Handbook - Applied Linguistics - Unit 2 - KEY PDF

José R. Belda-Medina UNIT 2 Teaching language components 2.1 PRONUNCIATION IN ELT. 1. Pronunciation is considered to be today an important component in ELT...

José R. Belda-Medina UNIT 2 Teaching language components 2.1 PRONUNCIATION IN ELT. 1. Pronunciation is considered to be today an important component in ELT but its relevance in the past depended on each approach and method. Check the different teaching methods described in Unit 1 and tick the box accordingly. Essential, the Important most Ignored or but not the important Irrelevant Pronunciation major focus component Grammar-translation method XX Reform movement XX Direct Method XX Audio-lingual and situational language teaching XX Cognitive XX Silent Way XX Communicative language learning XX Communicative language teaching XX 2 Generally speaking, there are two different approaches to teaching pronunciation: traditional and research-based. Write A or B following each descriptions below depending on the approach. Adapted from Scarcella and Oxford (1994). A  TRADITIONAL APPROACH B  RESEARCH-BASED APPROACH The goal is to gain sufficient pronunciation skills so that the B quality of pronunciation will not inhibit communication The goal is to acquire nativelike pronunciation A The primary emphasis is teaching sounds. Phonetic descriptions are a A primary component The emphasis of instruction is on teaching pronunciation communicatively. The teacher provides students with phonetic description B only when they are helpful to students in tutorials Affect is critical in pronunciation instruction. Students learn specific relaxation activities to lower anxieties and B resistance to improving pronunciation Affect is not viewed as important in instructional activities A 20  José R. Belda-Medina 3. There are several FACTORS affecting pronunciation. Match them with their description in the columns below. (a) Phonetic Ability (b) Personality (c) Motivation and concern for good pronunciation (d) Mother tongue influence (e) Age (f) Exposure to target language ___Mother tongue ___Phonetic Ability ___Exposure to _AGE_______ __Personality___ __Motivation _____ influence____ ___ target language ___ Lenneberg’s (1967) Attitude towards Related with the Transferring the It refers to whether Greater exposure Critical Period the target desire to be sound pattern, someone has an to the target Hypothesis: a language, culture, integrated in the stress and rythm of ‘ear’ for a foreign language makes it biological or native speakers, target language the first language language or not. easier to acquire neurological culture, etc into the second good pronunciation period, ending at Some learners language may There are tests to and that students the age of 12. Learners who are seem unconcerned cause foreign measure this ability need to receive Yates (2002), there outgoing and about making accents. which are referred large amounts of is a progressive confident and get mistakes, be it to as ‘phonetic perceptible input decline rather than involved in grammatical or Mispronunciations coding ability’ or before they are a strong drop-off interactions with phonological, just of words by ‘auditory required to speak a after puberty in the native speakers are so long as they are nonnative speakers discrimination language. ability to learn liable to practice communicating reflect the ability’. thesounds of a new their pronunciation effectively. Others influence of the Lack of authentic language while others feel are very concerned sounds, rules, exposure and oral It is claimed that Some linguistics uncomfortable about correctness, stress, and there are some discourse with state that adults trying out new which may stem intonation of their evidence that good native speakers cannot achieve speech rhythm and from the desire to native language discriminators are brings about a lot native-like melody patterns. identify with the able to benefit of problems in pronunciation but target culture. from pronunciation pronunciation others have shown drills, while poor learning for EFL it varies from one discriminators are learners individual to not. another Source: Afshari and Ketabi (2017) 4 DISCUSSION. TESOL is one of the largest and most influential organizations around the world in ELT. Look at the following screenshot taken from TESOL.org website in Spain and discuss with your partner if you agree with their statement. How relevant for a teacher is being a native speaker of the target language? Should natives speakers be trained in ELT to work as teachers or not? Should non-native teachers have a near-native accent or not? 21  José R. Belda-Medina Now summarize your conclusions: 1. ____________________________________________________________________________________________ 2. ____________________________________________________________________________________________ 3. ____________________________________________________________________________________________ 4. ____________________________________________________________________________________________ 5 Teaching pronunciation covers several aspects apart from sound such as stress, intonation, etc. Complete the following chart. RHYTHM: Examples of languages with different types of rhythm STRESS: Content and Function words Stress- Syllable- timed timed rhythm rhythm English Spanish Content words Function words Stressed unstressed __Russian_ __Chinese_ nouns articles ___adj____ ___prepos___ ___verbs__ ____conjunct__ ___Dutch __Italian-- ___adv___ ___modals__ STRESS and MORPHOLOGY STRESS and GRAMMATICAL CATEGORY atTRIbute (v) stress on 1st syllable ATtribute (n) Compounds ex.____LAPtop, BOOKshop________ /əˈtrɪbjuːt/ /ˈætrɪbjuːt/ PREsent (n) stress falls ____following syllable___ preSENT (v) Prefixes ex.: prePARE, forGET __/ˈprɛzənt/_ ___ /pri' zent/__ _ Stress on ___last syllable_________ REfuse (n) reFUSE (v) Suffixes (1) millionAIRE, referEE, enginEER, uniQUE, afternOON __/ˈrɛfjuːs/__ ____/rɪˈfjuːz/__ Stress on __preceding syllable___ REcord (n) reCORD (v) Suffixes (2) conCLUsion, eLASTic, bioLOGical, ___/rɪˈkɔ:d/__ auTHORity, imPOSible _ /ˈrɛkɔːrd/_ INTONATION TYPES. Examples Statements: The class starts at ➘ five Commands: Give me your ➘ paper Falling Wh-questions: _____Where are_________➘___you?______ Yes/No questions: Have you finished ➚ already? Questions tags that show uncertainty: ____You speak English___, ➚ __don't you_? _________ Choices: Do you speak ➚ French or ➘ English? Lists: I like ➚football, tennis, basketball and ➘volleyball _________ Conditional sentences: If ___it____➚___rains____ , ➘___I'll stay home___ Hesitation/reluctance: Did you give him your number? I don't quite ➘re➚member Uncertainty/Doubt: Should we ➘copy➚ the list? _________ 22  José R. Belda-Medina 6 PRONUNCIATION VIDEO. Watch the video Tim’s Pronunciation Workshop by BBC Learning English and answer the following questions Questions: 1. What sound is he teaching? _____schwa_ 2.Tim starts providing an idiom as example. Which one? _____a piece of cake_______ 3. What other examples are provided? ____I like a cup of tea in the morning_____ ____________________________________ 4. Could you mention some the teaching strategies Tim BBC Learning English: Tim's Pronunciation uses to teach this sound? Workshop _______drills, listen and repeat, visuals, realia____ Source: https://bit.ly/34fsJWK ___________________________________ Unit 2 - Video 1 5. As a teacher, how could you use this video in a lesson? ____________________________ ___________________________________ ___________________________________ 2.2 GRAMMAR IN ELT 7. TEACHING GRAMMAR. Grammar could be roughly defined as the way words are put together to make sentences. This is an oversimplication which may be used as a starting point. There are two different approaches to teaching grammar: INDUCTIVE and DEDUCTIVE. Look at the following chart about their differences and decide which one is inductive or deductive. teacher explains the rule to the learners and then they use it ___deduc___ focuses on form first then on meaning drills students to learn the rule mechanically top-down approach assumes all responsiblity for student learning students use the rule through different examples, then they learn the rule ____ induc ___ focuses on meaning first and form second helps learners discover the rule through communication and context bottom-up approach students solve the problem and learn how to use the rule Look at the following grammar exercises and indicate if their approach is deductive or inductive B A A = _______________deductive B = ___________induct 23  José R. Belda-Medina 8. THREE-DIMENSION GRAMMAR FRAMEWORK. The following chart illustrates the three-dimensional grammar framework FORM How is it formed? Structure USE MEANING When and why is it What does it used? mean? Pragmatics Semantics This framework can be applied to different examples and exercises. Complete the pie-charts following the first model (possessive). POSSESSIVE PHRASAL VERBS FORM MEANING FORM MEANING possession verb + particle literal 's or s' description relationship verb + part + prep figurative /z/ - /s/ - /Әz/ separable / multiple part/whole meanings origin/agent inseparable stress patterns USE USE 's vs possessive determiner 's vs of the informal discourse 's vs noun compounds higher level MODALS: MUST & HAVE TO QUESTION TAGS FORM MEANING FORM MEANING USE USE 24  José R. Belda-Medina 2.3 LEXIS IN ELT. 9. TEACHING VOCABULARY. These pictures show 20 different techniques to teach vocabulary. Match them with their corresponding names. Gap Filling Vocab scrabble Multiple Choice Word scramble Flashcards Opposites Hangman Crossword Collocations Mind map Word Cloud Matching cards Synonyms Word search Pictionary Error correction Odd one out Spongy letters Post it notes Lego bricks (A) __synonyms (B) __ Multiple choice (C) __Word scramble (D) ___- Opposites (E) __ Matching cards (F) __ Flaschcards (G) __ Mind map (H) Gap Filling (I) Crossword (J) Hangman (K) Odd one out (L) Collocations (M) Error correction (N) Word search (O) Lego bricks – Word building (Q) Post it notes (R) Word cloud (S) Vocab Scrabble (T) Spongy letters -Longest word (U) Pictionary 25  José R. Belda-Medina 10. TEACHING VOCABULARY. According to I.S.P. Nation (2001) word knowledge by ESL learners includes the mastery of the following vocabulary-related aspects: Vocabulary Meaning/s: What does the word mean? Are there multiple meanings or connotations? learning Written form: What does the word look like? How is it spelled? Spoken form: What does it sound like? How is it pronounced? Grammatical behavior: In what patterns does it occur? Collocations: What words are often used before or after the word? Register: Is the word formal or informal? Where can you expect to hear or use it? Associations: How does this word relate to other words? What words could we use in place of this one? Frequency: Is this word common or rare? Is it new or old-fashioned? Work with your partner, read the following text and identify the nature of the vocabulary mistakes made by the student (bold face) considering the previous aspects:. Hi dear teacher, I am writting this in the intermission between classes to tell you of my extolment for your class. Your group work rouses a deep sense of admiration and joy within me. I enjoy every step of the work in your class. It comes without speaking that your class is the best. I don't know how to give vent to my feelings. You help me with the difficultness of English. I know other guys and I suggest them to take your class. I'm so much happy to be student of the sagely teacher such as you and getting your advices. Your help is beyond valuability. Bye for now, Teo Source: Celce-Murcia et al 2004: 288 Meaning/s: Written form: Spoken form: Grammatical behavior: -intermission for ‘break’ -writing- writing one t -Suggest (something) is -to give vent to my feelings difficultness -> difficulty transitive verb but vent my anger ‘vent’ has -valuability  value -advices is uncountable -> negative connotation advice Collocation: Register: Associations: Frequency: -every step of the work  -extolment is formal and Sagely (adv)  sage (adj) extolment is formal and every step of the way archaic teacher – smart or wise archaic, not very common -it comes without speaking - -rouses a deep sense of --- > it goes without saying too formal Sage – literary, formal -guys – informal -bye for now - informal 26  José R. Belda-Medina 11. INTENTIONAL AND INCIDENTAL LEARNING. Word learning can be INTENTIONAL, also known as explicit, such as most vocabulary exercises previously described, or INCIDENTAL, when words are just picked up while the learner’s attention is not specifically focused on vocabulary learning, for example playing video games. Both aspects are essential, for example reading usually involves incidental word-learning, a great deal of vocabulary growth is a result of reading and vocabulary knowledge is widely accepted as a key predictor to reading success. It is estimated that readers need to know approximately 98% of the words in an oral or written text to comprehend it. Read the box below summarizing the major differences between intentional and incidental learning. Source: Waring 2010 Work with your partner and think about three different examples of INCIDENTAL learning. Do not repeat the same examples as in the box (movies, songs, conversation) and explain briefly how your potential students could pick up words in such cases following the example (TV series). ___social TV series ___web search ___ __video games___ networking__ Young learners watch many ___________Web browsing is ________ teens and aduls are ___________________ Video TV series (Netflix, HBO) on necessary when downloading very keen on Social games are very popular today their laptops. Some of them music, on-line shopping Networking, digital interaction among some children and watch them in Spanish with (clothes, flight tickets, etc) _________ Instagram, teens and most of them are English subtitles or vice versa __________ flight tickets Twitter, Facebook designed in English and while doing so they are websites (Skyscanner, ______________ Mineccraft, picking up new words in Ryanair, E-dream, etc) or on- Fortnite, The Legend of Zelda, context. line shopping websites and etc Game of thrones, Orange is apps (amazon, wallapop, the new black, The Walking zalando, etc) Dead, Friends, Supergirl, etc According to Celce-Murcia et al. (2014), there are other aspects related with vocabulary learning that ESL teachers should take into account when preparing a lesson. Complete the text with the words that are missing. manipulate discuss writing time repeated groups disruptive spaced Information about a Word learning is Learners are more Interaction & Negotiation Repetition Engagement Incremental word is gathered dependent on likely to remember Any activity that leads gradually over ___time. __repeated__ exposure words when they pay to more exposure, Considerable attention to target words in attention to them and attention, time, and is needed to address context. Popular wisdom have to manipulation can add the many details of accepts that learners ___manipulate__ to word learning. what it means to know need to meet a word 7, them. For example, When learners a word. These aspects 10, or even 20 times. It is Laufer and Hultstijn __discuss__ the of word knowledge can not only the number of (2001) find that meanings of words in be __disruptive to a times that one learners who used ___groups__, for learner's intended encounters a word that target words in a example, useful meaning and accuracy. is important but also the __writing__ task information can be spacing between remembered them exchanged about the repetitions better than those who words and all aspects (__spaced__repetition). saw them only in a of the word reading task. knowledge. 27  José R. Belda-Medina 2.4 PRAGMATICS IN ELT 12. TEACHING PRAGMATICS. The notion of PRAGMATIC COMPETENCE was initially introduced by Chomsky (1980) as "the knowledge of conditions and manner of appropriate use (of the language), in conformity with various purpose". Despite its importance in EFL communication, the teaching of pragmatics is often overlooked in the classroom and underrepresented in teaching materials and teacher education courses. The reasons include insufficient class time, lack of interest, or inadequate recognition of its importance in interpersonal communication. The consequences of pragmatic differences, unlike the case of grammatical errors, are often interpreted on a social or personal level rather than a result of the language learning process but Pragmatics covers several aspects related with language learning: Discourse organization Speech acts Sociolinguistics PRAGMATICS Conversation Management Structure Implicature Source: adapted from Bardovi, K. & Mehan-Taylor (2009). Teaching pragmatics. English Teaching Forum. More specifically, Pragmatics deals with the following three aspects in the English language classroom: Using language Changing Language Following rules depending on the listener or for different reasons situation for conversation, storytelling, etc Greeting: 'How are you? Talking different to a classmate Taking turns when you talk Informing 'I'm going to class' than to a teacher Letting others know the topic Demading 'Go to clas now!' Giving more or less information when you start talking Promising 'I'm going to class this to the listener depending on Staying on topic afternoon' his/her knowledge of the topic Rephrasing something when the Requesting 'Can I go to the Talking differently in a listener does not understand bathroom, please?' classroom or on the playground Using gestures and body language Using facial expressions and eye contact Source: Adapted from ASHA https://bit.ly/35lQHkx PRAGMATIC AWARENESS helps teachers and students improve communication and avoid problems. This can be very important in a multicultural classroom with students from different national, ethnic or cultural backgrounds. If you are going to teach in a multilingual or multicultural context or you plan to travel to other countries and become a language teacher you should be aware of some pragmatic aspects. 28  José R. Belda-Medina Read the following information related with gestures and body language and test your pragmatic and cultural competence by completing the text with the words that are missing: Portuguese Asia Islamic Finns Japan Italians Bulgarians Greece Japanese Middle East Greeks northern-Europeans Nodding your head generally Good eye contact is expected in the The ___ Portuguese tug their means agreement or approval. But West. Strong eye contact is most earlobs to indicate tasty food, ___ Bulgarians and __ Greeks __ , notable in Spain, Greece and Arab but for ____ Italians this gesture for example, are known for their countries. But __Finns and ___ has sexual connotations while in unusual manner of saying yes and Japanese are embarrased by another's Spain means someone is not no: nodding up and down signifies stare, and seek eye contact only at the paying for the drinks. a negative. beginning of a conversation. Nod head Eye contact Tug earlob In many countries such as Europe or The American 'goodbye' wave can be Sitting crosslegged os common in the USA, people often wave their arms interpreted as 'no' in many parts of North American and some around when talking. But ____ northern Europe and Latin America. The Italian European countries , but it is Europeans find it hard totelerate 'goobye' wave can be interpreted as viewed as disrespectful to show gesturing with arms, associating it with 'come here' by Americans. 'Thumbs up' the sole of your shoe to another insincerity and over-dramatizacion. In is used in many cultures as OK but it is person in ______ Asia and the ___ Japan, geturing with broad arm a rude sexual signal in some ____ ___ Middle East. movement is considered impolite. Islamic countries and ____ Greece. Arms Hands Legs Source: Business Insider https://bit.ly/2PNt8u7 13. TEACHING PRAGMATICS. All languages have different FORMS of ADRESSING people depending on several factors (politeness, respect, familiarity, formality, etc.). Polite forms of address vary from culture to culture and even within different regions of a country, and they change as customs and norms evolve over time. Learning different forms of address is essential in our society, for example you do not use the same terms when you talk to parents or friends or when you write a letter applying for a job. Teaching how to use different forms of address, particularly in another language and culture, is a pragmatic activity. Watch the following video and answer the questions. 1. Words you use when addresing a person you don't know in formal BrEng ____ sir /madam_____ 2. Word you use to address friends : _____mate___ (men in BrEng) ______dude______ (men in AmEng) ______bruv___ (men in London) _____darling, babe, sweet, love______ (women in England) ______ducks_____ (women) in North of England) _______flower______ (women in South West) 3. First, last names and titles. Words you use when addressing: How to address people in English ___first name__ (colleagues and people you know well) __last name_____ (people you don't know very well) Source: https://bit.ly/34qARE5 _____surname___ (a patient at a doctor's surgery) Unit 2- Video 2 ___surname___ (older men to shool boys) ____title and surname___ (the priest) 29  José R. Belda-Medina Think of all the words you use in the following situations in your own language and write them down. In some cases you may use different words, so write all the words you remember: mother/s, father/s, friends grandmother, grandfather siblings _________________________ _________________________ ________________________ _________________________ _________________________ ________________________ _________________________ _________________________ ________________________ _________________________ ________________________ _________________________ boyfriend, girlfriend, GP or doctor Your teachers special fiend ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ Now compare with your partner your answers and discuss the differences and similarities about the forms of address you use. Answer the following questions:  What factors determine the forms of address you use in each case (politeness, familiarity, respect, etc.) in your own language? ________________________________________________________________________________________________ _________________________________________________________________________________________________  What major differences did you observe between the way you use different forms of address in English and in your own language? ________________________________________________________________________________________ _________________________________________________________________________________________________  How could you teach different forms of ‘addressing people’ in an EFL classroom? Describe some exercises you would use _________________________________________________________________________________________________ _________________________________________________________________________________________________ 14. TEACHING PRAGMATICS. ROLE PLAY. There are several ways to complain in English. Choose one of the situations below and work with your partners. In groups you need to role play and act it up using some forms of complaint. You are a student and you Your next door neighbor is You are at a restaurant with You are a teacher and several think you should have gottren having a loud party after some friends and after waiting students always come late to a higher grade on you last midnight to celebrate his/her for a long time the server class or don't do their English presentation. birthday but you have to work brings the wrong order homework Complaint: Low grade on up early tomorrow Complaint: Long time waiting Complaint: late to class, no English presentation Complaint: Music too loud and it is late homework Request: Explain why the Request: Stop or turn it down Request: bring your order Request: Arrive on time, do grade is so low now now homework Low grade on Waiting too long Late arrival & Noisy neighbor presentation at a restaurant procrastination 30