Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Reference Books
Techniques and Principles in Language Teaching, Diane Larsen-Freeman, Oxford University Press. Principles of Language Learning and Teaching, H. Douglas Brown, Prentice Hall Regents. Teaching by Principles, H. Douglas Brown, Prentice Hall Regents. Approaches and Methods in Language Teaching, Jack C. Richards & Theordore S. Rodgers, Cambridge University Press. An introduction to Second Language Acquisition Research. Diane Larsen-Freeman & Michael H. Long. The Practice of English Language Teaching, Jeremy Harmer, Longman, Ltd. Teaching English as a Second or Foreign Language. Celce-Murcia, M. H&H Second Language Teaching & Learning. David Nunan. (1995). H& H.
I. A Framework of TESOL English language teaching and learning: language, education, psychology Theoretical Underpinning: First language education, second language acquisition Research methodology Linguistics
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But learners of different ages have different characteristics is more preferable than the critical hypothesis. Besides, accurate pronunciation is not the most important goal of language learning but a necessary or desirable goal. There are also other factors that determine the effectiveness of ones language learning such as teachers language competence, the learning environment and so on.
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ii) Pedagogical skills---well-informed language teaching approaches; teaching techniques; ability in lesson plan design and other classroom behavior management skills. iii) Interpersonal skills. iv) Personal qualities.
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ESL & EFL ESLan abbreviation for English as a second language such as in Singapore EFL an abbreviation for English as a foreign language such as Japan * ph.D: pizza-hut delivery
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Deductive learning of grammar is an approach to language learning in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. For example, in the grammar translation method, specific grammar rules are given to learners and practice subsequently follows to familiarize students with the rule. The features of it are time-saving and suitable for adult learners who can afford abstract thinking. Besides it is widely used in EFL contexts where exposure to the target language is limited and the length of instruction time is short. (e.g. GTM, adult learners, FI/analytic learners, EFL contexts) 14
Inductive learning is an approach to language learning in which learners are not taught grammatical or other types of rules directly but are left to discover or induce rules from their experience of using the language. Language teaching methods which emphasize use of the language rather than presentation of information about the language include the direct method, the communicative approach and counseling learning. The features of it are time-consuming and applicable to young learners in natural settings such as ESL contexts.
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Performance and competence Performance-- a persons actual use of language; how a person uses his knowledge of a language in producing and understanding sentences. Competence-- a persons knowledge of a language People may have the competence to produce a long sentence but when they actually try to use this knowledge, there are reasons why they restrict it. For example, they may run out of breath or their listeners forget what has been said if the sentence is too long. Due to performance factors such as fatigue, lack of attention, nervousness or excitement, their actual use of language may not reflect their competence. The errors they make are described as examples of 16 performance.
Acquisition vs. learning Acquisition--the processes by which people naturally develop proficiency in a language Learning-- the processes by which people formally develop language proficiency.
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bottom-up processing vs. top-down processing Top-down processinga way in which humans analyze and process language as part of the process of comprehension and learning by making use of previous knowledge (higher-level knowledge) in analyzing and processing information which is received such as ones expectations, experience, schemata in reading the text. Bottom-up processing a way making use principally of information which is already present in the data (words, sentences, etc.) such as understanding a text mainly by analyzing the words and sentences in the text itself.
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Teacher-centered vs. learner-centered teaching Teacher-centered (fronted) teaching a teaching style in which instruction is closely managed and controlled by the teacher, where students often respond in unison to teacher questions, and where whole-class instruction is preferred to other methods. Learner-centered teaching methods of teaching which emphasizes the active role of students in learning, tries to give learners more control over what and how they learn and encourages learners to take more responsibility for their own learning. It is encouraged by many current teaching approaches.
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Target language vs. native language Target languagethe language which a person is learning Native language a first language or mother tongue/motherese which is acquired first.
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Form vs. function Form the physical characteristics of a thing-> in language use, a linguistic form is like the imperative Function a linguistic form can perform a variety of different functions: Come here for a drink-> invitation Watch out-> warning Turn left at the corner-> direction Pass the salt-> request
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CALL-- computer-assisted language learning CAI: computer-assisted instruction 3 P- a traditional classroom teaching procedure derived from the Situational Approach of presentation, practice and production
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