT METHOD BERLITZ BASIC ENGLISH: OGDEN AND RICHARDS BRITISH AMERICAN SCIENTIFIC INTERNATIONAL COMMERCIAL 20,000 WORDS: 850/16

  26. EVALUATION: POSITIVE FEATURES: ORAL WORK SPOKEN LANGUAGE THINKING IN A FL NEGATIVE FEATURES: LONG PHONETIC INTRODUCTION TOO DEMANDING FOR THE LEARNERS

  27. INTENSIVE METHOD AN ARMY SPECIALISED TRAINING PROGRAMME WW2 INFORMANT (NATIVE SPEAKER) TEAM TEACHING: INSTRUCTOR : TEACHER 6 WEEKS/10 HRS A DAY 1. IMITATION METHOD: 2. REPETITION 3. L2---L1 TRASNSLATION 4. ROTE LEARNING

  28. ASSESSMENT TEAM WORK PRONUNCIATION-- PERFORMANCE LANGUAGE LEARNING (AL METHOD WITHOUT MACHINES LANGUAGE TEACHING TO A LARGE POPULATION + FEATURES

  29. COMENIUS 15TH CENTURY VESTIBULUM---ELŐSZOBA IANUA---KAPU ATRIUM---NAGYTEREM ROAD TO LANGUAGES VIA = THROUGH WORD EXPLANATION: PICTURE DICTIONARY: 8,000 VOCABULARY UNITS

  30. GOUIN 19TH CENTURY ‘ACTION SERIES’: THE MILL 5 TOPICS: HOME NATURE SOCIETY SCIENCE OCCUPATIONS

  31. PRENDERGAST THE LABYRINTH 1 2 3 4 5 6 7 HIS SERVANT SAW YOUR FRIEND’S NEW BAG 8 9 10 NEAR THE HOUSE. NEW SENTENCE: 8,9,7,10,4,2,3,1,5,7

  32. READING METHOD IN THE 1930S AND 1940S 1929 COLEMAN REPORT: THE MAIN TECHNIQUE IS READING (DEVELOPING VOCABULARY ) • VOCABULARY LISTS: • THORNDIKE • WEST: GENERAL SERVICE LIST READERS: 500, 800, 1200 WORDS: EASY READERS LEXICAL SELECTION AND LEXICAL DISTRIBUTION

  33. READING TECHNIQUES: INTENSIVE: ANALYTICAL FOR GENERAL MEANING , FOR PLEASURE EXTENSIVE: SCANNING: TO LOCATE INFO SKIMMING: READING FOR GIST (TO FIND THE MAIN POINTS OF THE TEXT AND SUMMARISE IT)

  34. AUDIO-LINGUAL METHOD 1950-70 TECHNICAL BACKGROUND: 1875 EDISON - PHONOGRAPH 2-PHASE 1940 TAPE RECORDER POLIESTHER 1960s: LANGUAGE LABORATORIES: STT AA: AUDIO-ACTIVE AAC: AA COMPERATIVE AACI: AAC INTERACTIVE

  35. LINGUISTIC BACKGROUND: STRUCTURALISM: LANGUAGE IS A SYSTEM IT EXISTS IN SPEAKING ITS FUNCTION: COMMUNICATION PSYCHOLOGICAL BACKGROUND: BEHAVIORISM: LG IS BEHAVIOUR

  36. CLASSROOM PROCEDURES: PRESENTATION REPETITION PRACTICE: DRILLS MEMORISATION CONFIRMATION

  37. DRILLS: FIRST FORM:SUBSTITUTION CHARTS FUNCTIONAL GROUPING: REPETITION DRILLS COMPLETION DRILLS SUBSTITUTION DRILLS TRANSFORMATIONAL DRILLS

  38. TECHNICAL GROUPING: 3-PHASE: STIMULUS RESPONSE CORRECT ANSWER 4-PHASE: STIMULUS RESPONSE CORRECT ANSWER ST REPEATS CORRECT ANSWER

  39. ASSESSMENT: + COMPLEX METHOD SIMPLE METHOD MANY ACTIVITIES GRADUAL DEVELOPMENT: INDIVIDUALISATION

  40. - NOT EVERY LANGUAGE FORM CAN BE CONDITIONED TOO LONG DIALOGUES RECOGNISING LG ELEMENTS ≠ KNOWLEDGE MIM-MEM= MIMICRY AND MEMORISATION

  41. AUDIO-VISUAL METHOD 1960s SOUND + IMAGE = SITUATION TAPE RECORDER SLIDE SITUATION OBJECTIVES: 1. MAKE EVERYDAY SPEECH SOUNDS FAMILIAR 2. INCREASE STT 3. ESP

  42. STEPS: 1. PRESENTATION 2. EXPLANATION 3. REPETITION 4. EXPLOITATION EVALUATION + SCRIPT AND SCENARIO (BETTER THAN READING) SITUATION-CENTRED NEW TECHNOLOGY

  43. - CULTURE SPECIFIC FEW PICTURES STRICT METHODOLOGY

  44. COGNITIVE METHOD 1960s = MENTALIST APPROACH • LANGUAGE LEARNING IS A CONSCIOUS PROCESS • MAKING UP HYPOTHESES CHOMSKY: LANGUAGE COMPETENCE: KN OF GR RULES LANGUAGE PERFORMANCE: USING THE LG

  45. COMMUNICATIVE COMPETENCE 1. LINGUISTIC COMPETENCE (ACCURACY AND FLUENCY) 2. SOCIOLINGUISTIC COMPETENCE: ACCEPTABILITY AND APPROPRIATENESS) 3. DISCOURSE COMPETENCE 4. STRATEGIC COMPETENCE

  46. COMMUNICATIVE LANGUAGE TEACHING 1970s - • AIMS: • TEACHING ALL THE 4 SKILLS • FOCUS ON ORAL AND WRITTEN COMMUNICATION • CONTENT AND SKILLS TRAINING • COMMUNICATIVE COMPETENCE METHOD: LEARNING BY USING NOTIONS AND FUNCTIONS TOPICS

  47. HUMANISTIC APPROACHES SUGGESTOPAEDIA DOR TPR SILENT WAY CLL HUMANISTIC=HOLISTIC

  48. SILENT WAY GATTEGNO: 1976 THE COMMON SENSE OF TEACHING BASIC PRINCIPLES: • LG SHOULD BE LEARNED INDIVIDUALLY • TEACHING DEPENDS ON LEARNING • TEACHER SETS MATERIALS • LEARNERS DEPEND ON EACH OTHER • SILENCE IS A METHOD • STs HAVE TO CONCENTRATE (90% STT) AIDS: CHARTS: CUISINAIRRE RODS, FIDEL CHARTS

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