Lin/ltl 487 second language pedagogy. Week 3

Сентябрь 4, 2022

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Lin/ltl 487 second language pedagogy. Week 3

Содержание

2. OUTLINE 1. Shrum, J. and E. Glisan (2016) 2. Minor, D. (2014) 3. for next class
3. GOALS Be familiar with important concepts in SLA Be able to analyze the SLA theories behind
4. SHRUM, J. AND E. GLISAN (2016)
5. SHRUM, J. AND E. GLISAN (2016)
6. What is the purpose of SLA research?
7. TWO PERSPECTIVES IN SLA RESEARCH Individual and cognitive achievement Collaborative achievement within a community of learners
8. Language learning as an individual (cognitive) achievement
9. COMPETENCE & COMMUNICATIVE COMPETENCE
10. pragmatic knowledge unanalyzed chunks used when interaction with others Communicate and compensate deficiencies of other competence
11. Conscious knowledge of rules that ‘monitors’ language output e.g. learners acquire the grammatical morpheme -ing before
12. Implications of Krashen’s input hypothesis on vocabulary teaching
13. CRITICS OF KRASHEN’S THEORY 1. have not been empirically tested in language-learning environments; 2. concepts such
14. CRITICS OF KRASHEN’S THEORY 4. diminishes the role of the learner (teacher’s the only source for
15. LANGUAGE PROCESSING Additionally, if language can be learned unconsciously, how do we explain variability in performance?
16. LANGUAGE PROCESSING
17. LANGUAGE PROCESSING L2?
18. LANGUAGE PROCESSING How to facilitate automaticity in L2?
19. Why did mistakes occur in stage 2?
20. IMPLICATIONS IN L2 1. errors might be signs of restructuring—teachers need to be patient 2. knowing
21. IMPLICATIONS IN L2 “…neither the knowledge of the rule, nor the use the rule when consciously
22. Language learning as a collaborative (social) achievement
23. SOCIOCULTURAL THEORY (VYGOTSKY 1978) Our development is “inherently linked to the cultural, institutional and historical settings
24. SOCIOCULTURAL THEORY
25. SOCIOCULTURAL THEORY discursive interaction
26. Piaget (1979) Vygotsky (1978) development precedes learning learning precedes development
27. SOCIOCULTURAL THEORY with assistance or mediation of adults/more capable peers
28. ZONE OF PROXIMAL DEVELOPMENT (ZPD)
29. SCAFFOLDING IN THE ZPD Teacher’s role: Assistance is contingent on what the novice is doing (not
30. reciprocal learning task completing problem solving Scaffolding: not providing solutions but facilitated to search for solutions
32. MEDIATION IN THE ZPD
35. VIEW AND REFLECT Context: French, Kindergarten Jai Scott's French immersion class uses the topic of chicken
36. VIEW AND REFLECT Context: French immersion, Kindergarten The class practices emerging literacy skills by matching vocabulary
37. VIEW AND REFLECT 1. How does Mr. Scott guide the students from use of the L1
38. VIEW AND REFLECT 4. How are the following theoretical elements from Chapter 1 illustrated by means
39. VIEW AND REFLECT Video: http://www.learner.org/resources/series185.html# (1:30, 13:00, 17:15, 20:00)
40. MINOR, D. (2014) History of second language acquisition. In On being a language teacher, p. 97-114.
41. THOUGHTS/DOUBTS/QUESTIONS/CHALLENGES IN THE CLASSROOM Read each other’s entry Comments on their entry interesting/insightful/provocative thoughts points needed
42. NEXT CLASS Readings (for presentations): 1. Brandl, K. (2008). Principles of Communicative teaching and task-based instruction.
43. NEXT CLASS Readings (for journal entry): 3. Richards, J.C. and T.S. Rodgers (2014). The nature of
44. NEXT CLASS Journal entry instructions: Submission: upload to Quercus before next class (Jan. 29), and bring
46. PRESENTATION INSTRUCTIONS 1. introduction to the purpose and structure of your presentation 2. summary of main
48. Скачать презентацию

Слайд 2

OUTLINE
1. Shrum, J. and E. Glisan (2016)
2. Minor, D. (2014)
3.

for next class

Слайд 3

GOALS
Be familiar with important concepts in SLA
Be able to analyze the

SLA theories behind the teaching methods in the video

Слайд 4

SHRUM, J. AND E. GLISAN (2016)

Слайд 5

SHRUM, J. AND E. GLISAN (2016)

Слайд 6

What is the purpose of SLA research?

Слайд 7

TWO PERSPECTIVES IN SLA RESEARCH
Individual and cognitive achievement
Collaborative achievement within a

community of learners

Слайд 8

Language learning as an individual (cognitive) achievement

Слайд 9

COMPETENCE & COMMUNICATIVE COMPETENCE

Слайд 10

pragmatic knowledge
unanalyzed chunks used when interaction with others
Communicate and

compensate
deficiencies of other competence

Conversational, actional, non-verbal

Слайд 11

Conscious knowledge of rules that ‘monitors’ language output
e.g. learners acquire the

grammatical morpheme -ing before the morpheme third person -s.

Слайд 12

Implications of Krashen’s input hypothesis on vocabulary teaching

Слайд 13

CRITICS OF KRASHEN’S THEORY
1. have not been empirically tested in language-learning

environments;
2. concepts such as comprehensible input and learning-acquisition distinction are not clearly defined or testable;
3. his model presents far too simplistic view of the acquisition process.

Слайд 14

CRITICS OF KRASHEN’S THEORY
4. diminishes the role of the learner (teacher’s

the only source for comprehensible input)

Слайд 15

LANGUAGE PROCESSING
Additionally, if language can be learned unconsciously, how do

we explain variability in performance?

Within a single learner, overtime, within contexts & across different learners?

Слайд 16

LANGUAGE PROCESSING

Слайд 17

LANGUAGE PROCESSING
L2?

Слайд 18

LANGUAGE PROCESSING
How to facilitate automaticity in L2?

Слайд 19

Why did mistakes occur in stage 2?

Слайд 20

IMPLICATIONS IN L2
1. errors might be signs of restructuring—teachers need to

be patient
2. knowing the rules +use the rules
ability to use it in communication

Слайд 21

IMPLICATIONS IN L2
“…neither the knowledge of the rule, nor the use

the rule when consciously constructing sentences directly contribute to acquisition—only the repeated use of the resulting utterances servers as the input from which linguistic competence is implicitly abstracted”
(Paradise 2009)

Слайд 22

Language learning as a collaborative (social) achievement

Слайд 23

SOCIOCULTURAL THEORY (VYGOTSKY 1978)
Our development is “inherently linked to the cultural, institutional

and historical settings in which it occurs” (Wertsch 1994)

Слайд 24

SOCIOCULTURAL THEORY

Слайд 25

SOCIOCULTURAL THEORY
discursive interaction

Слайд 26

Piaget (1979)
Vygotsky (1978)
development precedes learning
learning precedes development

Слайд 27

SOCIOCULTURAL THEORY
with assistance or mediation of adults/more capable peers

Слайд 28

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

Слайд 29

SCAFFOLDING IN THE ZPD
Teacher’s role:
Assistance is contingent on what the

novice is doing (not what teacher thinks);
When to turn the task to the novice to perform the task solo

Слайд 30

reciprocal learning
task completing
problem solving
Scaffolding: not providing solutions but facilitated to search

for solutions

Слайд 31

Слайд 32

MEDIATION IN THE ZPD

Слайд 33

Слайд 34

Слайд 35

VIEW AND REFLECT
Context: French, Kindergarten
Jai Scott's French immersion class uses the

topic of chicken pox, from Marc Brown’s story, Arthur a la varicelle (Arthur Has the Chicken Pox), and a French song, and total physical response (TPR) movements to learn new vocabulary for the parts of the body.

Слайд 36

VIEW AND REFLECT
Context: French immersion, Kindergarten
The class practices emerging literacy skills

by matching vocabulary labels to a drawing of a person. Finally, students do a cut-and-paste activity, labeling a drawing of a person with words for body parts that they had practiced in the song.

Слайд 37

VIEW AND REFLECT
1. How does Mr. Scott guide the students from use

of the L1 to use of the L2?
2. How does he help students recognize words in French?
3. Describe how the children’s literacy emerges as seen in this class.

Слайд 38

VIEW AND REFLECT
4. How are the following theoretical elements from Chapter

1 illustrated by means of the teaching and learning that take place in this video?
input i + 1
sociocultural learning
variability in performance
ZPD
affect and motivation

Слайд 39

VIEW AND REFLECT
Video: http://www.learner.org/resources/series185.html#
(1:30, 13:00, 17:15, 20:00)

Слайд 40

MINOR, D. (2014)
History of second language acquisition. In On being a

language teacher, p. 97-114. New Haven: Yale University Press.

Слайд 41

THOUGHTS/DOUBTS/QUESTIONS/CHALLENGES IN THE CLASSROOM
Read each other’s entry
Comments on their entry
interesting/insightful/provocative thoughts
points

needed clarification

Слайд 42

NEXT CLASS
Readings (for presentations):
1. Brandl, K. (2008). Principles of Communicative teaching

and task-based instruction. In Communicative language teaching in action: putting principles to work (third edition, pp.1-38). N.J.: Pearson Prentice Hall. https://bit.ly/2IRqByI (sample chapter from the publisher)
2. Bateman, B & Lago, B. (2011). Methods of language teaching. (DVD video). London: Routledge, Taylor & Francis Group.
Video available at: http://hlr.byu.edu/methods/content/index.html

Слайд 43

NEXT CLASS
Readings (for journal entry):
3. Richards, J.C. and T.S. Rodgers (2014).

The nature of approaches and methods in language teaching. In Approaches and Methods in Language Teaching (pp. 20-43). Cambridge University Press. (PDF on Canvas)

Слайд 44

NEXT CLASS
Journal entry instructions:
Submission: upload to Quercus before next class

(Jan. 29), and bring a hard copy to the class
See rubric for other requirements.

Слайд 45

Слайд 46

PRESENTATION INSTRUCTIONS
1. introduction to the purpose and structure of your presentation

2. summary of main points/points that you resonate with
3. debriefing session in which your group engages the class in a discussion of the important issues or pedagogical activities arising from the presentation (group discussion journal entry)
4. wrap up

Lin/ltl 487 second language pedagogy. Week 3

Содержание

OUTLINE1. Shrum, J. and E. Glisan (2016) 2. Minor, D. (2014)3.

GOALSBe familiar with important concepts in SLABe able to analyze the

SHRUM, J. AND E. GLISAN (2016)

SHRUM, J. AND E. GLISAN (2016)

What is the purpose of SLA research?

TWO PERSPECTIVES IN SLA RESEARCHIndividual and cognitive achievementCollaborative achievement within a

Language learning as an individual (cognitive) achievement

COMPETENCE & COMMUNICATIVE COMPETENCE

pragmatic knowledge unanalyzed chunks used when interaction with others Communicate and

Conscious knowledge of rules that ‘monitors’ language outpute.g. learners acquire the

Implications of Krashen’s input hypothesis on vocabulary teaching

CRITICS OF KRASHEN’S THEORY1. have not been empirically tested in language-learning

CRITICS OF KRASHEN’S THEORY4. diminishes the role of the learner (teacher’s

LANGUAGE PROCESSING Additionally, if language can be learned unconsciously, how do

LANGUAGE PROCESSING

LANGUAGE PROCESSING L2?

LANGUAGE PROCESSING How to facilitate automaticity in L2?

Why did mistakes occur in stage 2?

IMPLICATIONS IN L21. errors might be signs of restructuring—teachers need to

IMPLICATIONS IN L2“…neither the knowledge of the rule, nor the use

Language learning as a collaborative (social) achievement

SOCIOCULTURAL THEORY (VYGOTSKY 1978)Our development is “inherently linked to the cultural, institutional

SOCIOCULTURAL THEORY

SOCIOCULTURAL THEORY discursive interaction

Piaget (1979)Vygotsky (1978)development precedes learninglearning precedes development

SOCIOCULTURAL THEORY with assistance or mediation of adults/more capable peers

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

SCAFFOLDING IN THE ZPDTeacher’s role: Assistance is contingent on what the

reciprocal learningtask completingproblem solvingScaffolding: not providing solutions but facilitated to search

MEDIATION IN THE ZPD

VIEW AND REFLECTContext: French, KindergartenJai Scott's French immersion class uses the

VIEW AND REFLECTContext: French immersion, KindergartenThe class practices emerging literacy skills

VIEW AND REFLECT1. How does Mr. Scott guide the students from use

VIEW AND REFLECT4. How are the following theoretical elements from Chapter

VIEW AND REFLECTVideo: http://www.learner.org/resources/series185.html#(1:30, 13:00, 17:15, 20:00)

MINOR, D. (2014)History of second language acquisition. In On being a

THOUGHTS/DOUBTS/QUESTIONS/CHALLENGES IN THE CLASSROOMRead each other’s entryComments on their entryinteresting/insightful/provocative thoughtspoints

NEXT CLASSReadings (for presentations):1. Brandl, K. (2008). Principles of Communicative teaching

NEXT CLASSReadings (for journal entry):3. Richards, J.C. and T.S. Rodgers (2014).

NEXT CLASSJournal entry instructions: Submission: upload to Quercus before next class

PRESENTATION INSTRUCTIONS1. introduction to the purpose and structure of your presentation

Похожие презентации

OUTLINE
1. Shrum, J. and E. Glisan (2016)
2. Minor, D. (2014)
3.

GOALS
Be familiar with important concepts in SLA
Be able to analyze the

TWO PERSPECTIVES IN SLA RESEARCH
Individual and cognitive achievement
Collaborative achievement within a

pragmatic knowledge
unanalyzed chunks used when interaction with others
Communicate and

Conscious knowledge of rules that ‘monitors’ language output
e.g. learners acquire the

CRITICS OF KRASHEN’S THEORY
1. have not been empirically tested in language-learning

CRITICS OF KRASHEN’S THEORY
4. diminishes the role of the learner (teacher’s

LANGUAGE PROCESSING
Additionally, if language can be learned unconsciously, how do

LANGUAGE PROCESSING
L2?

LANGUAGE PROCESSING
How to facilitate automaticity in L2?

IMPLICATIONS IN L2
1. errors might be signs of restructuring—teachers need to

IMPLICATIONS IN L2
“…neither the knowledge of the rule, nor the use

SOCIOCULTURAL THEORY (VYGOTSKY 1978)
Our development is “inherently linked to the cultural, institutional

SOCIOCULTURAL THEORY
discursive interaction

Piaget (1979)
Vygotsky (1978)
development precedes learning
learning precedes development

SOCIOCULTURAL THEORY
with assistance or mediation of adults/more capable peers

SCAFFOLDING IN THE ZPD
Teacher’s role:
Assistance is contingent on what the

reciprocal learning
task completing
problem solving
Scaffolding: not providing solutions but facilitated to search

VIEW AND REFLECT
Context: French, Kindergarten
Jai Scott's French immersion class uses the

VIEW AND REFLECT
Context: French immersion, Kindergarten
The class practices emerging literacy skills

VIEW AND REFLECT
1. How does Mr. Scott guide the students from use

VIEW AND REFLECT
4. How are the following theoretical elements from Chapter

VIEW AND REFLECT
Video: http://www.learner.org/resources/series185.html#
(1:30, 13:00, 17:15, 20:00)

MINOR, D. (2014)
History of second language acquisition. In On being a

THOUGHTS/DOUBTS/QUESTIONS/CHALLENGES IN THE CLASSROOM
Read each other’s entry
Comments on their entry
interesting/insightful/provocative thoughts
points

NEXT CLASS
Readings (for presentations):
1. Brandl, K. (2008). Principles of Communicative teaching

NEXT CLASS
Readings (for journal entry):
3. Richards, J.C. and T.S. Rodgers (2014).

NEXT CLASS
Journal entry instructions:
Submission: upload to Quercus before next class

PRESENTATION INSTRUCTIONS
1. introduction to the purpose and structure of your presentation