Language Learning Theories & Methods PDF

Behaviorism: Learn by doing. A theory/approach by B.F. PresenationPracticeProduction(PPP): Presentation is Skinner.Children learn language by imitating the language when T introduces new material or task and provides of people around them, which was solidified through context...

Behaviorism: Learn by doing. A theory/approach by B.F. PresenationPracticeProduction(PPP): Presentation is Skinner.Children learn language by imitating the language when T introduces new material or task and provides of people around them, which was solidified through context. Practice is when the new activity is developed “positive reinforcement”. Imitation and Practice are the through activities like repetition. And production is when main elements in language development according to behaviorists. Ss use the new knowledge in their own work. innatism: Approach by Noam Chomsky. It is based upon EngageStudyActivate(ESA): Engage is when Ss are the fact that every human being is born with the emotionally engaged with the lesson and what is being capabilities to acquire a language. taught. Study is the process when learning a part where Interactionism: George Herbert Mead. An approach that the focus is how something is constructed. Activate refers language development occurs through the interaction with to any stage in which students are encouraged to use all the social and physical environment in which children live and/or any of the language they know. in. DOGME (ELT): An approach that focuses on interaction Connectionism- associate things with words, connecting between T and Ss without relying on textbooks, tech or previous knowledge with current knowledge. other materials. It can be a convo between T and Ss. Audiolingualism: method based on playing sentences Integrated form-focused instruction (FFI): A teaching and students repeating them. approach that incorporates focus on grammatical forms Suggestopedia: Developed by Georgi Lozanov. Focuses within meaningful communication activities. on creating a relaxed and comfortable learning Isolated form-focused instruction (SFFI): A teaching environment to help students absorb info easily. method that focuses on grammar and language forms Lexical approach: Dave Willis, Michael Lewis. A way of separately from communicative practice. teaching multi word chunks such as phrases in order to Zone of proximal development (ZPD): By Lev Vygotsky, reach fluency, rather than primarily learning grammar and is when children can reach higher levels of understanding vocab. and performance when they are supported by Lexical phrases: Phrases that help us sound more knowledgeable people and provided with the relevant natural when we speak and write. For instance, we say equipment to learn. "make a cake," not "do a cake." The word "make" fits Contrastive analysis hypothesis (CAH): Where better with "cake." differences between languages exist, errors will occur. A Input processing: Refers to the way language learners transfer from the L1. understand and interpret language they hear or read. Task-based learning (TBL): Is an approach to language Affective filter: A concept in Krashen’s theory that refers learning where students are given tasks to complete. to emotional barriers (like anxiety or low motivation) that Contrastive analysis hypothesis (CAH):(Eazy version), can hinder language acquisition even when Where differences between languages exist, errors will occur. A transfer from the L1. comprehensible input is available. Total physical response (TPR): Using the body to learn Comprehensible linguistic theory: that second language mostly through tasks like a teacher telling the students: learners need to be exposed to linguistic input that is just pick up the triangle from the table and give it to me. like slightly above their current language level so that they can kinaesthetics. understand the new input. Time In time out (TITO): is a test in methodology which is Hot air balloon debate: a debate in which a number of used in timekeeping and project management to track speakers attempt to win the approval of an audience. And hours. then decide who will leave. Modern Language aptitude Test (MLAT) and Pimsleurs accuracy: In grammar translation, focus on translating Language Aptitude Test (PLAB): A way to measure from the mother tongue to L2 and the focus is on getting learning language aptitude the sentence correct. ex ; when students are studying - Ability to memorize sounds specific grammar or vocabulary (language forms) - figure out grammatical rules - Remember/learn new words fluency: In grammar translation, focus on for example Transfer-Appropriate Processing (TAP): The principle getting a smooth conversion when shopping. The main that information is best recalled in similar contexts to those focus is having fluency while speaking without having any in which it was learned, applying a real life context in the pauses or issues while speaking. classroom to give students an authentic learning Universal grammar: A theory by Chomsky, suggesting experience so they can apply it in real life. that all humans share an inherent set of grammatical Paraphrasing: express the meaning using different principles that guide language acquisition. words, to achieve greater clarity. delicious. The cake Schema: Background knowledge of the world. Previously tastes good. acquired knowledge. (Singular of schemata) Pragmatics: is the study of how language is used in False cognate: Words that sound the same and maybe context to express such things as directness, politeness, spelled the same but have totally different meanings. Like, and deference. largo and large. Second language application/monitor model Monitoring:Checking in on the students by monitoring (Krashen): Is a method influenced by Chomsky, but their progress while they are working. KrashenLearn a language and the rules. When you make The cognitive perspective: In terms of L2 learning, looks a mistake you observe it. at how people learn languages by focusing on mental Process writing: requires editing and revisions of said processes like thinking, remembering and understanding writing/text. Is a process. without needing any specific language module. Approach:The word approach is like an alternative word Community Language learning: When students sit in a for theory, that explains language (a language theory). An circle and the teacher stands outside and helps them say approach describes how people acquire their knowledge what they want to say by translating or suggesting. The of a language and what conditions are needed to convo can be recorded to be analyzed later. master/learn that language Content and language integrated learning(CLIL): A Method: Is how an approach is put into practice in the teaching method used in Europe where students learn a classroom. subject in a language that is not their L1. Similar to Procedure: A set of sequence of actions or techniques immersion but more focused on integrating both content that are followed during a lesson. It's like a series of steps and language learning. that follow a specific order: first you do this, then you do Content based teaching (2 for 1): it combines content that. language learning. Meaning you teach the language and Technique: A specific task or activity used in a lesson. It's something else with it. For example teaching linguistics in a single action, unlike a procedure which contains several english so students learn about linguistics while also steps. practising english. Sociocultural Theory: A perspective that emphasises the Usage based learning: Children learn from their social interaction, cultural context in language learning, environment and thus make connections to things in said suggesting that learners acquire language through environment. Like behaviorism but has an important engagement in communication with others. difference, children make connections and associations in Automaticity: Ability to use language fluently due to their environment rather than imitating it. Learning is frequent practice. gradual and children have the opportunity to practice Speaking as preparation: A term that indicates that several thousands of times. speaking activities help students activate previous Autonomous Learner: the ability to take control of one's knowledge before they engage with new materials such as own learning, independently or in collaboration with others. reading or listening. Without needing the teacher. Stimulus: A term that refers to how speaking can motivate Cognitive Psychology: Psychology, studies mental and provoke students' interest in a topic. processes like how people perceive, remember, and The noticing hypothesis: Argues that nothing can be retrieve information. And how these influence language learned unless it is noticed. learning. Top-down: Getting a general view of the reading/listening passage, “Seeing all the trees in the forest”. Bottom-up: Focus on individual words, phrases and so Order of acquisition/developmental sequence: the on, seing the detailed elements to understand the whole order of which language learners acquire the features of picture. “Looking at the individual trees instead of the their language; Ex features like grammar and grammatical whole forest”. morphemes (ed, s and so on). Field independent learners: Learners that focus on the Developmental features: Aspects of language that specific details instead of the general context. They often learners only understand/use correctly when they reach a analyze information and are good at problem solving. stage in the learning process.Like questions. “Is he analytical: Focuses on the rules and details which in its going?” to a more complex question “Why hasn’t he gone turn creates the general idea. yet?” Developmental readiness: When the learner is ready to Field dependent learners; Learners that focus on the learn a more complex form or structure in language general context instead of going into the details. learning. Global: tend to learn in large jumps, absorbing material Output: What the learner produces through speaking or almost randomly without seeing connections, and then writing. A way of practicing what they have acquired. suddenly "getting it." (field dependent) Input: When a person is exposed to a language through Inductive(learning): figure out the rules for themselves listening and reading from like teachers, audio materials Deductive(learning: You get clear rules and follow them and texts into practice Comprehensible input: main guy, Stephen Krashen, restricted practice-focuses on competence Clear and easily understood information. Freer practice: give more room for students to learn on Incomprehensible input: Input that is unclear and easily their own by not restricting them as much. misunderstood. instant -fluency activity: often spontaneous, make the Intensive reading: Reading tends to be more students speak on any subject to increase fluency (great concentrated, less relaxed and often dedicated to flexi-stage activity) achievement of study goals rather than pleasure. Restructuring: When a learner suddenly changes Intensive listening: Listening tends to be more understanding/use of language, for improvement. concentrated, less relaxed and often dedicated to Information processing: In terms of L2 learning, refers to achievement of study goal rather than pleasure. how learners acquire and use language knowledge Extensive listening: When students choose to listen to through attention and practice. English for fun, outside of class. For example podcasts, The competition model: Model that explains how people youtube or radio. learn languages by looking at how sentences are formed Extensive reading: When students choose to read for and at their meaning and how language is used in real fun, outside of class. For example reading a fun story or situations. articles. Patchwork model: Basically integrating skills, meaning Declarative Knowledge: Knowledge about facts or rules that you combine and teach different skills at the same (e.g., knowing a grammar rule) that is conscious and can time instead of teaching every aspect by itself. be verbalised but may not yet be applied fluently in Integrating skills: When combining various language practice. (competence) skills such as reading, writing, listening and speaking Procedural Knowledge: The ability to apply knowledge during lessons. (e.g., using grammar rules in speech or writing) Integrated tasks/skill integration: When different automatically, typically acquired through practice until it language skills are being combined in one or different becomes unconscious. tasks in order for the students to practice and apply their language abilities in meaningful ways. Listening for detail: like scanning but for listening (skill) Error analysis: Tries to detect/find errors and explain why Listen for a gist: Get a general knowledge of the “text” they occur, to understand how language-users understand (skill)analytical reading:look for specific words, phrases information regarding a language. It describes what in a tex language learners actually do skimming: Is a reading method in which you focus on the metalinguistic knowledge: could be a “specific” main ideas of a text. When skimming, deliberately skip text knowledge of a subject, in language it would be grammar, that provides details, stories, data, or other elaboration. verbs, subject… read through a text, “quickle” Ethnography: Is a way of observing teaching and learning The silent Way: The T says as little as possible and leads in second language classrooms without following a Ss by gestures or action. specific set of rules or categories. Instead of using criteria, Corrective feedback: correct it by guiding the student the observer takes detailed notes on what happens in the towards the correct answer, never give the direct answer. classroom and then identifies the positives and negatives. Can also give feedback on things they did well and less Receptive skills (Comprehensible)Input: Notice and well, by naming examples of things they for example, did learn. skills that extract meaning from discourse. Reading, wrong. listening.(Get information) Metalinguistic feedback: a type of corrective feedback Productive skills (comprehensible) output: Skills that that provides learners with explicit information or actually produce the language which provide information. explanations about the language form or rule that they Producing. Writing, speaking.(Make information) have used incorrectly. Immersion system: teaching a language through another (but already knew, like a repetition) For instance “he go to “activity”. When two languages are used for instruction in a school every day”. You ask the students what the right variety of topics, including maths, science, or social answer is, you can also give them options. studies. Repetition feedback: When you repeat the mistake and Compensation strategy: comprehending the target put stress on the mistake. So, “My daddy are at home”. By language when they have insufficient knowledge of the putting stress on the are it should be “My daddy ARE at target language. Speaking around a word if not knowing. home?” By this student will know that there is something Inferencing (also called inductive learning): To figure incorrect regarding the sentence. out things based on the context. The technique of finding Elicitation feedback: Is a form of corrective feedback answers from clues and from prior knowledge rather than where the teacher prompts the learner to recall or produce directly. Vocabulary should always be taught in the correct language form or rule themselves. Instead of context! directly providing the correct answer, the teacher may ask Scaffolding (Vygotsky): The support provided by adults questions or give hints to encourage the learner to think or more knowledgeable people help children learn critically and self-correct. For example, if a student says, something new better and more effectively. "He go to school," the teacher might respond with, "What Just listen and read: Is based on the hypothesis that do we say when talking about he?" language acquisition takes place when learners are Recast: When the teacher reformulates a part or the exposed to comprehensible input through listening or whole utterance of a student, but fixing the error. They are reading. generally implicit because the teacher does not directly Integrated phrases: Integrated phrases refer to moments say that the student is wrong. For instance, “my dad are in lessons when teachers incorporate pronunciation sick”. You just repeat the sentence by correcting it, practice naturally within other activities. meaning “my dad IS sick” Intonation: The variation in pitch while speaking, which Developmental errors: Ex overgeneralization, daddy can convey meaning or emotion and indicate the type of went - they came (correct); Daddy goed - Daddy comed sentence. (incorrect) Opportunistic teaching: refers to the practice of Explicit correction: When the teacher immediately addressing learning points, like vocabulary, grammar, or provides the correct form of the students utterance. Or the pronunciation, as they naturally arise during a lesson, teacher clearly indicates that what the student said was rather than strictly sticking to a planned structure. incorrect. For instance, S> “the dog runs fasdly”, T> Literacy: It's an ability to read, understand and produce “fasdly doesn’t exist” but “fastly does”. text. Clarification request: Is when T or S asks for more Genre:Represents the Norms of different kinds of writing information or explanation to understand something better. Creative writing: The term creative writing suggests For example, if a student is confused about a word or imaginative tasks, such as writing poetry stories and plays phrase, they might say, "What does that mean?" or "Can (exercises that targets creativity through writing) you explain that again?" Collaborator learning: learning together, ex in groups Initiation response feedback (IRF): A way teacher and Competitive learning: ex: compare who did better, group students talk during lessons. It begins with the teacher a or group b. asking questions (initiation) and the students answering The roles of the teacher: (most important) (response). Then the teacher gives feedback on the Motivator - One of our principal roles in writing tasks will answer, it can be a simple “good” or more detailed be to motivate the students, creating the right conditions feedback. for the generation of ideas, persuading them of the adjacency pairs: When a person's specific words leads to usefulness of the activity, and encouraging them. a specific response from another example for instance or Resource - Especially during more extended writing tasks, follows a logical train of speaking, What’s your favourite we should be ready to supply information and language colour? My favourite colour is blue, Nice day, isn’t it? Yes, where necessary. Be available to assist them, and be lovely, isn’t it prepared to look at their work as it progresses, offering Conversational strategies: Techniques that speakers advice and suggestions in a constructive and tactful way. use to keep a conversation going like discourse markers. Feedback provider - Giving feedback on writing tasks. Reluctant students: A student who is hesitant or anxious Teachers should respond positively and encouragingly, about speaking a foreign language. It might for example especially to the content of what the students have written. because the student is afraid of making mistakes. Or fear Writing sequences: Structured activities or tasks of people's judgment. designed to help students develop specific writing skills in Mandatory participation: Refers to teaching strategies a step-by-step manner. and activities designed to ensure that all students are 3 categories of mistakes: actively involved in a task. For example a teacher should Slip- mistakes that students themselves can fix if pointed strive for equal engagement from all students. out Relating to the students: When you base your activities Error-Cannot correct themselves and therefor need on the students interests. explanation Multi modal input: When you include different types of Attempts- When the student tries to say something but “gadgets” in the lesson for example a short video, a song does not yet know the correct way of saying it during a lesson. L1 interference: When L1 comes into contact with Correction cards: Ex. You get three sentences and two variations of english, there are often confusions which are wrong su students have to find out which two. provoke errors in the learner’s use of said language. Can Involve the students: Teacher covers a few things and for example be sounds, grammar, articles and so on… the students do the rest (ex errors in scripts/texts) Giving feedback for writing mitigation: Inpragmatics, a phrase or tone of voice used Summative: The final grade given by the teacher. to reduce or soften the possible negative impact of what is Formative: Feedback that results in forms knowledge said. Online: (on-the-spot) correction: Suited for speaking Meta-cognitive strategy: Basically planning homework., activities, can be used to indicate when something is’nt taking notes, marking. quite right but needs to used cautiously to not discourage Cognitive strategy: When learners understand and retain student or make them feel stupid. new information. Like summarization & repetition. Offline: (after-the-event) correction: Give feedback Perceptual preferences: How we experience and afterverds to not interrupt the flow, cons; easy to forget process the world through our senses or movement. what needed correction. Tools; recording sound, Subtractive bilingualism: process in which the time-table, record and so on acquisition of a second language results in the decklining of the heritage language. Modeling: “enacting” something to show it as a example Multiple intelligences(MI): By Howard Gardner. All Like showing a real like example of a compensation people have different types of intelligence. Could be strategies. linguistic, logical and visual. Product writing/aproach:Showing them a example of the text they Are supposed to write, ss will then Write that type of text Intrinsic motivation: Comes from within a learner. Can be Corpus linguistics: An approach that is a collection of passion for learning or wanting to feel competent. oral or written language samples that can usually be Extrinsic motivation: Comes from external factors like accessed and explored with computer based tools. wanting to pass an exam or being promised a gift if passed. meta-analysis (plural: meta-analyses): A statistical Signposting procedure that allows researchers to combine the findings from a large number of quantitative studies in order to assess the overall patterns of findings on a similar topic.