1 / 12

L2 Methodologies

This methodology focuses on South Asian language learners and their needs analysis, incorporating topics such as pop culture and current affairs. The method involves small group discussions and formal language study to develop speaking and writing skills. Assessment is done through teacher evaluation. Learner types and preferences are considered, with concrete learners engaging in games and videos, analytical learners studying grammar, communicative learners using L2 outside the classroom, and authority-oriented learners relying on teacher explanations and textbooks. Task outcomes show that group work enhances language production, NNS-NNS interaction promotes more talk, and negotiation of meaning improves comprehension. An exemplar lesson on greetings is provided, with pre-activities, video presentations, observation exercises, and post-activity applications. Skills activities include listening, speaking, and writing. The focus is on discovering culture through language, with the learner taking an active role and the teacher facilitating engagement.

spadafora
Download Presentation

L2 Methodologies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. L2 Methodologies South Asian Languages

  2. Focus • Who is the second language learner? • What does s/he bring to class?

  3. Needs Analysis • Topic • study pop culture 1 2 3 4 5 • current affairs 1 2 3 4 5 • Method • small group discussion 1 2 3 4 5 • Formal language study 1 2 3 4 5 • Skills • speaking 1 2 3 4 5 • Writing 1 2 3 4 5 • Assessment • teacher assess my work 1 2 3 4 5

  4. Learner types and learning preferences • Concrete learners • games, videos, talking in pairs • Analytical learners • grammar, read newspapers, study alone • Communicative learners • watching, listening, using L2 outside • Authority-oriented learners • teacher explanation, textbook

  5. Task Outcomes • Learners produce greater quantity and variety of language in group work versus teacher-fronted activities. • In group work, NNS-NNS interaction produce more talk. • Learners who have opportunities to negotiate meaning (make clarification requests and check comprehension) do better at comprehension than those learners receiving simplified input. • Communication-based + grammar-focus instruction works better than grammar-only OR communication-only instruction.

  6. Examplar • Greetings • Pre-activity: Background • Video presentation • Activity: Making observations • Post-activity: Application

  7. Pre-activity • Background activation • Situating the context

  8. Activity • Making observations • Kinds of information conveyed • Linguistic realizations • Role relations • Kinship terms • Forms of address

  9. Activity contd. • Question: Are heritage/non-heritage speakers going to observe all the information there? • If not, then how can we make them observe the various fictive kinship terms, forms of address, and the linguistic expression of greetings?

  10. Post-activity • Applying it to our own teaching/learning experience • Personal narratives

  11. Skills activity • Listening • Speaking • Writing

  12. Conclusions • Focus on DISCOVERING culture • Language is the instrument/tool/medium of that DISCOVERY • Learner is ACTIVE • Teacher’s role: Keeping learner ACTIVE

More Related