Lecture 1

Introduction. General Theory of Foreign Languages Teaching and Learning (FLTL)

PLAN

4.

5.

6.

1.

2.

3.

The goals of the course.

Complexity of the term notion “Method” in FLTL.

Modeling in FLTL. Stephen D. Krashen's Monitor Model of second language development (1981) Approaches to FLTL. Design.

Procedure.

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1. The goals of the course

to give the teacher trainees a straight forward introduction to commonly used and less commonly used methods to inform about the nature, strengths, and weaknesses of methods and approaches to form a set of criteria by which to critically read, question, and observe methods to enable teacher trainees to better arrive at their own judgments and decisions to provide teacher trainees with a wide variety of methodological options to choose from.

2. Complexity of the term notion “Method” in FLTL

 Edward Anthony in 1963 identified three levels of conceptualization and organization, which he termed approach, method, and technique.

An approach

 is a set of correlative assumptions dealing with the nature of language teaching and learning. It is axiomatic. It describes the nature of the subject matter to be taught.

Method

 is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.

A technique

 is implementational - that which actually takes place in a classroom. It is a particular trick, strategem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.

Approach

Procedure

3. Modeling in FLTL.

 The model of a method study used in subsequent lectures is based on Approaches and Methods in Language Teaching by Jack C. Richards and Theodore Rodgers.

The learning objectives Materials used within the approach Theories of language and language learning Approach The syllabus model Classroom procedures and techniques The roles of teachers and learners

Stephen D. Krashen's Monitor Model of second language development (1981)

 At the level of process, Krashen distinguishes between acquisition and learning. Acquisition natural assimilation of language rules through using language for communication. Learning formal study of language rules and is a conscious process. refers to the refers to the

Acquisition

1 [uncount] the process of buying something or obtaining it in some other way:  acquisition of: the acquisition of property 4 [uncount] the process of learning skills or getting knowledge:  theories of language acquisition (c) Macmillan Publishers Ltd. 2003

Learning

 noun [uncount] ** the process of gaining knowledge and experience, for example by studying: the oldest institute of learning in Europe The school provides an ideal learning environment for children.

 a learning experience (=a situation in which you learn something about yourself, other people, or life in general): My summer job wasn't fun but it was a real learning experience for me.

 a. knowledge that someone has gained, especially by studying: a man of great learning (c) Macmillan Publishers Ltd. 2003

Monitor Model of second language development

 According to Krashen, learning is available only as a "monitor." The monitor is the system. repository of conscious grammatical knowledge about a language that is learned through formal instruction and that is called upon in the editing of utterances produced through the acquired

repository

noun [count] 1 a place where large quantities of things are stored or kept safe: a nuclear waste repository 2 a person, book, library etc considered as a store of information and knowledge  (c) Macmillan Publishers Ltd. 2003

 Krashen's theory also addresses the conditions necessary for the process of "acquisition" to take place. Krashen describes these in terms of the type of "input" the learner receives. Input must be comprehensible, slightly above the learner's present level of competence, interesting or relevant, not grammatically sequenced, in sufficient quantity, and experienced in low-anxiety contexts.

4. Approaches to FLTL



Approach

teaching.

refers to theories about the nature of language and language learning that serve as the source of practices and principles in language

Approach

 noun *** 1 [count] a particular way of thinking about or dealing with something: We need a fresh approach to sports in education.

 approach to: He has a relaxed approach to life.

 adopt/take/use an approach: a completely new approach to the classic horror story.

(four meanings!) As a writer she takes (c) Macmillan Publishers Ltd. 2003

Theory of language



There are at least three different theoretical views of language and the nature of language proficiency.

Interactional theory Struc tural theory

Theoretical views of language and the nature of language proficiency

Funct ional theory

Process-oriented theories habit formation induction inferencing hypothesis testing

Language Learning Theories

Condition-oriented theories human context physical context generalization

Types of learning tasks and teaching activities The roles of learners Objectives of a method Selection and organization of language content Design The roles of teachers The role of instructional materials

6. Procedure



The actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method are termed “procedure”.

 At the level of procedure we are concerned with how tasks and activities are integrated into lessons and used as the basis for teaching and learning. There are three dimensions to a method at the level of procedure:

three dimensions

   the use of teaching activities (drills, dialogues, information-gap activities, etc.) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language; the ways in which particular teaching activities are used for practicing language; the procedures and techniques used in giving feedback sentences.

to learners concerning the form or content of their utterances or