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Principles of L2 Teaching Methods and Approaches

Principles of L2 Teaching Methods and Approaches
This module provides a description of the basic principles and procedures of the most recognized and commonly used approaches and methods for teaching a second or foreign language. Each approach or method has an articulated theoretical orientation and a collection of strategies and learning activities designed to reach the specified goals and achieve the learning outcomes of the teaching and learning processes. Jill Kerper Mora The following approaches and methods are described below: Grammar-Translation Approach Direct Approach Reading Approach Audiolingual Approach Community Language Learning The Silent Way The Communicative Approach Functional Notional Approach Total Physical Response Approach The Natural Approach Click here for a link to an overview of the history of second or foreign language teaching. Theoretical Orientations to L2 Methods & Approaches There are four general orientations among modern second-language methods and approaches: 1. 2. 3. 4. The Grammar-Translation Approach 1. 2. 3. Related:  Second Language Acquisition (SLA)

Japanese grammar Some distinctive aspects of modern Japanese sentence structure[edit] Word order: head final and left branching[edit] The modern theory of constituent order ("word order"), usually attributed to Joseph Greenberg, identifies several kinds of phrase. genitive phrase, i.e., noun modified by another noun ("the cover of the book", "the book's cover");noun governed by an adposition ("on the table", "underneath the table");comparison ("[X is] bigger than Y", i.e., "compared to Y, X is big").noun modified by an adjective ("black cat"). Some languages are inconsistent in constituent order, having a mixture of head initial phrase types and head final phrase types. genitive phrase: neko no iro, cat GEN color = "the cat's (neko no) color (iro)";noun governed by an adposition: nihon ni, Japan in = "in Japan";comparison: Y yori ookii, Y than big = "bigger than Y";noun modified by an adjective: kuroi neko = "black cat". Head finality prevails also when sentences are coordinated instead of subordinated.

EnglishSpeak.com Inductive approach and Deductive approach in TESOL. Teach English Abroad Inspiring Education & Travel Find here your TEFL COURSE LOCATIONS You are here > Home > Articles > Inductive approach and Deductive approach in TESOL Back Teaching English: Articles Share Your TEFL Adventure! inShare0 Inductive approach and Deductive approach in TESOL By International Teacher Training Organization In teaching, there are many theoretical approaches that have been developed to promote the students' success in learning new information. The deductive approach represents a more traditional style of teaching in that the grammatical structures or rules are dictated to the students first, a more effective and time saving way under certain circumstances, namely monolingual classes- (Rivers and Temperley 110). The inductive approach represents a different style of teaching where the new grammatical structures or rules are presented to the students in a real language context (Goner, Phillips, and Walters 135). References: Goner, Phillips, and Walters. Mon - Fri

Japanese "adjectives" [Back to the main Japanese page] Why do I write "adjectives" in quotes for this chapter? Because your mind has a preset idea of what an adjective is-- based on how English uses words called adjectives to modify nouns-- and the Japanese adjective is not quite the same. Two Kinds of Adjectives There are two classes of objects that act as what we call adjectives in English. In Japanese, adjectives may act differently when used to modify nouns ("the green table") vs. when used as predicates ("the table is green"), so these cases are separated. In -na adjectives, the -na ending is used when the adjective modifies a noun, but not when it's used as a predicate. Kireina kimono (pretty kimono)Kimono wa kirei desu ([your] kimono is pretty)Kimono wa kirei dewa arimasen orKimono wa kirei ja nai desu ([your] kimono is not pretty)Kimono wa kirei deshita ([your] kimono was pretty)Kimono wa kirei dewa arimasendeshita or Kimono wa kirei ja nakatta desu ([your] kimono was not pretty) watashi ga kaita hon

How to Detect Lies - body language, reactions, speech patterns Interesting Info -> Lying Index -> How to Detect Lies Become a Human Lie Detector (Part 1) Warning: sometimes ignorance is bliss. After gaining this knowledge, you may be hurt when it is obvious that someone is lying to you. Introduction to Detecting Lies: This knowledge is also useful for managers, employers, and for anyone to use in everyday situations where telling the truth from a lie can help prevent you from being a victim of fraud/scams and other deceptions. This is just a basic run down of physical (body language) gestures and verbal cues that may indicate someone is being untruthful. If you got here from somewhere else, be sure to check out our Lie Detection index page for more info including new research in the field of forensic psychology. Signs of Deception: Body Language of Lies: • Physical expression will be limited and stiff, with few arm and hand movements. • A person who is lying to you will avoid making eye contact. • Hands touching their face, throat & mouth. Final Notes:

Noonan - Teaching ESL Students to "Notice" Grammar The Internet TESL Journal Francis J. Noonan IIIchipperchina [at] hotmail.comEaston Area School District (Easton, PA, USA) This article explains how to teach ESL/EFL students to notice grammar. Introduction Many teachers are confused on how to teach grammar. Why Noticing? The theoretical basis for noticing centers around the relationship between explicit and implicit knowledge. The question is can explicit grammar knowledge (Li's knowledge) become implicit knowledge (Jim's knowledge)? What is Noticing? Noticing is basically the idea that if learners pay attention to the form and meaning of certain language structures in input, this will contribute to the internalization of the rule (Batstone, 1996). ". . . we don't actually try to influence the construction of the complex network [implicit knowledge] . . . because really learners can only do it themselves. How Do Teachers Help Students Notice? How can we as teachers help students notice target forms? Conclusion Lesson Plan John: Hello.

Reviewing the Kanji 5 examples of how the languages we speak can affect the way we think Keith Chen (TED Talk: Could your language affect your ability to save money?) might be an economist, but he wants to talk about language. For instance, he points out, in Chinese, saying “this is my uncle” is not as straightforward as you might think. “All of this information is obligatory. This got Chen wondering: Is there a connection between language and how we think and behave? While “futured languages,” like English, distinguish between the past, present and future, “futureless languages” like Chinese use the same phrasing to describe the events of yesterday, today and tomorrow. But that’s only the beginning. Navigation and Pormpuraawans In Pormpuraaw, an Australian Aboriginal community, you wouldn’t refer to an object as on your “left” or “right,” but rather as “northeast” or “southwest,” writes Stanford psychology professor Lera Boroditsky (an expert in linguistic-cultural connections) in the Wall Street Journal. Featured illustration via iStock.

Teaching approaches: functional approaches in EFL/ ESL By Tim Bowen An article discussing functional approaches to teaching English. Methods and approaches such as Grammar Translation, Audiolingualism and Situational Language teaching are based on the presentation and practice of grammatical structures and, essentially, a grammar-based syllabus. In 1972, the British linguist D.A. Wilkins’ work was used by the Council of Europe in drawing up a communicative language syllabus, which specified the communicative functions a learner would need in order to communicate effectively at a given level of competence. Criticisms of functional approaches include the difficulty in deciding the order in which different functions should be presented. On the positive side, however, there is little doubt that functional approaches have contributed a great deal to the overall store of language teaching methodology.

AJATT | All Japanese All The Time | You don't know a language, you live it. You don't learn a language, you get used to it. The cognitive approach to language learning and teaching The Cognitive Approach (awareness of the rules). Cognitive theory assumes that responses are also the result of insight and intentional patterning. Insight can be directed to (a) the concepts behind language i.e. to traditional grammar. It can also be directed to (b) language as an operation - sets of communicative functions. A variety of activities practised in new situations will allow assimilation of what has already been learnt or partly learnt. It will also create further situations for which existing language resources are inadequate and must accordingly be modified or extended - "accommodation". Cognitive theory therefore acknowledges the role of mistakes. How much cognitive theory do English language teachers need to know? Another ploy often used by teacher trainers is to put trainee teachers into the situations encountered by language learners. What are the principle drawbacks of mechanical or controlled drills and the ways of overcoming them? The drawbacks of meaningless drills:

The Japanese Slang Jiko undefined The Japanese Slang Jisho 最 高君の俗語の辞書HOMEPAGE ABAYO >> Informal term for "good bye", this is not considered a polite way to say goodbye. ABUNE >> Slang, this is an exclamation take from "abunai". ACHI ITTE >> Impolite phrase meaning "go over there!" ACHI KAERE >> Impolite phrase meaning "go back over there, far away". AHO >> Impolite term meaning "dumb ass". AHONDARA >> Slang, insult, related to "aho" but much stronger. AH SO >> Informal phrase which means "Oh, I see AITSU >> Impolite term meaning "that thing over there" or "that dude over there". AKUMABITO >> Informal term for "demon" or "spirit". AMAI >> Informal term meaning "gullible" or "someone who is a real sap". ANO >> Informal word which can mean "that thing over there", but the slang meaning is more commonly "Uhhh..." or "Well..." and is used a lot in colloquial speech at the start of a sentence or between sentences just like we use "Uhhh.." to slow down the conversation so we can think. ARE ! CHOTTO II ? FAITO !!! HE ?

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