Language Acquisition Theories and Techniques

Terminology

• Listening: Decoding the meaning of an audio string.
• Speaking: Encoding thoughts and concepts into oral form.
• Writing: Encoding thoughts and concepts into written form.
• Reading: Decoding the meaning of a written string.
• Receptive: Reading and listening.
• Productive: Speaking and writing.
• Approach: Theory of how a language should be taught (e.g., CLT).
• Method: Implementing the approach (e.g., syllabus, progression).
• Technique: Specific practical classroom activities and tasks (e.g., roleplay).
• Teaching grammar implicitly: No overt grammar explanations.
• Teaching grammar explicitly: Inductive (examples, then rules) or deductive approach (rules, then examples).
• Accuracy vs. Fluency:
  • Fluency: Natural language use, communication.
  • Accuracy: Correct language formation, practice.

Acquisition vs. Learning

• Acquisition: Subconscious, informal, grammatical feel, stable order of acquisition.
• Learning: Conscious, formal, grammatical rules, depends on aptitude, simple to complex order of learning.

Lesson Planning

• What is set: Learner class, number, time, pace, aims, objectives, material.
• What can be modified: Activities, content, form, linking, feedback.
• Varying a lesson: Tempo, organization, mode and skill, difficulty, topic, mood, stir-settle, active-passive.

Main Problems in Lesson Planning

• Time and class management.
• Linking activities.
• Anticipation.
• Flexibility.
• Final feedback and objectives.
• Planning purpose: Knowing what to do, linking lessons, getting feedback, error correction, security and confidence.

Types of Planning

• Long-term planning (semester/year).
• Short-term planning (1 unit).

What To Do/Remember When Planning

• Knowledge of the class (standard, age, level, number, dynamics, HW, links).
• Lesson goals and content (topic, skills, creativity, strategies).
• Choice of activities and material (objectives, organization, transitions, feedback).
• Student and teacher feelings (cooperation, enjoyment, talk-time).
• Final evaluation criteria: goals met, student level of activity, motivation and eagerness, organization and success, awareness of mistakes.

Strategy for Education Policy (CZ up to 2030+3)

• Goal: Reduce total amount of learning.
• Issues: Curriculum information overload, redundant knowledge and information, not enough time to cover all materials, not enough space for students to acquire and apply knowledge.
• Focus: Outcomes, adapting education to societal changes, content, methods, and forms, motivation, working with errors, individualization of education.

Modernised Curriculum Content

• Goal: Modernised, coherent, clearly defined content.
• Elements: Creative activities, teamwork, critical thinking, linking science & mathematics, learning outside of school, creative learning methods.

School Modernisation and Equipment

• Goal: Preparing schools for the transition, modernisation and equipping of schools.
• Aim: Sufficient support for schools.

Transforming Educational Content, Methods, and Assessment

• Goal: Prioritizing critical thinking, problem-solving, practical application of knowledge.
• Aim: Integrate digital literacy and interdisciplinary knowledge. Reform assessment methods for competency evaluation.

Ensuring Equity in Access to Quality Education

• Goal: Addressing regional and socioeconomic disparities.
• Aim: Inclusive environment, equal access to high-quality education, removal of barriers, maximizing student potential.

Supporting Teaching Staff

• Goal: Enhance teacher preparation, professional development, reduce administrative burdens, enable effective teaching and student engagement.

Enhancing Professional Capacities, Trust, and Cooperation

• Goal: Foster collaboration among educational institutions, teachers, students, parents, and the broader community.
• Aim: Improve the overall quality of education, building trust.

Increasing Funding and Ensuring Stability

• Goal: Secure stable and sufficient funding for the education system.
• Aim: Support implementation of strategic goals effectively and sustainably.

CEFR (Common European Framework of Reference for Languages)

• Standardized framework for describing and assessing language proficiency.
• Focuses on what learners can do at different stages.
• Proficiency levels: Basic user (A1, A2), Independent user (B1, B2), Proficient user (C1, C2).
• Competencies for each level (Reading, listening, speaking, writing, spoken production, Spoken interaction).
• Objectives: Promote plurilingualism, develop and review language curricula, develop textbooks, support cooperation of teachers of other languages, enhance quality, transparency in testing, comparable certifications.

Acquisition Theories

• Behaviorism: Language as learned behavior via environmental influence (associating words with meanings).

Classical Conditioning

• Unconditioned stimulus + response is manipulated with conditioned stimulus to create a conditioned response.

Operant Conditioning

• Controlled response with reward/punishment system.

Nativism

• Humans are biologically predisposed to acquire language (Language Acquisition Device, LAD).
• Universal grammar (innate set of structural rules).
• Critical period (language development period, roughly 5-puberty)

Constructivism

• Learning as an active process, development socially situated, knowledge through interaction with others (Zone of Proximal Development - ZPD).

Monitor Model

• 5 hypotheses on L1 acquisition explained.

Neuroscience & Language Learning

• Brain functions, communication between neurons (synapses), neurotransmitters, lateralization of the brain hemispheres.

Communication

• Different areas in the brain for language (decoding & production, voice).
• Visual cortex, written text recognition (occipital lobes), speech production (temporal, occipital lobes), left hemisphere.
• Language used for communication in different contexts..

Hemispheres

• Left hemisphere: Grammar, syntax, phonology, producing and comprehending speech (main language center).
• Right hemisphere: Processing of visual information, visual memory, spatial abilities, intonation, emotions.

Bilingualism

• Second languages learned at similar levels in the same language cortex.

Dyslexia

• Recognition of form is stronger in left-hemisphere.
• Difficulties with linguistic mechanisms, memory, guessing semantic-syntactic strategy

Teaching Vocabulary (12)

• Contextualization, repetition, clear definition, categorization, use visuals, engagement, personalization, variety of activities, listening and pronunciation.

Teaching strategies

• Contextualization, visuals, thematic instruction, storytelling, word maps, flashcards, peer collaboration...

Motivation (13)

• Extrinsic motivation (from external incentives).
• Intrinsic motivation (internal drive).

Learning Styles (14)

• Grammar-translation, Direct Method, Audio-Lingual Method, Suggestopedia, Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), Content and Language Integrated Learning (CLIL), Lexical Approach, Blended Learning.

Contemporary Approach (19)

• Eclectic approach: Incorporates several methods, based on learners’ needs, flexibility, customization, diverse learners, practical teaching situations.
• Advantages: Flexibility, teacher autonomy in method selection, adaptability. Disadvantages: Potential inconsistency, training, assessment problems.

Teaching Listening (8)

• Warm-up (introducing the topic).
• Presentation (new content, fun activities).
• Practice (repetitive, interactive, visual aids).
• Production (without teacher's help).
• Wrap-up (summarising, reviewing).
• Listen and Do Task (students respond immediately to the assessment).
• Advantages: Active engagement, multi-sensory learning.
• Disadvantages: Limited language production.

Teaching Speaking (13)

• Pre-speaking, During-speaking (activities focused on fluency, communication, task completion), and Post-speaking (reflection, feedback, speaking skills) stages.
• Objectives: Speaking ability, fluency, accuracy, cultural awareness, confidence in speaking, practical skills.

Teacher Reading (10)

• Comprehension: Develop learners' ability to comprehend written English texts (newspapers, literature).
• Vocabulary expansion: Introduce new words and expressions in context.
• Critical thinking: Analyze information, identify main ideas, infer meanings.
• Cultural awareness: Expose learners to diverse topics, perspectives.
• Language proficiency: Integrate reading with other language components (speaking, listening, writing).
• Reading Strategies (Scanning, skimming).
• Pre-Reading, While-Reading, Post-Reading stages (activating background knowledge, answering questions, summarizing, analyzing).

Teaching Writing (11)

• Goal: Effective communication, grammar and syntax, creative expression, academic and professional writing, critical thinking.
• Pre-Writing, While-Writing, and Post-Writing stages.

This quiz delves into various theories and techniques related to language acquisition, including the Monitor Model and the Input Hypothesis. Additionally, it explores the role of brain functions, emotional factors, and teaching strategies in enhancing language learning. Prepare to assess your understanding of these essential concepts in language education.