L2 T EACHING M ETHODOLOGIES A PPLIED L INGUISTICS The application of - - PowerPoint PPT Presentation

L2 TEACHING METHODOLOGIES

APPLIED LINGUISTICS

 The application of certain material to a practical

use

 Second language acquisition (SLA)  Language planning  Artificial intelligence  Translation

THE PLAN

 L2 Teaching Methodology  Characteristics  Examples  A closer look: Two approaches to grammar

instruction

 Evaluating L2 Writing

SOME L2 TEACHING METHODOLOGIES

 Language-centered Methods  Grammar Translation  Audiolingual Method  Learning-centered Methods  Direct Method  Natural Approach  Learner-centered Methods  Communicative Method

GRAMMAR TRANSLATION

 Focus on rules and translation  Based on the teaching methodology of ancient

Latin and Greek

 Ignores  How most people learn elements of language  How native speakers actually use elements of

language

Reading and translating ✓ Speaking ✗

DIRECT METHOD

 Learn the L2 like the L1  Teach only in the Target Language

 Mime, visuals

 Teach only vocabulary and phrases used in colloquial

speech

 Small, intensive classes focus on oral skills (easy to

hard, based on interaction between student and teacher)

 Inductive grammar instruction (though feedback and

examples)

 Emphasis on correct pronunciation and grammar

DIRECT METHOD

 Do you think adults learn their L2 the same way

that they learn their L1?

 In what contexts would this method of teaching

be more appropriate?

AUDIOLINGUAL METHOD

AUDIOLINGUAL METHOD

 Influenced by Behaviorism  Tabula rasa  Learning though stimulus  Describe recurring themes to make

generalizations

 Focus on phonology and morphology

NATURAL APPROACH

 Based on the Monitor Model:  Distinction between learning (conscious) and

acquisition (subconscious)

 There is a natural order to L2 acquisition  Input must be meaningful and understandable (but

at one level higher than the learner)

 Lower the affective filter

COMMUNICATIVE METHOD

COMMUNICATIVE METHOD

 Objectives:  Include all components of communicative competence

 Grammatical, sociolinguistic, discursive, strategic

 Function, rather than form, is not a priority  Success is measured by the interlocutor’s

comprehension and not on “correctness”

 Goal of production and comprehension of the L2 in

spontaneous contexts

THE RELEVANCE OF GRAMMAR INSTRUCTION

 Grammar for grammar’s sake  Teach regular –ed form with its two pronunciation

variants

 Teach doubling rule for verbs that end in d (for

example, wed  wedded)

 Hand out a list of irregular verbs that students must

memorize

 Do pattern drills for –ed  Do substitution drills for irregular verbs

THE RELEVANCE OF GRAMMAR INSTRUCTION

 Grammar for communication’s sake  Distribute two narratives, each one to half of the class  Teach the regular –ed form, using verbs that occur in the

texts as examples

 Teach doubling and pronunciation rules if those form occur in the

texts

 Teach irregular verbs that occur in the texts

 Students read the narratives, ask questions for

comprehension

 Students work in pairs to interview each other in order to

recount orally or written the story they have not read

THINGS TO CONSIDER

 There is no one right method  Different learning styles  Different personalities  Different goals for learning the L2  Combining methodologies is a good idea

EVALUATING L2 WRITING

 Correct form  Coding for self-correction  Circle errors for self-correction  Content only  Content + form  What are some advantages and disadvantages of

the above evaluation strategies?

QUESTIONS/CONCERNS/THOUGHTS?