sedu 718
Post on 31-Dec-2015
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Intro to Dave
PhD in Applied Linguistics MA in TESOL & Applied Linguistics 4 years teaching EFL in Japan 5 years teaching ESOL in USA Now teaching ESOL for Ed’s at
Upstate
Compare, Contrast, Collaborate
Compare definitions Identify key similarities Identify key differences
Negotiate classroom definitions for each
Linguistic Competence Systematic // Generative Vocal // Visual Arbitrary symbols Conventionalized meanings Communicative Community-based Essentially human Universal acquisition
So What?
Given the list above What points must a teacher care about? How can these points translate into our
teaching? What should/must be explicit? What can/should be implicit/subconscious?
What other points are critical About language or language learning?
Direct ApproachWhat time is it? - I Excuse me. Can you tell me the time, please? Yes, of course. It's four o'clock. Thank you. No problem.
What time is it? - II What time is it? It's three “o” five. Thanks. You're welcome.
Circa WWI…, perhaps…
Reading Approach
Grammar Vocabulary Translation
(back toward Grammar-Translation…)
Following WWI…, perhaps…
Audiolingualism
e.g. Berlitz tapes Listen & repeat Total control Avoid errors
cf. Behavioralism… (Pavlov, etc)
Circa WWII…
Oral-Situational
Get ‘em talking Keep it relevant
Similar to Audiolingualism, but with focus on function…
Shadows Audiolingualism, but in Brittan…
Cognitive Approach
Language as “acquired” rules(not parroting of phrases or habits)
Individualized instruction & responsibility
Errors are welcomed
Circa 1970s
Affective-Humanistic
Respect for feelings Meaningful communication Pairs and groups Teacher as counselor/facilitator Teacher must speak both L1 & L2
Circa 1980s
Comprehension-Based
Listening is primary i +1 Learn rules & use them to self
monitor Self-correction, not teacher
correction
Circa 1980-00s
Communicative
Communication is primary Semantic & social issues included Pairs/groups Negotiate meaning Authentic materials Teacher as coach
Circa 1970-00s
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