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Erstellt von jamie_howard
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Methods and Approaches to Language Instruction
- Grammatical/Grammar Based
- Structure based - learn the rules and patters to learn a language
- Theorists: John Locke &
David Hume - Human
knowledge is a product of
interaction with the
environment. It is gained
through the senses.
- John Watson & B.F. Skinner -
Behaviorism and Stimulas
Response - Theories that the
environment shapes behavior
by rewarding desirable
behavior and punishing
undesirable behavior therefore
desirable behavior continues
and the undesirable decreases.
- John Watson & B.F. Skinner -
Behaviorism and Stimulas
Response - Theories that the
environment shapes behavior
by rewarding desirable
behavior and punishing
undesirable behavior therefore
desirable behavior continues
and the undesirable decreases.
- Rule based
instruction -
Students
learn
grammatical
and
syntactical
rules 1st
- emphasis on explicit teaching of grammar
- Grammar carefully
sequenced and
structured
- Grammar carefully
sequenced and
structured
- emphasis on explicit teaching of grammar
- Teacher centered
- rote memorization and drill and practice
- Emphasis on development of reading, writing, and
grammar and less emphasis on oral language
development
- Error correction will shape
and correct language
acquisition.
- Total L2
immersion with
no use of L! in
the classroom
- Examples:
dialogue
memorization,
repetition,
mnemonics,
kietics
- 4 - METHODS
- Disputation
Method *
teacher
reads *
teacher
questions *
teacher
answers
through
instruction
- Grammar
Translation
Method *
teacher
presents
language rules
* students
memorize
vocabulary
lists *
Application of
language rules
and
vocabulary in
written texts
- Direct
Method *
students
infer
grammar
through
sequenced
guided
instruction
* Teacher
models
and
students
practice
language
patterns *
Vocabulary
taught in
context
through
dialogues
and choral
responses
- Audiolingual
Method *
pattern
drills and
dialogue to
develop
grammatical
structures
and
vocabulary
in a
sequential
manner *
teachers
reinforce
accurate
production
and error
correction
through
feedback
- Disputation
Method *
teacher
reads *
teacher
questions *
teacher
answers
through
instruction
- Structure based - learn the rules and patters to learn a language
- Communicative
- Vgotsky - Constructivist - Zone
of Proximal Development -
the optimal level of instuction
is a level just beyond what the
learner can do independently.
- Chomsky - Constuctivist -
Language Acquisition Device -
Learner has the innate
understanding of rules and
structure common to all
languages. Exposure to the
language and social interaction
will prompt the learner's ability to
comprehend and develop the
language.
- Chomsky - Constuctivist -
Language Acquisition Device -
Learner has the innate
understanding of rules and
structure common to all
languages. Exposure to the
language and social interaction
will prompt the learner's ability to
comprehend and develop the
language.
- Research and theory
based instruction
that focuses on
learning language
through and for
communication
- language learners
use language to
communicate for a
purpose
- language
development
occurs when the
learner receives
comprehensible
input and
creates their own
understanding in
a low anxiety
environment
- language
development
occurs when the
learner receives
comprehensible
input and
creates their own
understanding in
a low anxiety
environment
- language learners
use language to
communicate for a
purpose
- Student centered and teacher
facilitated approach. Teacher's role
is to provide content for authentic
communication.
- Early Methods
- Silent Way -
Learners
were given a
simple
linguistic
situation to
observe and
describe the
actions in
target
language * L1
was not to be
used *
Teacher only
emphasized
word
pronunciation
and word
flow * learner
developed
their own
criteria for
listening,
speaking, and
correction
- Natural
Way -
first,
teacher
created
meaningful
communication
*
then,
teacher
communicated
information
in
targeted
language
in
a
simplified
manner
*
language
learners
built
comprehension
skills
before
prompted
to
build
language
*
Accepted
student's
L!
- Suggestopedia
-
language
taught
with
an
emphasis
on
the
learner's
personality
and
motivation
*
create
a
relaxing
stress
free
environment
that
would
enhance
language
acquisition
*
music
in
the
background
*
students
would
read
text
in
their
L1
*
teacher
would
present
same
material
in
their
L2
*
visual
aids
used
to
support
meaning
*
students
would
use
conversation,
retelling,
and
role
playing
to
derive
meaning.
- Contemporary
Methods
- Integrated
Content
Based
(ICB) *
teaches
academic
subject
matter
and
second
acquisition
skills *
based
directly on
student's
academic
and
linguistic
needs *
teams of
educators
often
develop
themed
units that
emphasis
content
and
language
objectives
across the
curriculum
- Sheltered
Instruction
Method *
integrate
content and
language in the
same lesson *
content
objectives are
aligned with the
local, state, or
national
standards*
Language
objectives are
linked to TESOL
standards and
students's L2
proficiency *
students
receive grade
level content
but teacher
scaffolds
instruction to
provide
comprehensible
input
- Integrated
Content
Based
(ICB) *
teaches
academic
subject
matter
and
second
acquisition
skills *
based
directly on
student's
academic
and
linguistic
needs *
teams of
educators
often
develop
themed
units that
emphasis
content
and
language
objectives
across the
curriculum
- Silent Way -
Learners
were given a
simple
linguistic
situation to
observe and
describe the
actions in
target
language * L1
was not to be
used *
Teacher only
emphasized
word
pronunciation
and word
flow * learner
developed
their own
criteria for
listening,
speaking, and
correction
- Vgotsky - Constructivist - Zone
of Proximal Development -
the optimal level of instuction
is a level just beyond what the
learner can do independently.
- Cognitive
- emergent product of
efforts to examine and
analyze the cognitive
psychological side of
learning, and instruction
to promote language
learning.
- discovering,
recognizing,
conceiving,
judging,
reasoning,
and
reflecting
- Child centered learning with a focus
on explicit teaching of learning
strategies in communicative ways
- Directly tied to the
challenges and
processes confronted
by the learner, as well
as the teaching and
instructional protocols
designed to address
the issues.
- discovering,
recognizing,
conceiving,
judging,
reasoning,
and
reflecting
- 6 learning principles:
1. learning of complex
subject matter is
most effective when
one is constructing
meaning from
information and
experience. 2. With
support and guidance
the learner can create
meaningful, coherent
representation of
knowledge. 3. A
successful learner is
able to connect new
information to
existing knowledge in
meaningful ways. 4.
Successful learner can
create ways of
thinking and
reasoning strategies
to target learning
goals. 5. higher order
strategies designed to
facilitate creative and
critical thingking. 6.
Learning is influenced
by environmental
strategies such as
culture, prior
socialization,
technology, and
instruction.
- Ellen Bialystok - informational
processing model - incorporates
three components related to
specific types of knowledge,
including implicit and explicit
linguistic knowledge
- Affects the several
educational interests
relevant to the CLD
learner, including
cultural and cross
cultural dynamics,
learning in the content
areas, critical thinking,
literacy development,
sociocultural and social
affective effects on
learning, constructivists
learning environments
and teaching, and the
learner's application of
acquired knowledge in
different contexts.
- Methods
- CALLA
*developmentally
appropriate
language
instruction
*
intentional
focus
on
CALP
development
in
L1
and
L2
as
related
to
content
area
*
focus
on
prior
knowledge
*
explicit
instruction
in
the
following
learning
strategies:
metacognitive,
cognitive,
and
social
/affective
*
interaction
driven
*
modeling
of
learning
strategies
and
language
for
communication
- CALLA
*developmentally
appropriate
language
instruction
*
intentional
focus
on
CALP
development
in
L1
and
L2
as
related
to
content
area
*
focus
on
prior
knowledge
*
explicit
instruction
in
the
following
learning
strategies:
metacognitive,
cognitive,
and
social
/affective
*
interaction
driven
*
modeling
of
learning
strategies
and
language
for
communication
- Strong emphasis on the learner's background,
interactions, memory, knowledge, thinking
process, and success in academic content
- emergent product of
efforts to examine and
analyze the cognitive
psychological side of
learning, and instruction
to promote language
learning.
Medienanhänge
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