Scribd Logo
Upload

Welcome to Scribd!

  • 75 views

    PLLT: Chapter 1 Language, Learninh and Teaching

    Uploaded by

    HICHAM CHNIFAKH
    This document provides an overview of key topics in second language acquisition including learner characteristics, linguistic factors, age of acquisition, instructional variables, context of learning, and purpose of learning. It also discusses different theories and approaches to language teaching, including structural linguistics, behavioral psychology, generative linguistics, cognitive psychology, constructivism, and various language teaching methods through history such as the classical method, grammar translation method, series method, audiolingual method, and communicative language teaching. The document aims to give the reader a broad understanding of factors that influence second language acquisition and different philosophical approaches to language teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    PLLT: Chapter 1 Language, Learninh and Teaching

    Uploaded by

    HICHAM CHNIFAKH
    75 views3 pages
    This document provides an overview of key topics in second language acquisition including learner characteristics, linguistic factors, age of acquisition, instructional variables, context of learning, and purpose of learning. It also discusses different theories and approaches to language teaching, including structural linguistics, behavioral psychology, generative linguistics, cognitive psychology, constructivism, and various language teaching methods through history such as the classical method, grammar translation method, series method, audiolingual method, and communicative language teaching. The document aims to give the reader a broad understanding of factors that influence second language acquisition and different philosophical approaches to language teaching.

    Original Description:

    Chapter 1 Language, Learninh and Teaching

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides an overview of key topics in second language acquisition including learner characteristics, linguistic factors, age of acquisition, instructional variables, context of learning, and purpose of learning. It also discusses different theories and approaches to language teaching, including structural linguistics, behavioral psychology, generative linguistics, cognitive psychology, constructivism, and various language teaching methods through history such as the classical method, grammar translation method, series method, audiolingual method, and communicative language teaching. The document aims to give the reader a broad understanding of factors that influence second language acquisition and different philosophical approaches to language teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    75 views3 pages

    PLLT: Chapter 1 Language, Learninh and Teaching

    Uploaded by

    HICHAM CHNIFAKH
    This document provides an overview of key topics in second language acquisition including learner characteristics, linguistic factors, age of acquisition, instructional variables, context of learning, and purpose of learning. It also discusses different theories and approaches to language teaching, including structural linguistics, behavioral psychology, generative linguistics, cognitive psychology, constructivism, and various language teaching methods through history such as the classical method, grammar translation method, series method, audiolingual method, and communicative language teaching. The document aims to give the reader a broad understanding of factors that influence second language acquisition and different philosophical approaches to language teaching.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Chapter 1.

    Eclectic
    Language, Learning and Teaching Jigsaw puzzle

    1. Questions about second language acquisition 3. Language


    Current issues in second language acquisition (SLA)
    Language is systematic
    Learner Characteristics Language is a set of arbitrary symbols
    : Who are the learners that you are teaching? Those symbols are primarily vocal, but may also be visual.
    The symbols have conventionalized meanings to which they refer.
    Linguistic Factors Language is used for communication
    : What is it that the learner must learn? Language operates in a speech community or culture
    Language is essentially human, although possibley not limited to humans.
    Learning Process Language is acquired by all people in much the same way; language and
    : How does learning take place? language learning both have universal characteristics.

    Age and Acquisition ->Your understanding of the components of language determines to a


    : When in the life of a learner does second language learning take place? large extent how you teach a language.

    Instructional Variables 4. Learning and Teaching


    : What are the ingredients for success?
    Learning
    Context : Acquiring or getting of knowledge of a subject or a skill by study,
    : Where does SLA take place? experience, or instruction

    Purpose Teaching
    : Why are learners attempting to acquire the second language? : Showing or helping someone to learn how to do something, giving
    instructions, guiding in the study of something, providing with
    2. Rejoicing in our defeats knowledge, causing to know or understand

    Tentative answers (It depends on learners and context) 5. Schools of thought in second language acquisition
    Elusiveness of the phenomenon of SLA
    <Structural linguistics and behavioral psychology> (what) involves change, self-generation, and construction, each building on prior
    learning experiences. Piaget.
    publicly observable responses
    Social constructivism
    Structural (descriptive) : Emphasis is placed on the importance of social interaction and
    : Language could be dismantled into small pieces or units and that these cooperative learning in constructing both cognitive and emotional image
    units could be described scientifically, contrasted, and added up again to of reality. ZPD (zone of proximal development). Vygotsky.
    form the whole.
    *Vygotsky VS Piaget
    Behavioral Piaget saw a unity of learning and development while Vygotsky saw
    :Organisms can be conditioned to respond in desired ways, given the stages of development setting a precondition or readiness, for learning.
    correct degree and scheduling of reinforcement Piaget stressed the importance of individual cognitive development as a
    relatively solitary act. Biological timetables and stages of development
    <Generative linguistics and cognitive psychology> (Why) where basic; social interaction was claimed only to trigger development
    at the right moment in time. On the other hand, Vygotsky maintained
    Generative-transformational linguistics that social interaction was foundational in cognitive development and
    : Noam Chomsky; there was a difference between parole (performance), rejected the notion of predetermined stages.
    on the one hand, and langue (competence).
    6. Nineteen centuries of language teaching
    Cognitive psychology
    : Rational approach (logic, reason, extrapolation, and inference). Classical Method
    descriptive->explanatory (why) : It focuses on grammatical rules, memorization of vocabulary and of
    various declensions and conjugations, translation of text, doing written
    <Constructivism: a multidisciplinary approach> exercises.

    Integration of linguistic, psychological and sociological paradigms. Grammar Translation Method


    : It focuses on grammatical rules as the basis for translating from the
    Cognitive constructivism second to the native language.
    : Emphasis is placed on the importance of learners constructing their own Classes taught in the mother tongue; little use of the L2
    representation of reality. Learning is a developmental process that Much vocabulary taught in the form of lists of isolated words
    Elaborate explanations of the intricacies of grammar
    Reading of difficult classical texts begun early
    Texts treated as exercises in grammatical analysis
    Occasional drills and exercises in translating sentences from L1 to L2
    Little or no attention to pronunciation
    It requires few speicialized skills on the part of teachers.

    7. Language teaching in the twentieth century

    Series Method
    : Francois Gouin

    Audiolingual Method (ALM)


    : Direct Method. Overemphasis on oral production drills.

    Communicative Language Teaching (CLT)


    : Teaching students to communicate genuinely, spontaneously, and
    meaningfully in the second language.

    You might also like