description of esl methods

ESL Methods, Techniques, and Approaches Sources; Internet Sites Sites listed after after each method method and also, also, Brown, H. Douglas. Douglas. (1994). Teaching by  Principles: An Interactive Approach Approach to Language Pedagogy. Prentice Hall Regents, U.S.A. U.S.A.

1. Gram Gramma marr Tran Transl slat atio ion n Oldest method of teaching a foreign foreign language. Texts are translated from from L2 to L1. Teacher gives explanations of unfamiliar words and grammatical rules. = Example to teach latin = pronunciation not important = emphasis on grammar rules 2. Dire Direct ct Met Method hod 1890s Teacher uses exclusively L2 = grammar is taught inductively = new material taught through modeling ang practice "Berlitz Method"

http://esl.about.com/gi/dynamic/offsite.htm?site=http://www.englishraven.com/method %5Fsuggest.html

3. Audi Audiol olin ingu gual al Meth Method od http://esl.about.com/gi/dynamic/offsite.htm?site=http://www.englishraven.com/method %5Fsuggest.html 1950s = imitate the language you hear  = gives quick results = learn phases = good for short – term, but not for long-term communicative competence = much uses of audio material = new material is presented in dialog form = ingles sin barreras = includes some of Skinner’s ideas ideas http://en.wikipedia.org/wiki/Audiolingual_method

4. Comm Communi unity ty Lang Langua uage ge Lear Learni ning ng http://esl.about.com/gi/dynamic/offsite.htm?site=http://www.englishraven.com/method %5Fsuggest.html http://www.teachingenglish.org.uk/think/methodology/cll.shtml o o

Stage 1- Reflection Stage 2 - Recorded conversation

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Stage 3 - Discussion Stage 4 - Transcription Stage 5 - Language analysis

Learners appreciate the autonomy. well with lower levels who are struggling to produce spoken English. The class often becomes a real community

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In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity. as teachers, it is hard to give so much freedom.

5. Silent Way 1970s Should be approached by the learner as a puzzle to be worked out. By using tools such as Cuisenaire rods (wooden or plastic coloured 1 cm2 rods ranging from 1 - 10 cm in length), a selection of specially prepared charts and a pointer, the teacher presents the  puzzle to the learners. The learners work out the "puzzle" and ultimately learn the language involved in it. http://www.teachingenglish.org.uk/think/methodology/silent_grammar.shtml

6. Total Physical Response 1970s • Good for beginners • Fun, easy to play • Easy to teach certain words and commands • Student responds to teacher commands • Student does not express himself  • http://www.teachingenglish.org.uk/think/methodology/tpr.shtml

7. Suggestopedia 1970s = brain for learning needs state of relaxation =give control to teacher  = Uses soft, classical music = most of activity is carried out in a soft chair, with music and in a relaxed state = uses vocabulary, dialogs, readings, and many more typical classroom activities http://esl.about.com/gi/dynamic/offsite.htm?site=http://www.englishraven.com/method %5Fsuggest.html

8. Natural Approach 1980s • Developed by Terrell (Krashen’s colleague) • 3 Stages • i. Development of listening comprehension ii. Early production (S has many errors) (T focuses on meaning) iii. More extensive production T must provide comprehensible input a little beyond S’s level • Uses everyday situations and language • http://www.maxpages.com/teachenglish/The_Natural_Appoach

9. Communicative Language Learning 1990s • Learning to communicate • Use of authentic texts • S’s own personal experiences contribute to classroom learning • Link classroom language learning with language used outside classroom • http://esl.about.com/gi/dynamic/offsite.htm?site=http://www.englishraven.com/method %5Fsuggest.html 10. intrinsic and extrinsic motivation

11. Approach, method, technique http://esl.about.com/gi/dynamic/offsite.htm?site=http://www.englishraven.com/method %5Fsuggest.html

Important People in Second Language Acquisition 1.Krashen 1980s  Natural Approach is based on his ideas • linguist • http://www.maxpages.com/teachenglish/The_Natural_Appoach •

2.Skinner  1950s and 1960s http://en.wikipedia.org/wiki/B.F._Skinner  reinforcement (positive and negative) and stimulus 3.Piaget and stages of cognitive development Philosopher, scientist, and psychologist •

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Sensorimotor: (birth to about age 2)

During this stage, the child learns about himself and his environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that he is separate from his environment and that aspects of his environment -- his parents or favorite toy -- continue to exist even though they may be outside the reach of his senses. Teaching for a child in this stage should be geared to the sensorimotor system. You can modify behavior by using the senses: a frown, a stern or soothing voice -- all serve as appropriate techniques. •

Preoperational: (begins about the time the child starts to talk to about  age 7)

Applying his new knowledge of language, the child begins to use symbols to represent objects. Early in this stage he also personifies objects. He is now better  able to think about things and events that aren't immediately present. Oriented to the present, the child has difficulty conceptualizing time. His thinking is influenced by fantasy -- the way he'd like things to be -- and he assumes that others see situations from his viewpoint. He takes in information and then changes it in his mind to fit his ideas. Teaching must take into account the child's vivid fantasies and undeveloped sense of time. Using neutral words, body outlines and equipment a child can touch gives him an active role in learning. •

Concrete: (about first grade to early adolescence)

During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgements about concrete or observable  phenomena, which in the past he needed to manipulate physically to

understand. In teaching this child, giving him the opportunity to ask questions and to explain things back to you allows him to mentally manipulate information. •

Formal Operations: (adolescence)

This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgements. At his point, he is capable of  hypothetical and deductive reasoning. Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several  perspectives http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm

4.Noam Chomsky and his theory of language acquisition 1950s Behaviorist approach to language learning Children are hypothesized to have an innate knowledge of the basic grammatical structure common to all human languages (i.e. they assume that any language which they encounter is of a certain restricted kind). This innate knowledge is often referred to as universal grammar. http://en.wikipedia.org/wiki/Noam_Chomsky Chomsky claims that children are born with a hard-wired language acquisition device (LAD) in their brains. Humans are born with the instinct or "innate facility" for acquiring language. http://en.wikipedia.org/wiki/Language_acquisition

5.Barry McLaughlin Second Language Acquisition in Childhood: Volume 1. Preschool • Children. Second Edition by Barry McLaughlin (1984) Psychologist • Challenged Krashen, Skinner, and several other theories. • He argued that the Critical Age Hypothesis is not true about L2 acquisition •  biological differences between children and adults. He said that L2 acquistion is due to social, environment, and personality factors. Exception: accent does have a Critical Period