teaching english as a foreign language language skills

TEACHING ENGLISH AS A FOREIGN LANGUAGE

Language Skills

SPEAKER: SANTY REQUEJO SALDAÑA ICPNA [email protected] [email protected]

july 2010ICPNA-Santyna

Are we really repeating ourselves year after year? Or Is what we are doing new and different?

Hervast’s steps (1800)

1. Preparation 2. Presentation

3. Association

4. Systematization

5. Application

C A L L A Cognitive Academic

Language Learning Approach

1.Preparation

2.Presentation

3.Practice

4.Evaluation

5.Expansion

NOW 1.Motivation 2.Basic 3.Practice 4.Evaluation 5.Extension


IC

PN

A-S

an

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CONOCIMIENTOSKnowledge

HABILIDADESabilities VALORES

values

CAPACIDADcapacity

CONFIANZAconfidence

COMPROMISOcommitment

july 2010

PRINCIPLES OF LANGUAGE LEARNING

• Speech before writing• Basic sentences• Patterns as habits• Sound system for use• Vocabulary control• Language practice• Practice• Authentic language standards• Immediate reinforment• Content• Attitude toward the language.


METHODOLOGICAL APPROACHES

APPROACH.-is something that reflects a certain theory and beliefs about language and language learning.

METHOD.-is a set of procedures, a system that spells out exactly how to teach a language(what particular skills and content to teach)

TECHNIQUE.-is a classroom device , activity, stratagem used to accomplish an immediate objective.

(dictation, imitation, repetition)

STRATEGY.-a detailed plan or the skill (grammar, vocabulary and usage) of planning for achieving success in class.

*taking notes *asking *imagery *paraphrasing *predicting *


GRAMMAR

TRANSLATION

THE

DIRECT METHOD

THE AUDIO LINGUAL THE AUDIO VISUAL

TOTAL PHYSICAL

RESPONSE THE SILENT WAY

COMMUNITY LANGUAGE LEARNING NATURAL APPROACH

COMMUNICATIVE

APPROACH

july 2010 ICPNA-Santyna

Grammar-Translation

Direct Method

Audio-Lingual Method

Silent Way Suggestopedia

1. Goals Read literature in L2. Develop mind. Learn grammar, vocabulary, and culture.

Communication. Think in L2. Direct association in L2 without translation.

Communication. Automaticity by learning new habits.

Self-expression of Ss; independence from T.

Everyday Comm. Tap Ss mental powers by desuggesting barriers to learning.

2. Role of the teacher/student

Traditional. T is the authority. Ss learn from the T.

T-centered. T directs.

T-centered. T provides model of L2 for imitation.

T as facilitator, resource, provides what Ss need.

S must trust and respect T as authority. Ss adopt childlike roles once they feel secure.

3. Teaching/Learning Process?

Translation. Deductive study of grammar. Memorize vocabulary.

Associate L2 and meaning directly in real context. Use L2 only. Inductive grammar. Syllabus based on topics/ situations.

New grammar and vocabulary through dialogues. Drills. Inductive grammar. Learning is habit formation.

Ss guided to discover the structure of L2. Initial focus on accurate pronunciation.

Relaxing atmosphere, music, activate whole brain + peripheral learning. Reception then activation phase.

4. Nature of student/teacher interaction

T to S. Both initiate interaction. Some S/S interaction.

T-directed. S/S in drills.

T active, but mostly silent. S/S interaction encouraged.

T/S and S/S interaction from beginning.


5. How are students’ feelings dealt with?

N.A. N.A. N.A. Positive feelings encouraged, also S/S cooperation.

Focus on confidence and sense of security via suggestions.

6. View of language/ culture?

Literary language over spoken language.

Spoken language over written.

Language as system of patterns/units. Simple to complex.

Language expresses the spirit of a culture.

Communication as a 2-phase process: language + extra- linguistic factors.

7. What language skills are emphasized?

Vocabulary/grammar. Reading/writing.

Vocabulary over grammar. Focus on communication.

Structure important. Listen-speak-read-write.

Pronunciation & intonation. Structure. Oral before written.

Vocabulary. Explicit but minimal grammar. Language use over linguistic form.

8. Role of the native language?

L1 in classroom. Two-way translation.

Not used. L1 habits interfere with L2. Avoid L1.

Used to form sounds in L2 and for feedback. Otherwise not used.

L1 used in translation of dialogues. As course proceeds, L1 reduced.

9. How does evaluation occur?

Written translations. Apply grammar rules.

Use of language (interview).

Discrete point testing for accuracy.

Continuous observation. Ss develop their own criteria.

In-class performance.

10. Treatment of errors?

T supplies correct answer.

Self-correction. Avoid errors by overlearning.

Self-correction; peer correction.

No overt correction Modelled correctly.


Community Language Learning

Total Physical Response

Natural ApproachCommunicative

Language Teaching

1. Goals Communication. Promote nondefensive learning.

Communication. Learning L1=learning L2.

Communicative competence. Facilitate acquisition by providing comprehensible input (i+1).

Communication in social context. Appropriacy. Functional competence.

2. Role of the teacher/student?

Counselor/client. As S assumes more responsibility, becomes independent of T.

Director. T provides model of L2 for imitation. Later role reversal.

T as facilitator. Primary responsibility is with S.

Facilitator. Manager of learning activities. Promotes communication among Ss.

3. Teaching/Learning Process

Security, aggression, attention, reflection, retention, discrimination. Ss initiate speech in L1, T supplies L2.

Comprehension before production. Modelling by T followed by performance.

Comprehension before production. Developing model approximates L2 (L1, . . . L2). Gradual emergence of speech. Task oriented.

Ss learn to communicate by negotiating meaning in real context. Activities include information gap, choice, feedback.

4. Nature of student/teacher interaction?

Changes over time. Importance placed on cooperative relationship between T/S and S/S.

T speaks, Ss respond nonverbally. Later, Ss verbalize.

S-centered. Both initiate interaction. S/S interaction in pair and small group activities.

T arranges tasks for communication. S/S interaction.

5. How are students’ feelings dealt with?

S viewed as whole person, no separation of intellect and feelings. T "understands” Ss.

Ss have fun in a nonstressful situation.

Affective factors over cognitive factors. Optimal learner has low affective filter.

Ss are motivated to learn thru usefulness of language functions.


6. View of language/ culture?

Language for developing critical thinking. Culture integrated with language.

Spoken over written.

Language as a tool for communication. Language function over linguistic form.

Language in social context, for communication.

7. What skills are emphasized?

Ss determine syllabus by what they what to say.

Grammar and vocabulary (initially via imperatives). Comprehension precedes production.

Vocabulary over grammar. Function over form. Comprehension–eearlyproduction–sspeech emergence.

Function over form. Discourse and sociolinguistic competence + all 4 skills.

8. Role of L1? Used in the beginning, less in later stages.

Not used. L1 can be used in preproduction (comprehension) activities.

Generally not used.

9. How does evaluation occur?

Integrative tests. Self-evaluation.

By observation. Communicative effectiveness. Fluency over accuracy. Task oriented.

Communicative tests. Fluency and accuracy.

10. Treatment of errors?

Nonthreatening. Correction by modelling.

Unobtrusive correction.

No error correction unless errors interfere with communication.

No error correction unless errors interfere with communication.


S K I L L S

RECEPTIVE PRODUCTIVE

LISTENING SPEAKING

READING WRITING


LISTENING SKILL

*Speaking does not itself constitute communication

unless what is said is comprehended by another

person *

july 2010 ICPNA-Santyna

Why don`t we understand spoken English?

reductionsLinking sounds

stress

rhythmToo many new words


Language system

How words are put in order

How words are strung together in

texts

How words are said in connected streams

syntaxphonology

discourse


TIPS TO KEEP IN MIND WHEN TEACHING LISTENING1. CONTRACTIONS2. REPETITIONS3. HESITATIONS4. INTERRUPTIONS5. ASSIMILATION6. ELISION7. LINKING8. STRESS


Learners need to know how to deal

with these problems so listening would not frigthen them.

CONTRACTIONSI’mYou’reWe’veShe’sDidn’tWeren’tWon’tHasn’tHaven’t

You‘dShe’dNeedn’tMustn’tDon’tWasn’tI’llShouldn’tCan’t


HESITATIONS• Er-.-the sound that people frequently make

when they pause in the middle of what they are saying or pause before they speak, often because they are deciding what to say:

• ah / aah.-used to express understanding, pleasure, pain, surprise.

• Why.-used to express surprise or annoyance• uh .-a written representation of the sound that

people sometimes make when they are thinking what to say next:

• uh-huh .-a written representation of the sound that people sometimes make in order to give certainty to, agree with or show understanding of something that has just been said.

• uh-oh .-a written representation of the sound that people make when they discover that they have made a mistake or done something wrong:

• Um .- a written representation of a sound that people make when they are pausing or deciding what to say next.

WellWow

Yeah

YeaHey


Activity:this is a conversation and find in it examples of repetitions,hesitations and interruptions.

Marco: What would you like your life to be in 20 years`time?Kathy: I`d like to be…I want to have a family…you know,a husband,three children,my…Marco: Would you be happy?Kathy: I`d be…I mean,yes.Yeah,sure,sure,of course.What about you?Marco: Erm,me,well,erm,er…MaybeI`d like to have a good…you know,to do a really interesting job…with lots of pay,of

ocurse!


ASSIMILATION.-when sounds influence the pronunciation of adjacent sounds.

•bus-shelter / `bʌʃ ʃeltə /, •dress shop /`dreʃ ʃɒp/, • ice-show /`aɪʃ ʃəʊ/,• Miss Jones /mɪʃ `ʤəʊnz/, •S-shaped /`eʃ ʃeɪpt/ and •has she / `hæʒ ʃi


ELISION.-when sounds are dropped (disappear) in fast speech.

•Blackguard•Christmas•Cupboard•Could Doug •take care•Ask Bob•Tell him


LINKING.-join sounds together.

•Four eagles•I need you •help us.•Can you •take apples•like English •Solve each•To run a story


Assimilation,elision or linking?A

L

L

E

E

A

L

A

A

E

A

A

A

A

E


Spoken text types


ANNOUNCEMENTS

CONVERSATIONS

INSTRUCTIONS

STORIES

LECTURES

SONGS

ADVERTISEMENTS

PROCESSES FOR A GOOD LISTENING ACTIVITY

•BOTTOM-UP PROCESS.- to know how the sounds work , how English changes when it`s strung together in sentences.

•TOP-DOWN PROCESS.-how our knowledge of social convention helps us understand meaning.


What involves active listening?


PROCEDURES•Pre-listening

•While-listening

•Post-listening


HOW TO TEACH LISTENING TO ESL LEARNERS1. Choose something you think your students will like.2. Before bringing it to class.listen and ask yourself if

there are any words that you`ll need to pre-teach.3. Activate your students`schemata with pictures related

to the listening or ask questions about the content4. Once students are prepared,it is recommended to put

the audio three times: a) students listen without a worksheet and figure out the global idea. b) students listen with handout in their hands and do the task. c)finally they listen again and check their ansers.

5. Make sure the activities provide not only comprehension but also controlled to free ones.


SUBSKILLS july 2010ICPNA-Santyna

PRACTICE TASK


1. Listening for gist2. Understanding

body language3. Listening for

individual sounds4. Listening for

detail5. Listening for

sentence stress6. Extensive

listening7. Listening for

specific information

a.Watch the video to see how the woman looks.How do you think she feels?b.Listen to each pair of words.Say if they are the same or differentc.What town does Jim live in?Listen and find out.d.Listen to the description of the boy and the girl and draw them.e.Listen and underline the word in the sentence that the speaker says most strongly.f.Listen to the story and decide what is the best title for it.

1

5

4

7

3

2

DIFFERENT TYPES OF LISTENING ACTIVITIES


&

Many thanks to…•Relo Andes•ICPNA Chiclayo•University of Oregon•REFERENCES:•BRUMFIT, C & JOHNSON, K (1979):

The Communicative Approach to Language teaching. Oxford: Oxford University Press.

•Harmer, Jeremy. How to teach English. Editorial Pearson


teaching english as a foreign language language skills

Education

language grammar

learning l2

extra language

t active

initiate t

nature of t

t providest

structure of l2