Part II: Theories of language acquisition

[pic] English Teaching Methodology Package By Claire Chia-hsing Pan Department of Applied Foreign Languages, Shu-te University Fall, 2005
Introduction to English Teaching Methodology Syllabus
Part I: a general picture of English teaching/learning
1. Why learning, why English, and why learning English?
2. What makes a good learner/teacher of English?
3. How to describe learning and teaching
4. Recent issues concerning English teaching and learning
Part II: Theories of language acquisition
1. Human learning
2. First Language Acquisition
3. Second Language Acquisition
4. Factors of learning success: neuro-linguistic, cognitive, linguistic,
affective, and socio-cultural considerations
Part III: Practice
1. Introduction of important terminology of TESOL
2. Development of English Teaching Methodology
3. Curriculum design
4. Teaching the four and sub-skills
5. Language testing
Reference books:(1, 2, 3 & 4 ????; 1-4 a must) 1. Techniques and Principles in Language Teaching, Diane Larsen-Freeman,
Oxford University Press.(??????? ????)
2. Principles of Language Learning and Teaching, H. Douglas Brown, Prentice
Hall Regents.(??????????? ????)
3. Teaching by Principles, H. Douglas Brown, Prentice Hall Regents.(???????
????)
4. Approaches and Methods in Language Teaching, Jack C. Richards &
Theordore S. Rodgers, Cambridge University Press.
5. An introduction to Second Language Acquisition Research. Diane Larsen-
Freeman & Michael H. Long
6. The Practice of English Language Teaching, Jeremy Harmer, Longman, Ltd.
7. Teaching English as a Second or Foreign Language.Celce-Murcia, M. H&H
8. Second Language Teaching & Learning. David Nunan. (1995). H& H.
9. Teaching Language in Context. Alice Omaggio Hadley (2001) Hieinle &
Heinle.
10. How Languages are Learned.(1999) Patsy M. Lightbown & Nina Spada.
Oxford University Press. Contact me just in case you have any
problems: clairep@mail.stu.edu.tw
my website: home.kimo.com.tw/chiahsingpan (ESL glossary) http://bogglesworld.com/glossary.htm
(Definition) http://en.wikipedia.org/wiki/
Part I: A general picture of English teaching/learning
1. Why learning, why learning a second/foreign language, and why English?
1.1 (1) a behavioristic view: focus on external rewards to reinforce
behaviors (the M& M theory); motivation as the anticipation of
reinforcement
(2) a cognitive view: drive theory (motivation stems from basic innate
drives); Maslow's hierarchy of needs (from low to high levels) (Book 3
p.74) Physiological-< safety-> love (belongingness)-> esteem (self-esteem and
attention from others)-> self-actualization (to become everything that one
is capable of becoming); human beings are motivated by unsatisfied needs,
and that certain lower needs need to be satisfied before higher needs can
be satisfied. People are basically trustworthy, self-protecting, and self-
governing. Humans tend toward growth and love. Humans are motivated to
satisfy those deficiency needs toward growth and self-actualization; self-
control theory (focus on the importance of people deciding for themselves
what to think or feel or do-> the need for autonomy) 1.2 English as a global language: cultural imperialism or intermixing?
(Book 6) the place of English: as a lingua franca
the number of English speakers: 600-700 million speak English; in Asia
alone, 100 million children are learning English.
How English got there: a colonial history, economics (globalization),
travel, information exchange (academic discourse; the Internet), popular
culture (music, movies)
Varieties of English: inner circle, outer circle, and expanding circle; for
specific or general purposes 1.3 Reasons of learning a 2nd/foreign language and what goals of it
1.3.1 Academic: to pursue degrees or certificates (* only a small
portion in fact)
1.3.2 Non-academic:
(a) to survive in Target Language community e.g. talking to neighbors,
helping children at school, or carrying out daily functions
effectively
(b) English for specific purpose (ESP): to learning the lg as to apply
in work
(c) Culture: to know about the target community
1.3.3 Miscellaneous: to learn for pleasure, for integrating into a
culture or to be forced to * To understand students' need and motivation of learning a language is
crucial for successful learning and teaching. 1.4 Goals of learning
1.4.1 Performance-oriented goals: to look smart
1.4.2 Mastery-oriented goals: to become smart
1.4.3 Short-term goals: extrinsic goals (immediate needs)
1.4.4 Long-term goals: intrinsically motivated; to get a better job,
higher social status, a more successful life
2. What makes a good learner/teacher of English?
2.1 A Good learner of English is
2.1.1 Willing to experiment
2.1.2 Willing to listen
2.1.3 Willing to ask questions
2.1.4 Willing to think about how to learn
2.1.5 Independent/responsible Neil Naman included a tolerance of ambiguity as a feature of good learning
as well as positive task orientation (being prepared to approach tasks in a
positive fashion), ego involvement (where success is important for a
students' self-image), high aspirations, goal orientations, and
perseverance.
J.Rubin and I. Thompson also listed the following characteristics. 2.2 good language learners are (Rubin, 1975)
2.1.1 willing and accurate guesser
2.1.2 willing to communicate
2.1.3 not inhibited
2.1.4 prepared to attend to form
2.1.5 practicing
2.1.6 monitoring their own and others' speech
2.1.7 attending to meaning
Different cultures however value different learning behaviors.
Teachers should demand students act in class in certain ways, whatever
their learning background. Besides, learner personalities and styles
also have a place. Understanding them is virtually important to
optimize learning effect. Learners styles according to Tony Wright
include the enthusiast, the oracular, the participator, and the
rebel.(Book 6, p.42). Keith Willing described learner styles as
convergers, conformists, concrete learners and communicative learners.
2.3 nine characteristics of good ESL teachers by Harold B. Allen, 1980
2.3.1 competent preparation leading to a degree in TESL
2.3.2 a love of the English language
2.3.3 critical thinking
2.3.4 the persistent urge to upgrade oneself
2.3.5 self-subordination
2.3.6 readiness to go the extra mile
2.3.7 cultural adaptability
2.3.8 professional citizenship
2.3.9 a feeling of excitement about one's work *good language-teaching characteristics (Teaching by Principles, p.430) in
terms of technical knowledge, pedagogical skills, interpersonal skills, and
personal qualities 2.4 A good teacher of English:
2.4.1 An ability to give interesting classes
2.4.2 Using the full range of their personality
2.4.3 The desire to empathize with students
2.4.4 Treating them all equally
2.4.5 Knowing their names
2.4.6 Giving staged and comprehensible input
2.4.7 Providing the need for variety within a secure setting
2.4.8 Responding flexibly
2.5 elements for successful language learning in classrooms: exposure,
practice and use; elements for successful language learning in general:
exposure, motivation and opportunities for use
* a common classroom procedure: 3P (influenced by Audiolingualism) (Book
6 78-84) Presentation: The teacher introduces a situation which
contextualizes the language to be taught and then present the
language.
Practice: The students then practice the language using accurate
reproduction techniques such as choral repetition, individual
repetition, and cue-response drills.
Production: The students use the new language and make sentences of
their own. 3 What is learning and what is teaching? (Book 2, p.7)
3.1 Learning is acquisition or getting,
Learning is retention of information or skill.
Retention implies storage systems, memory, cognitive organization.
Learning involves active, conscious focus on and acting upon events
outside or inside the organism.
Learning is relatively permanent but subject to forgetting.
Learning involves some form of practice, perhaps reinforced practice.
Learning is a change in behavior.
3.2 Teaching is guiding and facilitating learning, enabling the learner to
learn, setting the conditions for learning. Your understanding of how the
learner learns will determine your philosophy of education, your teaching
style, your approach, methods and classroom techniques. Your theory of
teaching is your theory of learning stood on its head.
4.Current related issues of TESOL (Refer to a CET article by Richards,
2004) http://cet.cavesbooks.com.tw/htm/m0520111.htm Related issues of Children English Learning
(1) Current situations of a nine-year consecutive curriculum of primary
and secondary education;
(2) Advantages children benefit from in learning a foreign language:
(a )children's greater potential for developing accurate
pronunciation, accent and fluency before puberty
(b )children's favorable attitude towards a language and its culture,
either their mother tongue or a second language.
(c) Children's less mental barriers of learning than adults
(d) Children's learning two languages simultaneously without suffering
from inter-lingu