Language Pedagogy 2 PDF

Language Pedagogy 2 First lesson In General activities Language Pedagogy 1 Language Pedagogy II Session I - L2 Acquisition  Key  Please keep in mind:  LP I = Language Pedagogy I  L1 = first language  L2 = second language  FL = foreign lan...

Language Pedagogy 2 First lesson In General activities Language Pedagogy 1 Language Pedagogy II Session I - L2 Acquisition  Key  Please keep in mind:  LP I = Language Pedagogy I  L1 = first language  L2 = second language  FL = foreign language  ESL = English as a second language Senegal as 2nd language) (bilingual French in e.. g ,  EFL = English as a foreign language Introduction – what can you remember?  What skills and knowledge should a good English teacher have at primary level? good pronunciation patience , ,  What are the difficulties a primary English teacher may face in the classroom? judgement - calls  What can you remember from LP1 about language acquisition theory? TPR Things to consider when teaching children English Child Learning theory development What can we expect ? What can we do ? L2 development – including L1 development bilingual contexts Cameron, L. Teaching Languages to Young Learners, Cambridge, 2001, p.2  Language Acquisition first 3 class) to listen (beginning. it's okay M  Repetition and expansion  Negotiation of meaning enriched level  learners listen: collect words / chunks; create protoypes  Revision What can you remember about psycholinguistic processes?  Do you remember any acquisition theories or names from LP1? Second Language Acquisition Theories Chronological order (all not absolutely proven):  Vygotsky: Sociocultural Theory  Stephen Krashen : Identity Hypothesis  Selinker: Interlanguage Hypothesis  Pienemann: Teachability Hypothesis  Swain: Output hypothesis  Long: Interaction Hypothesis  Group work Please open the pdf-file "Language acquisition". You will be divided up into 6 groups (breakout rooms). Please read the corresponding text (see below) and discuss the content with your group. Please note down the key points. No. 1: purple No. 2: blue No. 3: orange No. 4: yellow No. 5: green No. 6: white Later you will be asked to summarize the main idea of your text orally.  Psycholinguistic Processes PSYCHOLINGUISTIC NURTURE VS. BEHAVIORISM VS. SKINNER VS. THEORIES NATURE NATIVISM CHOMSKY  Developmental Psychology impact Ibigger education primary  Jean Piaget (1946)  Lev Vygotsky (1978)  Child as active learner. Language  Social interaction in a supportive develops due to interaction with the atmosphere. Child is an active physical environment ->active learner in a world full of other construction of knowledge. Cognitive people. development language = expression of gained knowledge  Speech/language emerges due to  Thought/knowledge comes from interaction. action, represented by  language  Thought (internalized speech and social speech) Vygotsky Example: Puzzle just beyond reach Goal: independence  Skinner environment as most important Children need input/ stimulation and get feedback Leaves out students’ motivation Behaviorism Habit formation 3.2.1 I Behaviorism: feeding the parrot environment as Behaviorism, a theory of learning from the early 20th century, believes in a blank dominant force mind without inherited capacities and in the environment as the dominant förce in development. In other words, given the right stimuli, anybody can learn anythirig. Learning is based on conditioning, which offers the learner a stimulus and positively reinforces the correct response. For example, a dog can learn to stand on its hind legs and a parrot learns to repeat phrases if rewarded by food. In the 1950s, the psychologist Skinner looked at the habit formation of lan- guage in childhood by imitation and practice. Skinner proposed that the "qual- ity and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the environment, would shape the child's language behavior" (Lightbown & Spada 2006: 10). According to the Contras- tive Hypothesis, since different languages consist of contrasting structures in sound, word formation, and syntax, the FL learner needs to change his or her speech habits in order to produce the different target language structures. In educational settings, behaviorism takes the form of correct input (stimulus), repetition (response), and feedback as positive reinforcement or error correc- tion in order to prevent the formation of wrong habits, the `fossilization' of errors (see fig. 3.3). Fig. 3.3 I The behaviorist Stimulus Environment Pl Learner ' model — Positive re-inforcement — Negative feedback Conditioning Habit-formation e Behaviorism had a large impact on the Audiolingual Method, which was prom- Discussion inent from the 1950s to the 1960s. Behaviorism considered pattern drills as effective for acquiring fluency and accuracy, and explicit grammar teaching as detrimental to fluency. While empirical evidence reveals that very young chil- dren imitate frequent and basic language patterns, they do not simply parrot input but select what they imitate (cf. ibid.: 11-12, 14-15). According to the Contrastive Hypothesis, some errors can be attributed to interference from the Li, which needs to be prevented (e.g., false friends, different adverb positions in German and English). However, neither imitation nor interference can fully explain that learners with different native languages display similar errors in the beginning of SLA, such as not using the third-person -s (cf. ibid.: 93-95). In sum, Behaviorism over-estimates imitation and disregards factors such as apti- tude, insight, motivation, and comprehensive educational goals. frie er brio74iiiallin (‚10/r); 'Thoci161 21/J4. 74 f' orb, ; AMr , active learner in a world full of other construction of knowledge. Cognitive people. development  Speech/language emerges due to  Thought/knowledge comes from interaction. action, represented by  language  Thought (internalized speech and social speech)  ZPD – Zone of Proximal Development Vygotsky  Vygotsky – intelligence best measured by what a child can do with skilled help.  Children at same point of development will make different uses of adult help.  Help from adult gradual independence  Adult mediates as to what the child can learn next Helps to develop a framework  Interpersonal intrapersonal Cameron, L. Teaching Languages to Young Learners, Cambridge, 2001, p.6  Language Development " 'Naturalistic' second language acquisition - that is, the learning of a second language without benefit of instruction - proceeds in essentially the same way as first language development. Social interaction generates communicative needs and provides the learner with input; and the learner’s effort to meet his communicative needs by using the target language gradually produces learning." (Little, 1991, p. 25). Little, David (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.  Language Acquisition Language acquisition (Spracherwerb) – developing implicit knowledge in a subconscious way vs. language learning: explicit and conscious appropriation of language items and rules setting school setting home family : : , Critical period) emphasis on emphasis on correctness meaning fearies o Natural settings Instructional settings Adapted from Lightbrown & Spada 2006: 110-112  Language Acquisition Language acquisition (Spracherwerb) – developing implicit knowledge in a subconscious way vs. language learning: explicit and conscious appropriation of language items and rules 3 Natural settings Instructional settings with learners young : Socio-cultural context Classroom Bring elements of Native speaker contact Often non-native teacher acquiring a language Large, varied, authentic input Modified, simplified, limited input in the classroom Meaning before accuracy Meaning and accuracy Errors usually uncorrected (corrective feedback) Feedback and Correction (formall (Time pressure on production( C Time to learn and produceC Adapted from Lightbrown & Spada 2006: 110-112 Stephen Krashen’s Identity Hypothesis ↳ focus on comprehensible input  Five sub-theories: 3  A) Acquisition-Learning Hypothesis (adult learners)  B) Natural Order Hypothesis  C) Monitor Theory Identity Hypothesis =  D) Input Hypothesis  E) Affective Filter Hypothesis Stephen Krashen: Identity hypothesis  A) Acquisition-Learning Hypothesis (adult learners)  Acquisition: subconscious/intuitive process  Learning: conscious learning (e.g. rule learning)  Learning cannot become acquisition. They are different. S Circular action  B) The Natural Order Hypothesis  Natural order of acquisition in L2  Acquisition = an active, creative, cognitive process  Errors = necessary steps in linguistic development ! not bad !, positive thing Stephen Krashen: Identity hypothesis Not applicable in primary school : not focused on grammatical rules - not from kids enough output -  C) Monitor Hypothesis  The monitor can only act in a planning, editing or correcting function, if three conditions are met:  The learner has sufficient time to think  The learner focuses on form or thinks about correctness  The learner knows the grammatical rules  There are 3 different kinds of monitor users: monitor-over-users, monitor- under-users and optimal users too focused correctness · on Oscared to speak don't think about grammar at all Stephen Krashen: Identity hypothesis  D) Input Hypothesis  L2 is acquired rather than learned  Input needs to be more complex than the learner’s competence (n+1)  Learner extracts relevant linguistic data from meaningful input  A silent phase is needed > Learners - don't have to speak  Speaking and writing appear naturally & has to be taught  E) Affective Filter Hypothesis (fear)  Best acquisition when there is no anxiety or defensiveness  This means that language can reach the LAD (Language Acquisition Device)  Input --> -- LAD -- L2 Acquisition Krashen & Terrell, 1983:39 C Affective Filter feeling comfortable , included  Common Mistakes of German language learners Say · · Don't make them feel anxious back to them correctly what they said incorrectly · explain special. plural of sheep Learners make mistakes due to: cases e g . , reminders to · the class everybody at the end of (whole class feedback  Negative interlingual (L1-L2) interferences  E.g. Ich gehe jeden Tag zur Schule. *I go every day to school.  Negative Intralingual (L2-L2) interferences applying knowledge to cases where it does not apply  E.g. one cow – two cows *one sheep – two sheeps G shows us that their internal grammar is developing  When there is a positive interlingual (L1-L2) or intralingual (L2-L2) interference then they don’t make mistakes.  E.g. viel Geld – a lot of money  One dog – two dogs Second Language Theories  Selinker: Interlanguage Hypothesis different stages L1 First - Int lang. Int lang. Int lang. L2 Foreign/target language Language Selinker: Interlanguage Hypothesis L1 First Int lang. Int lang. Int lang. L2 Foreign/target language Language  Fossilization: incorrect language becomes habitual and cannot easily be corrected. Clearers stop processing - why? · lack of feedback · lack of input 22 is always "good enough" · · lack of practise Pienemann (1989) Teachability Hypothesis 1 Learners need to be d pay read  Learners follow a fixed route:  Processability hierarchy  Stage 6 subordinate clauses I wonder why he sold the car  Stage 5 3rd person s This man owns a dog  Stage 4 Yes/no inversion Has he seen you?  Stage 3 Plural, Do He owns many dogs, Do he like you?  Stage 2 SVO He buy car  Stage 1 formulaic chunks Eating Pienemann 1998, quoted in Ellis 2008: 98  Structures become learnable, when previous steps have been mastered, i.e. teaching objectives should be in line with the stages of acquisition Chere simple input : , relevant to them Long: Interaction Hypothesis  L2 structures and L2 learning develop out of conversations, therefore it is necessary to interact with other people. native speakers level or higher  T: How are you doing this morning?  S1: I’m sad  T: Why are you sad?  S1: My father say my Grandma break leg.  T: Your father has broken his leg or your Grandma has broken her leg? Chance to respond · negotiating interaction ·  S1: My Grandma. Adapted from Lightbrown & Spada 2006:151 emphasis on meaning ·  Comprehensible input -> modified input -> comprehended input  Negotiation for meaning as driving factor of language acquisition  ! Difference input and intake Swain: Output Hypothesis & Silent period ↳ focus on output  Producing the target language has three main functions: It pushes learners to  Practise  Notice gaps  Test hypotheses (experimenting with forms) internal grammar  Conscious reflection (analysing problems explicitly – maybe by talking about them). > - Input + output are important Swain, Merrill (1995): ‘Three functions of output in second Language learning’. In: Cook, Guy & Seidlhofer, Barbara (Eds.): Principles & Practice in Applied Linguistics. Studies in honour of H.G Widdowson. Oxford: Oxford University Press 125-144. Language Pedagogy II Session 2 - Key Principles  Revision – Key principles of teaching young learners Sandwich method : loud eng sentence ger not as -eng again · - · rocket Ge-us- switch to English  Have you seen or had any experience of teaching in a young learner English sentences Visuals classroom? How was it organized? What did you notice specifically? , objects , stuffed animals , posters · fun activities Songs games rhymes : Talk to babies/toddlers / high pitch , What is Motherese or caretaker speech? ,  ↳interactive repetition questions , rhetorical  What qualities does this speech have? What does it sound like? - talk more than with an adult 18-10 times  What does ‘comprehensible input’ mean? How does the teacher provide not too fast comprehensible input? Why is this important? understandable content relevant for students , , , repetition  What kinds of activities do children enjoy doing?  What do you think of the following statement? ‘Repetition is boring.’ · practise makes perfect · enriched levels- - vocab : talk about items vary the repetition Sintake · input congs , games , stories) Revision: Key principles of teaching young learners · focus on meaning provides high quantity and quality of input talk no baby · Teacher: Motherese /caretaker speech encourages the learners to participate fully in lessons (not necessarily through speaking) · eg.. by pointing actions CTPR) , Repetition and expansion of topics – teacher creates a framework to guide and support learners -> Bruner ‘scaffolding’. Wood + Schmidt C metal structure around building-support from teacher for learners e. Write g. a simple postcard -> example , talk about holidays / weather, example sentences optional words gaps to fill pictures , , , Flags rocket , , rhyme Clear separation of native and target language – How do we achieve this? Target language environment in the classroom (Classroom English, hand not all at once puppets, "real questions" etc.) We are going to teach our young learners as naturally as possible -> Krashen  Krashen  Meaningful interaction and natural communication  Speaker not concerned with the form of their utterances but with the message  ‘Comprehensible input’ essential for acquisition  Low anxiety situation  Messages students want to hear -> interest  Don’t force early production  Allow students to produce language when they are ready Revision: Key principles of teaching young learners Basically add context as much as possible Initial emphasis on the development of - facial expressions, - use of concrete listening gestures, body materials and visuals comprehension by language Comprehensible Input - Total Physical - Storytelling Response (TPR)  TRP Total Physical Response James Asher  Understanding the spoken language should be developed in advance of speaking  Understanding should be developed through the movement of the students (learning through doing)  Do not attempt to force speaking from students – why not?  What are the benefits of using these elements of TPR with our young learners?  Revision: Key principles of teaching young learners  What do children enjoy?  Children enjoy:  songs, chants, rhymes, finger plays …  games, dressing up, role play …  Multi-sensory input and activities  Speaking to young learners  Speak at their level  not too fast and articulate your words clearly  Look at them – eye contact ! - invites them to respond , values students  Support what you’re saying with gestures to make your meaning clearer  e.g. pointing  Speak more than you would normally (but not too quickly) so that learners can hear language more than once  Spend slightly longer on a story than you would if you were just reading it through to yourself.  Look at and talk about the pictures  Make learners feel comfortable – it is ok if they don’t understand Error Correction  Error correction:  Focus on errors of meaning rather than on errors of form with young learners (indirect error correction) From Lightbrown & Spada 2006: 13  Common Mistakes of German language learners  Learners make mistakes due to:  Negative interlingual (L1-L2) interferences  E.g. Ich gehe jeden Tag zur Schule. *I go every day to school.  Negative Intralingual (L2-L2) interferences  E.g. one cow – two cows *one sheep – two sheeps  When there is a positive interlingual (L1-L2) or intralingual (L2-L2) interference then they don’t make mistakes.  E.g. viel Geld – a lot of money  One dog – two dogs  Questioning encourages learner involvement  There are different types of questions. What type of question is appropriate to use with young learners?  Avoid open questions which put learners on the spot and make them feel uncomfortable or nervous e.g. What do you think about ….? (Too difficult)  Instead you could use:  A closed question which provides options to choose from.  ‘Is the box red?’ Yes/No  Is there already some context for the question?  ‘Is the jumper too small, too big or just right?’ (just right)  ‘What is the weather like?’ (sunny, rainy, cloudy – repeated every lesson + pictures in the classroom)  Rhetorical questions  I wonder what will happen when I turn over the page. Shall we turn over?  Questions which are actually classroom instructions  ‘Could you get your books out please?’ Long: Interaction Hypothesis  L2 structures and L2 learning develop out of conversations, therefore it is necessary to interact with other people.  T: How are you doing this morning?  S1: I’m sad  T: Why are you sad?  S1: My father say my Grandma break leg.  T: Your father has broken his leg or your Grandma has broken her leg?  S1: My Grandma. Adapted from Lightbrown & Spada 2006:151  Comprehensible input -> modified input -> comprehended input  Negotiation for meaning as driving factor of language acquisition Key Principles – a Summary Revision: Key Principles  Task: Read the file "Key concepts" by Curtain & Pesola (1993)  Decide which, for you, are the most important issues. Note them down.  Then exchange your opinion with other students and agree on one or two points which you will then report on in plenary. Teaching children  Don't ever try to teach language per se, teach life (joy, sorrow, work, play, relationships, concepts differentiation, self-awareness of others etc. by involving the children in situations and activities that are highly significant to them.  Gaarder, A. B. (1977). Bilingual schooling and the survival of Spanish in the United States. Rowley, Mass.: Newbury House, p. 78. Assignment  Please revise what you have learnt about the characteristics of young learners in Language Pedagogy I.  Then read the file "Halliwell (1992): Working with young language learners" and write a short summary (1 page). If possible, illustrate it with examples from your own teaching practice or other practical experiences with children. Finally, upload your file on Moodle (assignment 1). Rahel Küchle (MN: 4738656), SoSe 2024, Ped 2 A1: Summary of Halliwell In “Teaching English in the Primary Classroom,” Susan Halliwell, a senior lecturer in the School of Education at the University of East Anglia, shares valuable insight into how children learn language and how to achieve a positive attitude in your classroom. In the first chapter, she elaborates on what prior skills, insights, and characteristics kids bring to the classroom. Halliwell identifies six qualities that kids possess by the time they enter a primary classroom and explains how those help kids learn a foreign language. Furthermore, she provides relevant information on how teachers can nurture and build upon the students’ prior knowledge. The first quality that is mentioned is the students’ already highly developed ability to understand language without having to understand every single word. Having to adapt to the new challenges of school life, students often need to rely on their ability to understand the message without grasping every single part of it, for instance, when they are not yet familiar with all the instructions they are expected to follow. They are capable of doing so by utilizing the context they receive, e.g., with the help of gestures and facial expressions. This ability can be transferred to foreign language learning when children interpret new words without fully understanding them. Teachers can support this skill by being expressive by using facial expressions, gestures, demonstrations, intonations, and so on. For instance, when saying “I am happy,” teachers should also smile and use open body language to emphasize what they mean and to give students clues they can interpret if they do not know the word “happy” yet. Children’s creative use of limited language resources is the second skill mentioned in the chapter. In the early stages of mother-tongue development, children learn to use the little language they know to express themselves. To do so, they often resort to creative solutions, e.g., with grammatical forms, and concepts, or by inventing new words. The same phenomenon can be seen in adults using a foreign language: we choose meaning and expression over form and correctness. Teachers can implement this naturally occurring phenomenon by providing meaningful motives for expression outside of pure repetition and unpredictable language demands. Games are encouraged to be used. The third quality highlighted is children’s capacity for indirect learning. Halliwell states that teachers can be frustrated by this capacity, but that it can be advantageous in the language classroom. As an example, she mentions “guessing games,” where students try to guess a word someone has thought of. Being so focused on guessing, students do not even realize that they are learning new words and structures as a side effect. Due to the similar process of how we develop our mother tongue, this kind of language learning can be called indirect acquisition. Halliwell elaborates that there are two systems of language learning: Conscious direct learning, which supports accuracy, and Unconscious indirect learning (acquisition), which promotes fluency. Both systems are needed and should be part of the language classroom, especially because kids tend to incline toward either system. In the primary classroom, however, acquisition should be prioritized since children’s capacity for conscious direct learning is not sufficiently developed at this stage. Teachers can build upon this capacity by coming up with good reasons for students to use language, for instance, through real-life situations or games. Teachers are also encouraged to see the benefits of children’s instinct for play and fun, the fourth quality mentioned by Halliwell. She explains that children have an enormous capacity to add their spark of individuality and drama to classroom activities. Within these additions, personality is expressed and related to the language use. While teaching art in an international school in Senegal, I experienced firsthand how students find ways to add their handwriting to given tasks. Given the task of creating a drawing in the style of one of Picasso’s periods, a student asked if he was allowed to combine them all into one artwork. A beautiful piece was created, and it became clear to me that students’ instinct for creating fun is a gain. Even though this example is not language-related, the idea behind it can be transferred and also applied to language learning. The fifth quality is the role of imagination in children’s lives. Children’s worlds are filled with imagination and fantasy, which help them (through comparison) understand what the world and society they live in are like. Therefore, to provide real-life situations for kids, fantasy and imagination need to be involved. Ways to implement that for teachers are using fanciful children’s books or describing a monster, unicorn, or fairy. The last quality Halliwell presents is children’s instinct for interaction and talk. Ultimately, this instinct allows children to desire to learn a foreign language since it offers purpose and motivation for language learning. Students need to talk to become good talkers. Teachers should not dread this instinct but use and encourage it, allowing children to often practice their conversation skills through interaction with one another. In summary, primary students do not “start from scratch” when learning a foreign language but have many useful skills and instincts that form a great base. Teachers are encouraged to build upon this foundation and assist children in their learning process. 3_Teaching vocabulary and grammar TPR (=Total Physical Response by James Asher) consistently uses target language Initial emphasis on listening comprehension Learners are not expected to react verbally ➞ can just listen can provide lots of comprehensible input teachers get feedback on the current abilities of the students multi-sensory input (ears, eyes, movement) Concrete experiences meaning oriented, rather than form focused good for repetition of previously learned vocabulary Simon says Concrete experiences Learners learn best through concrete experiences at this age Examples: visuals, props, realia and hands-on-activities Language Pedagogy II Session 3 – Teaching Vocabulary and Grammar  internal grammar Teaching Vocabulary and Grammar Comes after oral skills have begun to develop r /secondayis  Revision: What does it mean to know a word? they words need before to be can heard quite a bit be produced  Knowing a word involves knowing about the…  form (pronunciation, spelling, morphology)  meaning (conceptual content, connotations)  use (appropriateness in specific situations, collocations)  much exposure / rich comprehensible input (understandable)  different situations (isolated as well as in context) , e. g Story conversation object. , , word use form meaning  Revision: The mental lexicon  = the "human word store" (Aitchison 2003: 3/35) → is flexible and extendable → the information is well organized Zung1b  "[…] words are stored semantically by association, i.e. the stimulus of a certain word brings up other words. The stimulus word bicycle […] would bring up associations such as ride, fall off, sport, fun, exhaustion […], depending on one’s personal and cultural knowledge.“ (Müller-Hartmann & Schocker-von Ditfurth 2004: 95f.)  Revision: The bilingual mental lexicon Depending on age of learners Adults have all structures  Networks word from Speech different part of A  Syntagmatic structures a to another > - a word is linked O Chall noun > - play=verb) (ball-game = the same word class based Paradigmatic structures on words  words are linked to other  Sound associations  Affective structures / connotations  Links to the learner's world knowledge (verbal + visual storage)  Word associations change with age. Younger children tend to make more What does a noun syntagmatic associations (thematic links) e.g. dog -> bark, eat do ?  Older children increase both syntagmatic + paradigmatic knowledge but are more likely to link a word to another word of the same word class e.g. dog -> animal Lumbrella term) Problem: Kids know. a lot of nouns but not a lot of chunks ,. e g My. name is...; I live in · teach words in context (e g book).. or make up your own context (pictures) - vocabulary needs to be relevant for learners  Vocabulary Hierarchy learned words to > - learners will connect the newly a network of words they already know  Superordinate furniture animal > - umbrella terms  Basic level Leasiest to chair dog remember)  Subordinate rocking chair Spaniel  Basic level learnt before superordinate and subordinate words.  Experience of the world  Interest/relevance  Ease of image creation  Concrete vocab needed -> connected to objects they know  What do they want to The notion of basic vocabulary Crelevance to learners ( talk about ? useful verbes Regular phrases adjectives Vocabulary which is interesting and relevant to young learners Nouns are used early on for naming objects The basic notion of vocabulary Nouns are not the only word class which are important for young learners. Function words taught in context , e.g. ‘of’ or ‘the’ e g.. TPR can’t be pictured and may be stored in a different area of the brain. They need continued use to help learners to learn them.  Essential steps for learning new words 3 a number of diferent times Don't use it but about 10-15 times (not all information is repeat the word. remembered then My dog.... My dog... importance of teacher's talk - > Cyclical process – a word must be met again and again in different contexts. Each time, knowledge of that word is extended.  Revision: Learning and teaching vocabulary Explicit vocabulary Incidental vocabulary Activity learning learning  Encountering new words Some in primary classrooms in meaningful way  Getting a clear auditory/ visual Encountering new word  Introduction of new lexical image of the word forms forms in meaningful terms formally in a lesson  Learning the meaning of the words interaction  Consolidating word form and Repetitive encounter  E.g. Vocabulary cramming * meaning in memory  Using the word in context Using the word in context  Using the word Anone of this (Hatch and Brown, 1995, p.372)  Helping young learners to learn vocabulary  Comprehensible input from the teacher  Demonstration  Using objects  Using gestures  Performing an action  Pictures  Make a collage  Sorting exercises  Photos  Drawings or diagrams on the board  Pictures in a book/film/computer Cameron, 2001, pp85-88  Read: Short activities for learning the spoken language in Cameron, L. (2001). Teaching Languages to Young Learners, p. 60f.) Listening and doing Listen and Listen and put identify Listening and saying Bingo Look and say Listen and take Listen and choose away Listen and sort Find the odd one Tennis game out Guess my animal - questions Guess my animal – actions Focus on sounds in discourse Poems or chants Tongue twisters  Learning the spoken language - "Meaning must come first: if children do not understand the spoken language, they cannot learn it. - To learn discourse skills, children need both to participate in discourse and to build up knowledge and skills for participation." (Cameron, 2001, p. 36)  Grammar in the Young Learner Classroom  Vocabulary and grammar are related and sometimes hard to separate.  Grammar is necessary to express precise meanings in discourse  Grammar learning can evolve from the learning of chunks of language  Talking about something meaningful with the child can be a useful way to introduce new grammar  Grammar can be taught without technical labels (e.g. present progressive) Grammar: Simple present, Present Progressive ➞ Teach them through habits, what you are doing now ➞ Simple Past in Stories (Cameron 2001:98)  Different Meanings of Grammar  The grammar of a language  Theoretical descriptive grammar:  Chomskyan linguists  Halliday: "functional grammar"  "Corpus linguists“  Pedagogical grammar:  - Explicit descriptions of patterns and rules  (Cameron 2001: 98f.)  Different Meanings of Grammar  Internal grammar  individual and inner process of understanding and learning the patterns of the target language  is also referred to as "interlanguage" and "linguistic competence“ (Cameron 2001:100)  Development of internal grammar a.) From words / chunks to grammar  attentional capacity  impulse to drive grammar learning selection  breaking down of chunks and substituting new words. write beginning of chunk &then... different words that Coscaffolding might used be   Ways of teaching are needed that help learners notice words inside chunks and how other words can be used in the same places -> Development of the internal grammar (Cameron 2001: 101f).  Development of internal grammar  b.) Learning through hypothesis testing ,. e g plural. S  The child has worked out a 'grammar rule' and is testing it out. Simple past-ed ending instead of made - overgeneralized  1 my mother *maked an apple-pie and my father worked in the garden  2 the pie tasted yummie  3 she put one piece on a plate for my father and left it on the garden table > - mice plural does not end on s here ,  4 suddenly I saw three *mouses nibbling from the pie  5 I chased them away and my father made up a mousetrap   evidence that the internal grammar is at work (remember Selinker: interlanguage).  Development of the internal grammar (Cameron 2001: 102ff).  Development of internal grammar  Influence of the L1  Learners are likely to use the first language to fill gaps.  Ex.: *Will you ice-cream?  Teaching Techniques for supporting grammar learning * comprehensible teacher talk is a teaching grammar activity  Working from discourse to grammar  Guided (re-)noticing activities  Language practice activities that offer (re-)structuring opportunities difficulty  Proceduralising activities  Working from discourse to grammar  Classroom English (using certain patterns regularly and consistently)  Routines of classroom management (examples: see Language Pedagogy I)  Corrective feedback : corrective feedback is great !  What's the weather like today? Mary?  Cloud.  It's cloudy. That's right. Is it cold or warm outside? Carol?  Cold.  It's rather cold, that's right. Cloudy. Is it raining?  No.  No, it's not raining today. But sometimes it rains and then the bus needs its wipers. And the wipers go swish – swish – swish.  "The teacher of young learners can probably best help to develop children’s grammar in the foreign language, not by teaching grammar directly, but by being sensitive to opportunities for grammar learning that arise in the classroom“ (Cameron, 2001, p. 121f.).  Learning Grammar ↑ reads sentences , Ss tick what heard they  (Re-)Noticing = learners become aware of the structure, but do not themselves manipulate language  Learners need to be helped to notice the grammatical patterns before they can make those patterns part of their internal grammar -> in an age appropriate way (Cameron 2001: 109)  Guided Noticing Activities must notice the ! learners structure  Presentation of new patterns in a dialogue using repetitions and contrasts pattem  A: Let's go to the zoo next week.  B: Great idea!  A: Shall we go on Monday?  B: No, sorry. On Mondays I play football.  Learning Grammar it Step 2: manipulate  Structuring = bringing the new grammatical pattern into the Questionnaires, surveys and quizzes learner‘s internal grammar and, if Do you like …? chunk + word necessary, reorganising it. talk about the words  Requires controlled practice first  Learner must be actively involved  Learners should manipulate the language (Cameron 2001: 109) - Other ideas: information gap activities, S helping hands, drills, chants… repetition change + witle a (Halliwell, 1992: 65) small amount of language  Proceduralising creative tasks are great > -  Proceduralising = making the new grammar ready for instant and fluent use in communication  Tasks used for proceduralisation must require attention to grammar as well as effective communication  e.g. Describing fantasy animals using certain structures repeatedly  Songs, rhymes and chants  Children's games (Cameron 2001:118ff.)  Learning Grammar  Pattern Games  Who is afraid of the big bad wolf?  Have you got the button?  The bear and the honey (the thieves are going round)  The pinchers  Dear Mr. Crocodile · I'm packing my suitcase and I put in... · Simon says cf. Haudeck (2010): Pattern games. Grundschule 9, 30-32.  Other examples  Simon says  What’s the time Mr Wolf? Cspace playground ,  I went to the shop and I bought… (memory game) · cookie jar  Wimmelbuch ? What are the people Assignment 2 doing! Kreuzaufgabe  Describe briefly how you would organise a grammar activity to practise the present progressive with your young learner class. What would you do and say? How would you expect your learners to react? Upload your assignment onto Moodle. Present progressive To be (present tense) + verb in ing-form When do we use it? ➞ when we are doing something right now/ at the moment Ideas on how to develop it without explaining it: build a story around it (I am reading a book right now) describing a picture/ series of pictures, e.g. hobbies ➞ He’s running, swimming ➞ Do you like swimming is NOT present progressive ➞ chunks including present progressive (5-6 Verbes, teacher introduces vocabulary first of all, repeat them, student’s activity (see slides above) Assignment 2 For the grammar pattern practise assignment, please write what you (the teacher) would say in "....", what you would do in (....) and what you would expect the learners to do in [....] At least a page long Just introduce the words -> might be a whole lesson just on present progressive Word present progressive not mentioned Not to be + ing form mentioned Appropriate vocabulary Teach present progressive not gerund with ing (like with ing) Language Pedagogy II Laura Sophie Fitzek 30.04.24 Approaches to Language Teaching Methods of language teaching Grammar-Translation: early to mid- Direct Method: end of the nineteenth nineteenth century century until today - Grammar-Translation (GT) was the - the goal is to help learners most dominant teaching method. connect a concept with the word - idea: The process of acquisition of in a foreign language. vocabulary and grammatical rules - teacher would use prop, pictures, occurs when learners apply their gestures and mime -> learners will existing knowledge to new make a direct link between the contexts. detective learning, object and and the new word learners are first given a rule which - more use of the FL (foreign is later exemplified and practiced. language) - teacher would present a new word - inductive through the translation of the - focuses on the speaking skills English word (house - Haus) Audiolingualism: widespread throughout Total Physical Instruction: 1970s and the world up to the 1960s, still used 1980s today. - idea: Motor activity (physical - idea: language is divided into actions) enhances memorization structures and sentence patterns and therefore furthers learning which are drilled and practiced - use of FL until learners recall them - inductive automatically. - focuses on imperatives (teacher - more use of the FL than L1. L1 ist gives instructions for action) just used during the presentation - main activities: teachers give of new linguistic items. instructions in the form of - inductive imperatives or tell stories which - criticism: doesn’t prepare the the learners enact. Eventually, learners for spontaneous talk in learners use the language orally. authentic situations of - language skills: listening, speaking communication. Little chance that and some reading. learners can transfer the knowledge gained in the classroom to real-life situations. Communicative Language Teaching: Form-focused Instruction: from 1980s 1980s Language Pedagogy II Laura Sophie Fitzek 30.04.24  idea: focus is on form within an  idea: Learners are encouraged to overall meaning-based context. express different functions of  deductive language. T. provides them with  Mainly FL the necessary linguistic input.  Learners often begin with set Error correction is minimal. Focus phrases and formulaic language on meaning rather than form. and progess to more relevant and  inductive “real” language in more authentic  FL situations of communications.  In practice, they often learn set  all four language skills phrases and formulaic language.  Research shows that focusing on Listening and speaking, some form and giving feedback in reading and writing. There is little language classes helps students emphasis on grammar. learn more than focusing on accuracy or fluency alone. Task-based Instruction: around 2000 Inductive and Deductive:  idea: combining focus on  inductive: from general to specific meaning and form and process  deductive: from specific to general and product. Learners solve tasks in meaningful and authentic interactions.  deductive and inductive  the more proficient the learner, the more FL they can learn.  all four language skills  role-play, stories, drama, games and pair or small-group activities sources:  criticism: It doesn't use the  https://www.dictionary.com/e/inductive-vs- insights from the cognitive deductive/ Deductive and Inductive approach to language learning,  Kirsch, C. (2008), Teaching Foreign Languages in the Primary School, London: Continuum, p. especially the information- 49-64 processing view  https://a1-ca- resources.weebly.com/inductive-vs- deductive-learning.html  Which approach to teaching language do you find most and least effective?  Do you recall how language was taught to you when you were in school?  Do you have any ideas on how you could effectively implement one of the methods in the classroom? SURVIVAL GUIDE By Lindsay Clandfield and Duncan Foord Teaching under the influence grammar-translation method direct method silent way communicative approach task-based learning community language learning audio-lingual method suggestopedia content language integrated learning and immersion total physical response A look at the methods behind the madness B Every teacher was a learner once upon a time. memorization of sentences and dialogues. you as a learner? And how have different teaching Recorded material is used and may contain gaps in which students have to respond to or are about to be a language teacher. You almost vocabulary is minimized until basic structures are too. The activity that follows is designed to make students are familiar with a target structure. describes a different approach to teaching. Read method audio-lingual Teaching method _____________________________ C A group of learners converse about a topic they choose. In early lessons learners might do This will allow you to check your answers and might give you an insight into where you and your conversation that emerges is reviewed and teachers learnt (or acquired!) the tricks of the trade. analyzed in a later class. A outcome. They do this in L2 with no linguistic Teaching method _____________________________ to the class on the outcome of the task. As they D The teacher presents grammar rules in L1. prepare their report the teacher helps students Students then practise applying these rules by then listen to native speakers doing the same with the aid of bilingual wordlists. Oral practice task and analyze the language used before rarely goes beyond the reading aloud of their repeating the task to improve their performance. task-based Teaching method _____________________________ learning Teaching method _____________________________ TE E E SI AD BL W NL PIA D © Macmillan Publishers Ltd 2013 OM O O EB O FR BE D C W SUPPORT / Survival Guide / Teaching under the influence N TO O PH CA SURVIVAL GUIDE By Lindsay Clandfield and Duncan Foord Teaching under the influence E H Students may attend a history class conducted focus on vocabulary but there is no reference to grammar. Teachers may include structures they think students are ready to learn in their speech Teaching method _____________________________ Teaching method _____________________________ I F Cuisenaire rods to represent structures and commands and are not required to speak until students apply their minds to working out they have received about 120 hours of tuition. structures and how to use them in situations is dealt with using Fidel charts on which colours their speaking develops. represent L2 phonemes. Teaching method _____________________________ Teaching method _____________________________ G Classroom practice will vary considerably J depending on the teacher. There may be a sit in a circle in reclining chairs. Students get a new name in L2 and a new identity. A dialogue students may dictate class content with the and its translation are introduced and discussed; teacher introducing and focusing on language then the teacher recites the dialogue against a as the need arises. But there will be regular opportunities for learners to practise real communication in L2. Teaching method _____________________________ Teaching method _____________________________ Answers: A Task based learning; B Audio-lingualism; C Community language learning; D Grammar translation method; E Direct method; F The silent way; G The communicative approach; H Content language integrated learning and immersion; I Total physical response; J Suggestopedia TE E E SI AD BL W NL PIA D © Macmillan Publishers Ltd 2013 OM O O EB O FR BE D C W SUPPORT / Survival Guide / Teaching under the influence N TO O PH CA SURVIVAL GUIDE By Lindsay Clandfield and Duncan Foord Teaching under the influence A brief history of EFL How are second languages learnt? And what’s the best way to teach them? Everything we do as teachers can be traced back to attempts to answer the two questions above. What follows is a brief account of the historical context in which theories became teaching methods. The story is complex and at times confusing. And as always with history, what parades as fact is often just interpretation. Or misinterpretation! It all started back in the 18th century. People had been learning foreign languages ever since the advent of commerce and foreign conquests but this was when foreign languages started to appear on school curricula, requiring a systematic approach to teaching them. This was generally done in much the same way that Latin was taught and by the 19th century what we now call the grammar-translation method was the standard model. But an increase in travel in the second half of the 19th century created the need to speak foreign languages and the only oral practice students got in the grammar- the 1950s. But as applied linguistics matured into translation classroom was the reading aloud of into question. In Britain, work on word frequency, structural complexity and language use in real-life An increase in travel in the second contexts provided objective criteria for deciding what half of the 19th centruy created the to teach and when to teach it, and emphasized the need to speak foreign languages. importance of introducing new language in situations where students might need to use it. By the 1950s situational language teaching had emerged as the time) that children learn to speak with no reference to grammar at all and a method was launched which Streamline textbook series. direct method methods that claim to teach a second language Meanwhile, on the other side of the Atlantic, US entry into World War II created the need to teach worldwide publicity through the Berlitz schools. Classes were small, and there was plenty of drilling numbers of troops. This sparked off major changes and correction, but no L1 and no rules. in the way languages were taught, changes that found a strong ally in the late 1950s in behavioural Grammar-translation and one form or another of the psychology. The audio-lingual method was born. direct method dominated EFL teaching right up to Speech became just another habit to be acquired. TE E E SI AD BL W NL PIA D © Macmillan Publishers Ltd 2013 OM O O EB O FR BE D C W SUPPORT / Survival Guide / Teaching under the influence N TO O PH CA SURVIVAL GUIDE By Lindsay Clandfield and Duncan Foord Teaching under the influence can activate this process. Language emerges in its anyway). As a recent advert says: You listen, you own time, errors and all. Consequently, teachers repeat, you understand! Countless learn-in-a-month adhering to the natural approach expose their students to as much comprehensible input as they the marketplace. can and focus on meaning rather than reacting to form. Many now contest the idea that formal study cannot lead to acquisition, but the concept has taken but the humanistic values that shaped the times led in the 1970s to a series of methods that focused more not acquisition takes place is one of the main criteria fully on learners’ needs and abilities. The silent way, used to judge methods past and present. It gives developed by Caleb Gattegno, saw foreign language learning as an intellectually engaging process of understand you will later produce automatically. problem-solving and discovery. The teacher remains Acquisition theory also provides a rationale for silent and guides the learning process, while immersion teaching, an approach that has developed responsibility for working out the rules falls on the to meet the linguistic needs of people who live in learner. Community language learning, devised by American psychologist Charles Curran, was based on humanistic counselling techniques. Learning is The weak communicative approach seen not only as an intellectual process, but also has had the most far-reaching as an emotionally engaging group experience. The impact on the EFL world. group decides what happens with the teacher, or “knower”, in the role of consultant. And from Eastern bilingual communities. Students study subjects in Europe came suggestopedia. By inducing a relaxed both languages from the day they start school, often but aware mental state in the learner through the with no formal language teaching at all. On a smaller use of music, classroom décor and ritualized teacher scale, content teaching, the idea that language can behaviour, Bulgarian psychiatrist Georgi Lozanov claimed that the power of the memory could be cookery, for example) in the target language, also optimized, resulting in greatly accelerated learning. draws on acquisition theory. The 1970s also brought total physical response So where are we now? It is impossible to make sense James Asher and based on the observation that of current EFL teaching, especially in the West, children learn in stress-free environments by without reference to the communicative approach. responding to commands before they start speaking. This grew out of sociolinguistics in the 1970s and And, last but far from least, there was the hugely the view that there is more to communication than communicative approach. But more about just grammar and vocabulary. Communication that later. involves communicative competence – the ability to make yourself understood in socially appropriate The 1980s saw the natural approach, and with it ways. The claim is that L2 is learnt best when the linguist Stephen Krashen’s seminal views on how learner struggles to communicate real meanings. languages are learnt. Krashen claimed that language Nowadays most teachers and students take for learning is a subconscious process of acquisition. granted the need for real communication in class but The human brain is geared to acquire structures in EFL history clearly shows that this has not always a predetermined natural order, and only exposure been the case! Within the communicative approach itself the precise role of communication is a moot TE E E SI AD BL W NL PIA D © Macmillan Publishers Ltd 2013 OM O O EB O FR BE D C W SUPPORT / Survival Guide / Teaching under the influence N TO O PH CA SURVIVAL GUIDE By Lindsay Clandfield and Duncan Foord Teaching under the influence point. The so-called weak form of the approach sees There is no shortage of material available to language communicative activities as opportunities for students teachers. Some argue that there is even too much material, that teachers are over-reliant on it. Dogme weak communicative approach has had the most far- ELT is the name of a loose collective of teachers who reaching impact on the EFL world, probably because argue for a pedagogy of “bare essentials, unburdened it has meant adapting rather than rejecting existing by the excesses of materials and technology”. Dogme methods. But task-based learning, one of the most ELT was co-founded in the late 1990s by Scott talked about of recent methods, can be traced back Thornbury, who argued that ELT needed a movement to the so-called strong communicative approach, which holds that communicative competence can develop only if students are thrown in at the deep end means for maximum effect. and required to carry out tasks that demand real-life And where does it all go from here? Lately, there new language is introduced only if students need it is talk that ELT has grown out of methods. We live to communicate; it is never studied for its own sake. now in what the educationalist B. Kumaravadivelu In task-based learning, students start by carrying out calls a “post-method condition”. This means that a communicative task with no help from the teacher, teachers can choose the best practice from a variety though focusing on language use once a task is of approaches, selecting them and shaping them in completed is accepted as an aid to acquisition. ways which are appropriate to their own classrooms. This has also sometimes been called an We also know much more about English vocabulary eclectic approach. than we did before. Thanks to the arrival of corpuses However, is there another wave of methods around spoken and written language), we can understand the corner? Will the increased role of technology in more about how English works. This brings us classrooms and in the home lead to the development beyond grammar and vocabulary, and into the area of of a new way of learning? Or will the devices we use what is sometimes called lexicogrammar. The lexical prompt us back towards an older method such as the approach, developed by Michael Lewis in the 1980s, direct method? As knowledge of the workings of the takes vocabulary as the main focus for syllabus human brain develops, will methodology take a new design and classroom teaching. It looks at word path altogether? It would be interesting to know how our students will look back tomorrow on the way they As more and more corpus data becomes available, were taught today. more in contemporary teaching materials. TE E E SI AD BL W NL PIA D © Macmillan Publishers Ltd 2013 OM O O EB O FR BE D C W SUPPORT / Survival Guide / Teaching under the influence N TO O PH CA Lernfestival: Let’s celebrate summer! class 3-4 Picnics 3 tasks ➞ stamp at the end, eat their snack at the end 5 Intro 5-10mins Station 1, max. 10min Station 2 Station 3 or snack (Picnic rugs) E.g. make a flag ➞ just color it in, make your own flag? ➞ keep it relatively simple ➞ Flag 5: Task-based Learning Language Pedagogy II Session 5 – TBL Task-based language learning The same or different? Work with a partner. Describe your pictures. Does your partner have the same pictures? Ask your partner questions about his/her picture if you are not sure.  Reflect on the task  What steps did you go through in order to complete this task?  What kind of language did you need?  Which skills did you use to complete the task?  Children as learners  Children are (mentally) active learners  They try to find a meaning and purpose for activities that are presented to them  Learners need ‘motivation to invest their energies in the task. The task must inspire them.’ (van Gorp and Bogaert, 2006:82)  May have their own understanding of the expectations of adults.  They may find it hard to make sense of activities even if we have explained them clearly.  They