TEACHING ENGLISH TO YOUNG LEARNERS

TEACHING ENGLISH TO YOUNG

LEARNERS

1. BASIC TERMS

1.EFL

ENGLISH AS A FOREIGN LANGUAGE

2. TEFL

TEACHING ENGLISH AS A FOREIGN LANGUAGE

3. SLA

SECOND LANGUAGE ACQUISITION

4. FLA

FOREIGN LANGUAGE ACQUISITION

5. ELT

ENGLISH LANGUAGE TEACHING

6.ESP

ENGLISH FOR SPECIAL PURPOSES

7. UG

UNIVERSAL GRAMMAR

Language Pedagogy and other Sciences

Linguistics Psychology Pedagogy

Applied Psycho- Applied Pedagogical Didactics

Linguistics linguistics psychology psychology

FIRST

L1

NATIVE

PRIMARY

MOTHER TONGUE

STRONGER

SECOND

L2

NON-NATIVE

SECONDARY

FOREIGN LANGUAGE

WEAKER

LANGUAGE CONTENT ELEMENTS

1.VOCABULARY

2. PRONUNCIATION

3. GRAMMAR

4. PRAGMATICS

LANGUAGE SKILLS

SKILLS AUDITIVE VISUAL

PASSIVE LISTENING READING

ACTIVE SPEAKING WRITING

SIMPLE SKILLS

L R

S W

COMPLEX SKILLS:

L AND R: COMPREHENSIVE SKILLS

S AND W: COMMUNICATION SKILLS

I AND T: MEDIATION SKILLS

INTERPRETATION AND TRANSLATION: 2 LANGUAGES ARE INVOLVED

GROUPING :

DESCRIBING A METHOD

I. BASIC DILEMMAS

1. L1-------L2

2. AWARENESS --- INTUITION

3. FORMS ----- FUNCTIONS

II. THE ARRANGEMENT OF LANGUAGE CONTENT

4.PRONUNCIATION

5.GRAMMAR

6. VOCABULARY

7. PRAGMATICS

III. TEACHING SKILLS

8. ALL SKILLS OR ONE SKILLS

9. THE ROLE AND AMOUNT OF TRANSLATION

IV. TEACHING STYLE

10. STUDENT PARTICIPATION

11. TEACHER’S ROLE

12. ERROR CORRECTION

13. FEEDBACK

1. EARLY LANGUAGE TEACHING

2. GRAMMAR TRANSLATION METHOD

3. DIRECT METHOD

4. INTENSIVE METHOD

5. READING METHOD

6. AUDIO-LINGUAL METHOD

7. AUDIO-VISUAL METHOD

8. COGNITIVE APPROACH

9. HUMANISTIC APPROACHES

10. COMMUNICATIVE LANGUAGE TEACHING

1. EARLY LANGUAGE TEACHING

ANCIENT TIMES

MARKETPLACE ----- MONASTERY

IMMERSION

THE EGYPTIANS-----THE GREEKS------ THE ROMANS

MIDDLE AGES

THE EVALUATION OF EARLY LANGUAGE TEACHING

1. READING COMES FIRST

2. PRONUNCIATION --- PHONETIC TRANSCRIPTION ????

3. WRITING - COPYING, PARAPHRASING, VERSIFICATION

4. SPEECH – ROTE LEARNING, Q & A, DIALOGUES, DRILLS, MONOLOGUES

2. GRAMMAR TRANSLATION METHOD

1. NAME:

NYELVTANI FORDÍTÓ MÓDSZER

CLASSICAL METHOD

TRADITIONAL METHOD

MEDIEVAL METHOD

PRUSSIAN METHOD

2. THE OBJECTIVES OF GRAMMAR TRANSLATION METHOD

•READ WITH THE HELP OF DICTIONARY—TEXT:ANCIENT

•LEARN WITH THE HELP OF TRANSLATION

•WRITE IN BOTH LANGUAGES WITH GRAMMATICAL AWARENESS --- TERMS

•MENTAL DISCIPLINE

SPEAKING IS NOT AN OBJECTIVE

A TYPICAL CLASSROOM

MORE THAN 30 CHILDREN

2-6 LESSONS A WEEK

TABLES OF PARADIGMS (DECLINATIONS, CONJUGATIONS)LACK OF ONE EQUIPMENT

FRONTAL TEACHING (T – S) INTERACTION

STRONG CONTROL

CONSTANT USE OF L1

CORRECTION

BOOKS:

TOPIC: GRAMMATICAL

EXAMPLARY SENTENCES TO ILLUSTRATE RULES

L1 AND L2 WORD LISTS

(BEFORE THE TEXT OF THE LESSON)

TASK TYPES:

COMPLETION

TRANSFORMATION

TRANSLATION (L1-L2, L2-L1)

TEACHING TECHNIQUES

DEDUCTIVE, DETAILED GRAMMAR EXLPANATION

READING ALOUD

RECITALS OF MEMORITERS (ROTE LEARNING)

LISTS OF EXCEPTIONS

RARE WORDS

TERMS OF GRAMMAR

RECITALS OF CONJUGATIONS AND DECLANATIONS

WHY IN GERMANY?

EFL: SCHOOL SUBJECT

CIVIL CERVANTS

NO CHANGES IN THE SCHOOL SYSTEMS

EXAMS

NAMES:

SEIDENSTÜCKER (1765-1817) DISCONNECTED SENTENCES

ACHN (1796-1865) 12 AREAS OF VOCABULARY

PLOETZ (1819-1881)SENTENCE PARADIGM

ASSESSMENT OF GRAMMAR TRANSLATION METHOD

NEGATIVE FEATURES

o READING AND WRITING ONLY

o SENTENCE CENTRED (NO TEXTS)

o RULE CENTRED

o MENTAL GYMNASTICS

POSITIVE FEATURES

EXPLICIT KNOWLEDGE ABOUT THE LANGUAGE

TRANSLATION INTO L1

CULTURAL TEXTS AND LITERATURE (LIVY)

DIRECT METHOD

1900-1940

GENERAL FEATURESo LONG PHONETIC INTRODUCTION

o NO L1

o NO TRANSLATION

o ASSOCIATIONS

o INDUCTIVE AND INTUITIVE GRAMMAR TEACHING

oTEXTS: PROSE: BRITISH STUDIES

o SKILLS SPEAKING AND LISTENING

(READING AND WRITING)

o SELF-CORRECTION

CLASSROOM TECHNIQUES

ORAL WORK

EXPLANATION IN L2

PRONUNCIATION: IMMEDIATELLY CORRECTED

QUESTION AND ANSWER ---CHORUS

SOUND READING

CONVERSATION

DICTATION

COMPLETION

VARIETIES OF DIRECT METHOD

ORIGINAL DIRECT METHOD

BERLITZBASIC ENGLISH: OGDEN AND RICHARDS

BRITISH

AMERICAN

SCIENTIFIC

INTERNATIONAL

COMMERCIAL

20,000 WORDS: 850/16

EVALUATION:

POSITIVE FEATURES:

ORAL WORK

SPOKEN LANGUAGE

THINKING IN A FL

NEGATIVE FEATURES:

LONG PHONETIC INTRODUCTION

TOO DEMANDING FOR THE LEARNERS

INTENSIVE METHOD

AN ARMY SPECIALISED TRAINING PROGRAMME

WW2

TEAM TEACHING: INFORMANT (NATIVE SPEAKER)

INSTRUCTOR : TEACHER

6 WEEKS/10 HRS A DAY

METHOD: 1. IMITATION

2. REPETITION

3. L2---L1 TRASNSLATION

4. ROTE LEARNING

ASSESSMENT

TEAM WORK

PRONUNCIATION-- PERFORMANCE

LANGUAGE LEARNING (AL METHOD WITHOUT MACHINES

LANGUAGE TEACHING TO A LARGE POPULATION

+ FEATURES

COMENIUS

15TH CENTURY

VESTIBULUM---ELŐSZOBA

IANUA---KAPU

ATRIUM---NAGYTEREM

ROAD TO LANGUAGES

VIA = THROUGH

WORD EXPLANATION: PICTURE DICTIONARY:

8,000 VOCABULARY UNITS

GOUIN

19TH CENTURY

‘ACTION SERIES’: THE MILL

5 TOPICS:

HOME

NATURE

SOCIETY

SCIENCE

OCCUPATIONS

PRENDERGAST

THE LABYRINTH

1 2 3 4 5 6 7

HIS SERVANT SAW YOUR FRIEND’S NEW BAG

8 9 10

NEAR THE HOUSE.

NEW SENTENCE: 8,9,7,10,4,2,3,1,5,7

READING METHOD

IN THE 1930S AND 1940S

1929 COLEMAN REPORT: THE MAIN TECHNIQUE IS READING (DEVELOPING VOCABULARY )

VOCABULARY LISTS:

•THORNDIKE

•WEST: GENERAL SERVICE LIST

READERS: 500, 800, 1200 WORDS: EASY READERS

LEXICAL SELECTION AND LEXICAL DISTRIBUTION

READING TECHNIQUES:

INTENSIVE:

EXTENSIVE:

SCANNING:

SKIMMING:

ANALYTICAL

FOR GENERAL MEANING , FOR PLEASURE

TO LOCATE INFO

READING FOR GIST (TO FIND THE MAIN POINTS OF THE TEXT AND SUMMARISE IT)

AUDIO-LINGUAL METHOD

1950-70

TECHNICAL BACKGROUND:

1875 EDISON - PHONOGRAPH

1940 TAPE RECORDER 2-PHASE

POLIESTHER

1960s: LANGUAGE LABORATORIES: STT

AA: AUDIO-ACTIVE

AAC: AA COMPERATIVE

AACI: AAC INTERACTIVE

LINGUISTIC BACKGROUND:

STRUCTURALISM: LANGUAGE IS A SYSTEM

IT EXISTS IN SPEAKING

ITS FUNCTION: COMMUNICATION

PSYCHOLOGICAL BACKGROUND:

BEHAVIORISM: LG IS BEHAVIOUR

CLASSROOM PROCEDURES:

PRESENTATION

PRACTICE: DRILLS

MEMORISATION

CONFIRMATION

REPETITION

DRILLS:

FIRST FORM:SUBSTITUTION CHARTS

FUNCTIONAL GROUPING:

REPETITION DRILLS

COMPLETION DRILLS

SUBSTITUTION DRILLS

TRANSFORMATIONAL DRILLS

TECHNICAL GROUPING:

3-PHASE: STIMULUS

RESPONSE

CORRECT ANSWER

4-PHASE: STIMULUS RESPONSE CORRECT ANSWER ST REPEATS CORRECT ANSWER

ASSESSMENT:

+COMPLEX METHOD

SIMPLE METHOD

MANY ACTIVITIES

GRADUAL DEVELOPMENT: INDIVIDUALISATION

-NOT EVERY LANGUAGE FORM CAN BE CONDITIONED

TOO LONG DIALOGUES

RECOGNISING LG ELEMENTS ≠ KNOWLEDGE

MIM-MEM= MIMICRY AND MEMORISATION

AUDIO-VISUAL METHOD

1960s

SOUND + IMAGE = SITUATION

TAPE RECORDER SLIDE SITUATION

OBJECTIVES:

1. MAKE EVERYDAY SPEECH SOUNDS FAMILIAR

2. INCREASE STT

3. ESP

STEPS:

1. PRESENTATION

2. EXPLANATION

3. REPETITION

4. EXPLOITATION

EVALUATION

+ SCRIPT AND SCENARIO (BETTER THAN READING)

SITUATION-CENTRED

NEW TECHNOLOGY

-

CULTURE SPECIFIC

FEW PICTURES

STRICT METHODOLOGY

COGNITIVE METHOD

1960s

= MENTALIST APPROACH

LANGUAGE LEARNING IS A CONSCIOUS PROCESS

MAKING UP HYPOTHESES

CHOMSKY:

LANGUAGE COMPETENCE: KN OF GR RULES

LANGUAGE PERFORMANCE: USING THE LG

COMMUNICATIVE COMPETENCE

1. LINGUISTIC COMPETENCE (ACCURACY AND FLUENCY)

2. SOCIOLINGUISTIC COMPETENCE: ACCEPTABILITY

AND APPROPRIATENESS

3. DISCOURSE COMPETENCE

4. STRATEGIC COMPETENCE

COMMUNICATIVE LANGUAGE TEACHING

1970s -

AIMS:

TEACHING ALL THE 4 SKILLS

FOCUS ON ORAL AND WRITTEN COMMUNICATION

CONTENT AND SKILLS TRAINING

COMMUNICATIVE COMPETENCE

METHOD: LEARNING BY USING

NOTIONS AND FUNCTIONS

TOPICS

MORROW : 1981

HUMANISTIC APPROACHES

SUGGESTOPAEDIA

CLL

TPR

SILENT WAY

DOR

HUMANISTIC=HOLISTIC

SILENT WAY

GATTEGNO: 1976 THE COMMON SENSE OF TEACHING

BASIC PRINCIPLES:

LG SHOULD BE LEARNED INDIVIDUALLY

TEACHING DEPENDS ON LEARNING

TEACHER SETS MATERIALS

LEARNERS DEPEND ON EACH OTHER

SILENCE IS A METHOD

STs HAVE TO CONCENTRATE (90% STT)

AIDS: CHARTS: CUISINAIRRE RODS, FIDEL CHARTS

COMMUNITY LANGUAGE LEARNING

(TANÁCSKOZÓ MÓDSZER)

1960’sCURRAN: TO DECREASE STs (CLIENTS) FEARS AND WORRIES

T: SOURCE OR COUNCELLOR

INVESTMENT ----REACTION

THE CLIENT TELLS THE SOURCE A MESSAGE, IT IS TRANSLATED AND REPEATED , FINALLY IT IS RECORDED ON THE TAPE.

RESPONSIBILITY FOR EACH OTHER’S LEARNING

TPR

TOTAL PHYSICAL RESPONSE

CSELEKEDTETŐ MÓDSZER

ASHER: A GOOD TECHNIQUE FOR BEGINNERS

IMPERATIVE CASE

SUGGESTOPAEDIA

LOZANOV (BULGARIAN)

MUSIC,

YOGA EXCERCISES,

LONG DIALOGUES

L1-L2 TRANSLATIONS