report tesl

8/3/2019 Report Tesl

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THE

CONCEPTUALBASIS OFSECOND

LANGUAGETEACHING ANDLEARNING


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LANGUAGE EDUCATION

} Language education is the teaching andlearning of a foreign orsecond language

THE CONCEPTUAL BASIS OF SECOND

LANGUAGE TEACHING AND LEARNING


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English as a foreign or second

language} ESL (English as a second language), ESOL (English for speakers of

other languages), and EFL (English as a foreign language) all refer

to the use or study of English by speakers with a different nativelanguage.

} ELT (English language teaching) is a widely-used teacher-centered

term, as in the English language teaching divisions of large

publishing houses, ELT training, etc. The abbreviations TESL

(teaching English as a second language), TESOL (teaching English

to speakers of other languages) and TEFL (teaching English as aforeign language) are also used.

} Other terms used in this field include EAL (English as an additionallanguage), EIL (English as an international language), ELF (English as

a lingua franca), ESP (English for special purposes, or English for

specific purposes), EAP (English for academic purposes). Some

terms that refer to those who are learning English are ELL (Englishlanguage learner), LEP (limited English proficiency) and CLD

(culturally and linguistically diverse).




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Origins of LANGUAGE TEACHING} It was around the fifth century B.C that in ancient India the

early states of language were written down as a set of rules.This was, in fact, a grammar of Sanskrit whose effects went

far beyond the original intentions of the authors.

} In the seventeenth century, Jan Amos Komensky (1592-1670), commonly known as Comenius, is often said to bethe founder of the Didactics of Language; for him, the worddidactics means the art of teaching. Language study

and therefore, language teaching was to be promoted insubsequent centuries through the fields of philosophy, logic,

rhetoric, sociology, and religion, among others, providingthe framework for the main task of linguistic scholars. This

was basically to study and understand the generalprinciples upon which all languages are built and in doing

so, teach them better.




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1. Up to the eighteenth century:The spread of English language teaching in Europe

} Ancient Times

} Europe in Early Times: The decline of Latin

2. The nineteenth century:Approaches and Methods on language teaching

} The Grammar-Translation method

} Individual reformers: Marcel, Prendergast and Gouin

} The Reform Movement: Sweet, Vitor and Passy. The role of phonetics

} The Direct Method. Natural methods from Montaigne to Berlitz

3. The twentieth century:A communicative approach

} The Communicative Language Teaching Approach

} The influence of sociology and psychology on language teaching

} Approaches and theories of language and language learning} Approaches of language and language learning

} Influential theories on language learning

} Language teaching methods} The Oral Approach and Situational Language teaching method

} The Audiolingual method

} Total Physical Response

} The Silent Way

} Community Language Learning

} Suggestopedia

4. NEW DIRECTIONS ON LANGUAGE TEACHING




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1. Up to the eighteenth century: The spread of

English language teaching in Europe

}Ancient Times-Richards & Rodgers (1992) state, the function of the earliesteducational systems was primarily to teach religion and to

promote the traditions of the people.

-During the Middle Ages (15th-16th century), the earlyeducational systems of the nations of the Western worldemanated from the Judea-Christian religious traditions,

which were combined with traditions derived from ancientGreece philosophers like Socrates, Plato, and Aristotle.

}

Europe in Early Times: The decline of Latin-Beginning around the 16th century, French, Italian, andEnglish gained in importance as a result of political changes

in Europe, and Latin gradually became displaced as alanguage of spoken and written communication.




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2. The nineteenth century: Approaches and Methods

on language teaching}Grammar-translation Method-The grammar-translation method was the dominant foreign

language teaching method in Europe from the 1840s to the 1940s,

and a version of it continues to be widely used in some parts of the

world. As Richards & Rodgers (1992) points out, it is still used

nowadays where understanding literary texts is the primary focus of

foreign language study.

} Individual reformers: Marcel, Prendergast

and Gouin-The Frenchman Claude Marcel (1793-1896) emphasized the

importance of meaning in learning, proposing a rational method,

and referring to child language learning as a model for languageteaching.

-The Englishman Thomas Prendergast (1806-1886) created amastery system on a structural syllabus to work on basic structural

patterns occurring in the language.

-Frenchman Franois Gouinsapproach to teaching was based on

his observations of childrens use of language.




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2. THE NINETEENTH CENTURY:APPROACHES AND METHODS ONLANGUAGE TEACHING

} The Reform Movement: Sweet, Vitor and Passy.

The role of phonetics-One of the earliest goals of the association is the leading role of

phonetics within the teaching of modern languages; Henry Sweet(1899) set forth principles for the development of teaching methods

based on sound methodological principles (an applied linguisticapproach).

-ForWilhelm Vitor, whose name is directly associated with a

phonetic method, speech patterns were the fundamental elements

of language, stressing the value of training teachers in the new

science of phonetics . In general the reformers believed thatgrammar had to be taught inductively, translation avoided, and a

language learning based on hearing the language first, beforeseeing it in written forms.




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} The Direct Method. Natural methods from

Montaigne to Berlitz-Among those who tried to apply natural principles to language

classes in America were L. Sauveur (1826-1907) and MaximiliamBerlitz who promoted the use of intensive oral interaction in the

target language. Saveurs method became known as the NaturalMethod and was seriously considered in language teaching.

-Berlitz, however, never used the term natural and named his

method the Berlitz method (1878), and it was known for being

taught in private language schools, high-motivated clients, the use

of native-speaking teachers, and no translation under anycircumstances. In spite of his success, this method lacked a basis in

applied linguistic theory, and failed to consider the practicalrealities of the classroom.


LANGUAGE TEACHING AND LEARNING2. THE NINETEENTH CENTURY:APPROACHES AND METHODS ONLANGUAGE TEACHING


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3. The twentieth century: A communicative

approach} The Communicative Language Teaching

Approach-Scholars such as Halliday, Hymes, Labov and the American linguist

Noam Chomsky challenged previous assumptions about language

structure and language learning, taking the position that language

is creative (not memorized by repetition and imitation) and rulegoverned (not based on habits). ForHymes (1972), the goal oflanguage teaching is to develop a communicative

competence, that is, the knowledge and ability a learner needs to

be communicatively competent in a speech community. Halliday

(1970) elaborated a functional theory of the functions of language,

and Canale and Swain (1980) identified four dimensions of

communicative competence: grammatical, sociolinguistic,discourse and strategic competence.

-Chomsky demonstrated that the fundamental characteristics of

language creativity and uniqueness of individual sentences- were

not part of the structural theories of language.




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3. THE TWENTIETH CENTURY:A COMMUNICATIVE APPROACH

} The influence of sociology and psychology on

language teachingSOCIOLINGUSTICS-studies the ways in which language interacts

with society in relation to race, nationality, regional, social and

political groups, and the interactions of individuals within groups.

Edwar Sapirand Leonard Bloomfield claimed that everylanguage consists of a series of unique structures and that the

construction of sentences follows certain regular patterns.

PSYCHOLINGUISTICS-focuses on how language is influenced by

memory, attention, recall and constraints on perception, and the

extent to which language has a central role to play in the

understanding of human development.

Behaviorism has had a great effect on language teaching.

Theorists as Ivan Pavlov and Skinner, believed that languageswere made up of a series of habits, and that if learners could

develop all these habits, they would speak the language well.

Linguists such as R. Ellis orStephen Krashen and Tracy Terrells

contribution show an approach focusing on teaching

communicative abilities and emphasizing the primacy ofmeaning when second language acquisition is on study.




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}

Approaches and theories of language and languagelearning


Most of the researchers have been influenced by the development of

generative theory where the most important area is the investigation

of the acquisition of language by children.

1. Stephen D. Krashen developed a second language acquisitionresearch as a source for learning theories. He distinguishes two

concepts here, acquisition and learning, where acquisition is seen

as the basic process involved in developing language proficiency.

2. Tracy D. Terrell is closely related to Krashen and their theories

emphasize the nature of the human and physical context in which

language learning takes place. Their learning theory is supported

by three main principles. Firstly, they claim that comprehensionprecedes production (commonly known as input); secondly,

they state that production may emerge in stages and students are

not forced to speak before they are ready; and thirdly the fact

that the course syllabus consists of communicative goals, thusclassroom activities are organized, by topic, not grammar

(Krashen & Terrell 1983).




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}

Approaches and theories of language and languagelearning


3. Noam Chomsky demonstrated that creativity and individual

sentences formation were fundamental characteristics of

language, not part of the structural theories of language

4. James Ashers Total Physical Response (1977) centers on bothprocesses and conditions aspects of learning. Thus coordinating

language production with body movement and physical actions is

believed to provide the conditions for success in language

learning.

5. Charles A. Currans approach, the Counseling- Learning (1972),

focused mainly on creating the conditions necessary for successful

learning, such as a good atmosphere of the classroom, whereintimacy and security are a crucial factor together for students

when producing language.

6. The Silent Way method, developed by Caleb Gattegno, is also

built on a conscious control of learning to heighten learning

potential.




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}

Language teaching methods} The Oral Approach and Situational Language teaching method

This approach involved principles of selection, organization and

presentation of the material based on applied linguistic theory andpractice. Thus, the role of vocabulary was seen as an essential

component of reading proficiency, and parallel to this syllabus design

was a focus on the grammatical content, viewed by Palmer as the

underlying sentence patterns of the spoken language.

Its main leader was George Pittman, and its main characteristics were

as follows: material is taught orally before it is presented in writtenform; introduced and practiced situationally; and reading and writing

are introduced only when sufficient lexical and grammatical basis is

established. The skills are approached through structure.

} The Audiolingual method It is based in structural linguistics (structuralism) and behavioristic

psychology (Skinners behaviorism).

It aims at teaching the language skills in the order of listening,

speaking, reading, and writing, and is based on using drills for the

formation of good language habits.




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3. THE TWENTIETH CENTURY:A COMMUNICATIVE APPROACH} Language teaching methods

}

Total Physical Response This method owes much to structuralist or grammar-based views of

language as most of vocabulary items and grammatical structures are

learned through an instructor. The main goal is to teach oral proficiency

at a beginning level through the use of action- based drills in the

imperative form.

} The Silent Way

Caleb Gattegno introduced this classroom technique wherein the

teacher remains silent while pupils output the language through

simulated experiences using tokens and picture charts as centralelements.

} Community Language Learning

As the name indicates, this method follows a humanistic approach

which was supported by Charles A. Curran. His method is known asCounseling-Learning, and it redefines the roles of the teacher (counselor)

and learners (the clients) in the language classroom.

} Suggestopedia

In the own words of Lozanov (1978), Suggestopedia prepares students

for success by means of yoga, hypnosis, biofeedback or experimental

science.




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3. NEW DIRECTIONS ON LANGUAGE

TEACHING} A critical question for language educators is about "what

content" and "how much content" best supports languagelearning. The goal is to best match learner needs and

interests and to promote optimal development of secondlanguage competence. The natural content for language

educators is literature and language itself, and we arebeginning to see a resurgence of interest in literature and indiscourse and genre analysis, schema theory, pragmatics,and functional grammar propose an interest in functionally

based approaches to language teaching. Also, "Learningto Learn" is the key theme in an instructional focus on

language learning strategies. Such strategies include, at themost basic level, memory tricks, and at higher levels,

cognitive and metacognitive strategies for learning,thinking, planning, and self-monitoring.




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THATS ALL

THANK YOU!

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