On teaching a language principles and priorities in methodology

On teaching a language: principles and priorities in methodology Omaggio Chapter Some definitions • Consider the terms: – Second language acquisition theory – Philosophy of teaching – Methodology – Syllabus • What does each mean to you? What are the similarities that unite them? What are the differences? How to compare methodologies? • Given the large number of approaches and methodologies, we need some standard by which to evaluate them all • For us, that standard will be the standard of proficiency • Subsumed under “proficiency” then, is how well the method or approach encourages proficiency and enables the incorporation of the 5Cs Guidelines & Standards • These are NOT syllabi or methodologies • But they help us derive implications for instruction (Galloway 1997) – Instructors can shift emphasis of instruction to develop certain skills – Instructors can use the Cs as a guiding framework for their classes Some current methods and approaches A brief overview Traditional method: Grammar-Translation • Based on idea that mental order is essential for growth the mind • Grammar rules and bilingual vocabulary lists • Translation exercises • Comparison between L1 and L2 • Minimal listening and speaking practice The direct method: A rationalist perspective • • • • • • “Active method” starts with the here and now Paraphrase in order to avoid the use of translation Students hear complete and meaningful sentences Emphasis placed on correct pronunciation Grammar is assumed to be learned through practice, not directly taught Texts are understood “directly” without translations or dictionaries Audiolingual: An empiricist perspective • “Scientific” approach to language • Goal is to develop same abilities as native speakers • No L1 use at all • Students learn through stimulus-response techniques, no time for analysis • Pattern drills without explanation • Natural sequence of four skills Mentalist perspectives • Based on reactions to Audiolingualism, influenced heavily by Chomsky • The Cognitive Anti-Method – Learner controlled – Innate ability to learn languages – No attention to form necessary – Language is acquired globally – Errors are inevitable, shouldn’t be corrected – L1 interference naturally disappears with more experience Mentalist perspectives • The Cognitive-Code Method – Goal is to develop same abilities as natives – The instructor must move from the known to the unknown – Promote creative use of language – Students should understand the rule system, not memorize it – Learning should be meaningful Suggestopedia Of all of these… • Which approach or method makes the most sense to you as a teacher? Why? • As a student, which approach you think you would prefer? Why? • What method or approach does UF use or the textbooks we adopt employ? Do you follow this approach in your class? Communicative Approach : Pros and Cons • Advantages – Developed precisely to promote communication, interaction, etc – Many principles (communicative, task, meaningfulness) conform to the hypotheses of “proficiency” – Flexible approach to teaching – Repertoire of “best practices” Communicative Approach : Pros and Cons • Disadvantages – Some students want more explicit emphasis on grammar – Hard to coordinate multi-section courses – Difficult to test in the way we teach – Others? More Pros and Cons • In your opinion, which of the approaches listed here has the most to offer in terms of proficiency? The least to offer? Explain – Grammar-Translation – Direct Method – Audiolingual Methodology – Total Physical Response – Natural Approach – Community Language Learning – Silent Way – Suggestopedia Reaction response • Think about the textbook you are using in the class you teach What is the theoretical basis of the book? What types of activities are included? How are they sequenced? How are the four skills integrated? What you view as the main strengths and weaknesses of the book? What would you change about the text? Some other questions to consider… Meaningful language • How can we teach the following while keeping in mind that language should be meaningful, personal and realistic? – Grammar, i.e., verb conjugations – Vocabulary lists – Culture Student interaction • What role does group work play in the carrying out of Hypothesis #1? • What is the right balance between student-dominated and teacher-dominated methods? Technology • What is the role of technology in fostering proficiency? • How can technology help us in the incorporation of the 5Cs? Level of learner • If we need to include authentic materials in all our classes, from the beginning, how can we keep the level of the learner in mind? • What is the relationship between text and task, and how can this be manipulated? Focus on form • Is there a way to promote communication and still focus students’ attention on form and accuracy? • What is the best way to provide feedback and/or correction? Input and output • Are input and output equally important in the L2 classroom? • What is the relationship between developing input skills and output skills? • How does Krashen’s “i + 1” idea relate to both kinds of skills? Anxiety • Anxiety can serve both debilitating and facilitating roles in a second language classroom How is this possible? • What you believe is the anxiety level of the students in your class? Is this intentional on your part? What can we to help control anxiety levels? Homework • see calendar