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MODULE 1: INTRODUCTION TO ELT METHO
MODULE 1: INTRODUCTION TO ELT METHODOLOGY
This introduction module is to help students get access to very basic notions related to ELT methodology. It is about to deal with some main aims. The first one is to help students aware of the common assumptions of language learning and teaching. Next, it intends to help the students understand and develop their own ideas about learning and teaching English as second language or as foreign language (ESL/ EFL). The last but not least purpose is to help students distinguish the terminologies which are normally used in the teaching methodology, such as “approach”, “method” or “technique”.
There are two main parts in the module:
• Part I: Common assumptions of language learning and the language learners.
• Part II: Common assumptions of language teaching and the language teachers.
• Part III: Nature of approaches and methods in ELT
Part I: Common Assumptions of Language Learning and the Language Learners.
Preparation: Tick the extent to which you would agree or disagree with the following statements. Give the reasons for your opinions (if possible).
Statements Agree Neutral Disagree
1. Languages are learnt mainly through imitation.
2. Parents usually correct young children when they make grammatical errors.
3. People with high IQ’s are good language learners.
4. The most important factor in second language acquisition success is motivation.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
6. Most of the mistakes which second language learners make are due to interference from their first language.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
8. Teachers should teach simple language structures before complex ones.
9. Learners’ error should be corrected as soon as they are made in order to prevent the formation of bad habits.
10. Teachers should use materials that expose students only to language structures which they have already been taught.
11. When learners are allowed to interact freely (for example, in group or pair activities), they learn each other mistakes.
12. Students learn what they are taught.
As the matter of fact, there have been a great number of researches done and theories claimed in second language acquisition (SLA). It is very important for all the language learners to read and understand about these theories in order to decide which is the best for them to follow.
1. Languages are learnt mainly through imitation.
It is difficult to find support for the argument that languages are learnt mainly through imitation when one thinks of the countless examples of novel utterances that language learners produce. This is particularly evident with children who say things like: “I’m hiccing up and I can’t stop” and “it was upside down but I turned it upside right”. These examples and many others provide evidence that language learners create their own system of rules through the development of hypothesis about how language works. Language learning involves more than merely committing a set of examples to memory; it involves deducing a rule or principle that allows the learners to project the proper behavior and it requires a similar ability to extrapolate complicated generalizations from limited evidence.
Two simple arguments support this conclusion. First, we have seen that there are an infinite numbers of sentences in English (or in any other natural languages). Consequently, although your knowledge of language must take the form of a finite system based on a finite amount of experience, it must provide the resources for an infinite language. Memorization and imitation are not powerful enough to account for a learning task of this magnitude. Second, even at early stages of language development, and continuing on throughout life, language learners produce novel utterances. This creative aspect of language cannot be accounted for by imitation or any other model that depends on copying one’s verbal repertoire from the primary linguistic data.
This does not mean, however, that imitation has no role to play in language learning. Some learners, particularly, children learning their first language, imitate a great deal. Yet, their language does not develop faster than that of children who rarely imitate. Furthermore, children do not imitate everything they hear, but often selectively imitate certain words or structures which they are in the process of learning. This is also true of younger and older learners learning their second language in natural settings.
2. Parents usually correct young children when they make grammatical errors.
There is considerable variation in the extent to which parents correct their children’s speech. Nevertheless, the research based on extensive observations of parents and children shows that parents tend to focus on meaning rather than form when they correct their children’s speech. Thus, they may correct an incorrect word or an incorrect statement of the facts, but errors which do not interfere with successful communication are rarely corrected.
3. People with high IQ’s are good language learners.
In classroom settings where the emphasis is on learning about the language (for example, grammar rules and vocabulary items), learners with superior intelligence tend to do well – as they do in other academic subjects. However, in classrooms where language acquisition through interactive language use is emphasized, research has shown that learners with a wide variety of intellectual abilities can be successful language learners.
4. The most important factor in second language acquisition success is motivation.
Everyone agrees that learners who want to learn tend to do better than those who don’t. but we must guard against too strong an interpretation of this. There are several things to keep in mind:
i. There are differences in language learning aptitude, and sometimes even highly motivated learners encounter great difficulties in improving their mastery of the language. We know, for example, that learners who begin learning as adults rarely achieve the easy fluency and accuracy that child learner eventually achieve. This should not be taken as evidence that they do not want to learn the language.
ii. Research findings suggest a circular cause and effect relationship between motivation and success in second language learning. That is, the more one succeeds, the greater one’s motivation; the greater one’s motivation, the more one succeeds.
iii. Classroom teachers can develop positive motivation in their students by making the classroom itself an environment in which students experience success. This, in turn, can contribute to positive motivation, leading to still greater success.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
The decision about when to introduce second language instruction must depend on the objectives of the language program in the particular social context of the school. When the objective is native – like or near native – like performance in second language, then it is desirable to begin exposure to the language as early as possible.
In the case of children from minority language backgrounds or homes where language, literacy, and education are not well – developed, an early emphasis on the second language (the language of the majority) may lead to academic and personal problems. For these children, programs promoting the development of the first language at home and at school may be necessary.
When the objective is basic communicative ability for all students, in a context where there is a strong commitment to maintaining and developing the child’s native language, it may be more efficient to begin second language teaching later. Older children are able to catch up very quickly to those who began earlier.
Any school program should be based on realistic estimates of how long it takes to learn a second language. One or two hours a week – even for seven or eight years – will not produce very advanced second language speakers.
6. Most of the mistakes which second language learners make are due to interference from their first language.
There are many causes for errors in learning a language. The transfer of patterns from the native language is one cause, but more significant is overgeneralization of the target language rules. Learners from different language backgrounds make the same errors when learning a particular second language.
One thing which is very clear is that second language learning is not simply a process of putting second language words into first language sentences. Furthermore, aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than aspects which are similar.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
Language learning is not linear [in lines, direct, rectilinear] in its development. Learners may use a particular form accurately at stage X in their development (suggesting that they have learned that form), fail to produce that form correctly at stage Y, and produce it accurately again at stage Z. This usually happens when learners are incorporating new information about the language into their own internal system of rules. An example of this would be when learners who have learnt the past tense form “went” as a memorial “chunk” learn to use the regular – ed inflection for past tense marking. At this point, they stop using “went” and produce “goed”. Once the learners become aware of the exceptions to the – ed past tense rule, they begin to use “went” correctly again. This reflects the fact that language development i
This introduction module is to help students get access to very basic notions related to ELT methodology. It is about to deal with some main aims. The first one is to help students aware of the common assumptions of language learning and teaching. Next, it intends to help the students understand and develop their own ideas about learning and teaching English as second language or as foreign language (ESL/ EFL). The last but not least purpose is to help students distinguish the terminologies which are normally used in the teaching methodology, such as “approach”, “method” or “technique”.
There are two main parts in the module:
• Part I: Common assumptions of language learning and the language learners.
• Part II: Common assumptions of language teaching and the language teachers.
• Part III: Nature of approaches and methods in ELT
Part I: Common Assumptions of Language Learning and the Language Learners.
Preparation: Tick the extent to which you would agree or disagree with the following statements. Give the reasons for your opinions (if possible).
Statements Agree Neutral Disagree
1. Languages are learnt mainly through imitation.
2. Parents usually correct young children when they make grammatical errors.
3. People with high IQ’s are good language learners.
4. The most important factor in second language acquisition success is motivation.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
6. Most of the mistakes which second language learners make are due to interference from their first language.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
8. Teachers should teach simple language structures before complex ones.
9. Learners’ error should be corrected as soon as they are made in order to prevent the formation of bad habits.
10. Teachers should use materials that expose students only to language structures which they have already been taught.
11. When learners are allowed to interact freely (for example, in group or pair activities), they learn each other mistakes.
12. Students learn what they are taught.
As the matter of fact, there have been a great number of researches done and theories claimed in second language acquisition (SLA). It is very important for all the language learners to read and understand about these theories in order to decide which is the best for them to follow.
1. Languages are learnt mainly through imitation.
It is difficult to find support for the argument that languages are learnt mainly through imitation when one thinks of the countless examples of novel utterances that language learners produce. This is particularly evident with children who say things like: “I’m hiccing up and I can’t stop” and “it was upside down but I turned it upside right”. These examples and many others provide evidence that language learners create their own system of rules through the development of hypothesis about how language works. Language learning involves more than merely committing a set of examples to memory; it involves deducing a rule or principle that allows the learners to project the proper behavior and it requires a similar ability to extrapolate complicated generalizations from limited evidence.
Two simple arguments support this conclusion. First, we have seen that there are an infinite numbers of sentences in English (or in any other natural languages). Consequently, although your knowledge of language must take the form of a finite system based on a finite amount of experience, it must provide the resources for an infinite language. Memorization and imitation are not powerful enough to account for a learning task of this magnitude. Second, even at early stages of language development, and continuing on throughout life, language learners produce novel utterances. This creative aspect of language cannot be accounted for by imitation or any other model that depends on copying one’s verbal repertoire from the primary linguistic data.
This does not mean, however, that imitation has no role to play in language learning. Some learners, particularly, children learning their first language, imitate a great deal. Yet, their language does not develop faster than that of children who rarely imitate. Furthermore, children do not imitate everything they hear, but often selectively imitate certain words or structures which they are in the process of learning. This is also true of younger and older learners learning their second language in natural settings.
2. Parents usually correct young children when they make grammatical errors.
There is considerable variation in the extent to which parents correct their children’s speech. Nevertheless, the research based on extensive observations of parents and children shows that parents tend to focus on meaning rather than form when they correct their children’s speech. Thus, they may correct an incorrect word or an incorrect statement of the facts, but errors which do not interfere with successful communication are rarely corrected.
3. People with high IQ’s are good language learners.
In classroom settings where the emphasis is on learning about the language (for example, grammar rules and vocabulary items), learners with superior intelligence tend to do well – as they do in other academic subjects. However, in classrooms where language acquisition through interactive language use is emphasized, research has shown that learners with a wide variety of intellectual abilities can be successful language learners.
4. The most important factor in second language acquisition success is motivation.
Everyone agrees that learners who want to learn tend to do better than those who don’t. but we must guard against too strong an interpretation of this. There are several things to keep in mind:
i. There are differences in language learning aptitude, and sometimes even highly motivated learners encounter great difficulties in improving their mastery of the language. We know, for example, that learners who begin learning as adults rarely achieve the easy fluency and accuracy that child learner eventually achieve. This should not be taken as evidence that they do not want to learn the language.
ii. Research findings suggest a circular cause and effect relationship between motivation and success in second language learning. That is, the more one succeeds, the greater one’s motivation; the greater one’s motivation, the more one succeeds.
iii. Classroom teachers can develop positive motivation in their students by making the classroom itself an environment in which students experience success. This, in turn, can contribute to positive motivation, leading to still greater success.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
The decision about when to introduce second language instruction must depend on the objectives of the language program in the particular social context of the school. When the objective is native – like or near native – like performance in second language, then it is desirable to begin exposure to the language as early as possible.
In the case of children from minority language backgrounds or homes where language, literacy, and education are not well – developed, an early emphasis on the second language (the language of the majority) may lead to academic and personal problems. For these children, programs promoting the development of the first language at home and at school may be necessary.
When the objective is basic communicative ability for all students, in a context where there is a strong commitment to maintaining and developing the child’s native language, it may be more efficient to begin second language teaching later. Older children are able to catch up very quickly to those who began earlier.
Any school program should be based on realistic estimates of how long it takes to learn a second language. One or two hours a week – even for seven or eight years – will not produce very advanced second language speakers.
6. Most of the mistakes which second language learners make are due to interference from their first language.
There are many causes for errors in learning a language. The transfer of patterns from the native language is one cause, but more significant is overgeneralization of the target language rules. Learners from different language backgrounds make the same errors when learning a particular second language.
One thing which is very clear is that second language learning is not simply a process of putting second language words into first language sentences. Furthermore, aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than aspects which are similar.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
Language learning is not linear [in lines, direct, rectilinear] in its development. Learners may use a particular form accurately at stage X in their development (suggesting that they have learned that form), fail to produce that form correctly at stage Y, and produce it accurately again at stage Z. This usually happens when learners are incorporating new information about the language into their own internal system of rules. An example of this would be when learners who have learnt the past tense form “went” as a memorial “chunk” learn to use the regular – ed inflection for past tense marking. At this point, they stop using “went” and produce “goed”. Once the learners become aware of the exceptions to the – ed past tense rule, they begin to use “went” correctly again. This reflects the fact that language development i
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MODULE 1: GIỚI THIỆU VỀ PHƯƠNG PHÁP ELTHọc phần giới thiệu này là để giúp sinh viên có được quyền truy cập vào rất cơ bản khái niệm liên quan đến phương pháp ELT. Nó là đối phó với một số mục tiêu chính. Người đầu tiên là để giúp học sinh nhận thức của các giả định phổ biến của ngôn ngữ học tập và giảng dạy. Tiếp theo, nó dự định để giúp sinh viên hiểu và phát triển ý tưởng riêng của họ về học tập và giảng dạy tiếng Anh như ngôn ngữ thứ hai hay như ngoại ngữ (ESL / EFL). Mục đích cuối cùng nhưng không kém là để giúp sinh viên phân biệt ngữ thường được sử dụng trong phương pháp giảng dạy, chẳng hạn như "cách tiếp cận", "phương pháp" hoặc "kỹ thuật".Có hai phần chính trong module:• Phần I: phổ biến giả định của ngôn ngữ học và những người học ngôn ngữ. • Phần II: các giả định phổ biến của ngôn ngữ giảng dạy và giáo viên ngôn ngữ.• Phần III: bản chất của phương pháp tiếp cận và phương pháp trong ELTPhần I: phổ biến giả định của ngôn ngữ học và những người học ngôn ngữ.Chuẩn bị: Chọn mức độ mà bạn sẽ đồng ý hoặc không đồng ý với các điều khoản sau đây. Cung cấp cho những lý do cho ý kiến của bạn (nếu có thể).Báo cáo đồng ý không đồng ý trung lập1. ngôn ngữ được học được chủ yếu là thông qua giả. 2. cha mẹ thường chính xác trẻ em khi họ thực hiện lỗi ngữ Pháp. 3. những người có IQ cao là những người học ngôn ngữ tốt. 4. hầu hết các yếu tố quan trọng trong thành công việc mua lại ngôn ngữ thứ hai là động lực. 5. trước đó một ngôn ngữ thứ hai được giới thiệu trong các chương trình trường học, các lớn hơn khả năng thành công trong học tập. 6. hầu hết những sai lầm mà làm cho người học ngôn ngữ thứ hai là do sự can thiệp từ ngôn ngữ đầu tiên của họ. 7. giáo viên nên trình bày quy tắc ngữ pháp một lúc một thời gian, và học viên nên thực hành các ví dụ của mỗi một trước khi đi khác. 8. giáo viên nên dạy ngôn ngữ đơn giản cấu trúc trước khi những phức tạp. 9. người học lỗi nên được sửa chữa ngay sau khi họ được thực hiện để ngăn chặn sự hình thành của thói quen xấu. 10. giáo viên nên sử dụng vật liệu tiếp xúc với các sinh viên chỉ để cấu trúc ngôn ngữ mà họ đã được giảng dạy. 11. khi học viên được cho phép để tương tác một cách tự do (ví dụ, trong nhóm hoặc cặp hoạt động), họ tìm hiểu sai lầm lẫn nhau. 12. học sinh tìm hiểu những gì họ được dạy. Khi vấn đề của thực tế, đã có một số lớn các nghiên cứu thực hiện và lý thuyết tuyên bố chủ quyền trong việc mua lại ngôn ngữ thứ hai (SLA). Nó là rất quan trọng cho tất cả những người học ngôn ngữ để đọc và hiểu về những lý thuyết để quyết định đó là tốt nhất cho họ để làm theo. 1. ngôn ngữ được học được chủ yếu là thông qua giả. Nó rất khó để tìm thấy hỗ trợ cho các đối số ngôn ngữ được học chủ yếu là thông qua giả khi một trong những suy nghĩ của vô số ví dụ về tiểu thuyết lời rằng sản xuất những người học ngôn ngữ. Điều này là đặc biệt là điều hiển nhiên con người nói những điều như: "tôi hiccing lên và tôi không thể dừng lại" và "nó lộn ngược nhưng tôi biến nó lộn ngược quyền". Các ví dụ và nhiều người khác cung cấp bằng chứng cho thấy những người học ngôn ngữ tạo riêng của họ hệ thống quy tắc thông qua sự phát triển của các giả thuyết về ngôn ngữ như thế. Ngôn ngữ học liên quan đến nhiều hơn chỉ đơn thuần là cam kết một tập các ví dụ để bộ nhớ; nó liên quan đến deducing một quy tắc hoặc nguyên tắc cho phép các học viên để dự án hành vi thích hợp và nó đòi hỏi một khả năng tương tự như ngoại suy các chung chung phức tạp từ giới hạn bằng chứng. Hai đối số đơn giản hỗ trợ kết luận này. Trước tiên, chúng tôi đã thấy rằng có là một số lượng vô hạn của câu trong tiếng Anh (hoặc bất kỳ ngôn ngữ tự nhiên khác). Do đó, mặc dù của bạn kiến thức về ngôn ngữ phải mất các hình thức của một hệ thống hữu hạn dựa trên một số lượng hữu hạn kinh nghiệm, nó phải cung cấp các nguồn lực cho một ngôn ngữ vô hạn. Ghi nhớ và bắt chước là không đủ mạnh để các tài khoản cho một công việc học tập của cường độ này. Thứ hai, ngay cả ở giai đoạn đầu của phát triển ngôn ngữ, và tiếp tục trong suốt cuộc đời, ngôn ngữ học viên sản xuất tiểu thuyết lời. Này khía cạnh sáng tạo của ngôn ngữ không được chiếm bởi giả hoặc bất kỳ mô hình khác phụ thuộc vào sao chép tiết mục bằng lời nói từ dữ liệu ngôn ngữ chính. Điều này có nghĩa là, Tuy nhiên, rằng giả đã không có vai trò trong ngôn ngữ học. Một số học viên, đặc biệt, trẻ em học ngôn ngữ đầu tiên của họ, bắt chước một hợp đồng lớn. Tuy vậy, ngôn ngữ của họ không phát triển nhanh hơn so với con người hiếm khi bắt chước. Hơn nữa, trẻ em không bắt chước tất cả mọi thứ họ nghe, nhưng thường có chọn lọc bắt chước một số từ hoặc cấu trúc mà họ đang trong quá trình học tập. Điều này cũng đúng của trẻ và cũ hơn học viên học ngôn ngữ thứ hai của họ trong cài đặt tự nhiên.2. cha mẹ thường chính xác trẻ em khi họ thực hiện lỗi ngữ Pháp. Đó là sự thay đổi đáng kể trong mức độ mà cha mẹ sửa bài phát biểu của con em họ. Tuy nhiên, các nghiên cứu dựa trên các quan sát rộng rãi của cha mẹ và trẻ em cho thấy rằng cha mẹ có xu hướng tập trung vào ý nghĩa chứ không phải là hình thức khi họ sửa chữa bài phát biểu của con em họ. Vì vậy, họ có thể sửa chữa một từ không chính xác hoặc một tuyên bố không chính xác của các sự kiện, nhưng lỗi mà không ảnh hưởng đến giao tiếp thành công hiếm khi được sửa chữa.3. những người có IQ cao là những người học ngôn ngữ tốt. Trong cài đặt lớp học nơi sự nhấn mạnh là về học tập về ngôn ngữ (ví dụ: quy tắc ngữ pháp và từ vựng mục), người học với tình báo cấp trên có xu hướng để làm tốt-như họ làm trong các môn học thuật khác. Tuy nhiên, trong lớp học nơi mà ngôn ngữ mua lại thông qua tương tác ngôn ngữ sử dụng được nhấn mạnh, nghiên cứu cho thấy rằng các học viên với một loạt các khả năng trí tuệ có thể là học viên ngôn ngữ thành công.4. hầu hết các yếu tố quan trọng trong thành công việc mua lại ngôn ngữ thứ hai là động lực. Tất cả mọi người đồng ý rằng các học viên những người muốn tìm hiểu có xu hướng để làm tốt hơn so với những người không. nhưng chúng ta phải bảo vệ chống lại quá mạnh một giải thích về điều này. Có rất nhiều điều cần ghi nhớ:i. có những khác biệt trong ngôn ngữ học aptitude, và đôi khi thậm chí cao động lực học viên gặp phải những khó khăn lớn trong việc cải thiện của họ làm chủ của ngôn ngữ. Chúng tôi biết, ví dụ, học viên những người bắt đầu học tập như người lớn hiếm khi đạt được dễ dàng lưu loát và chính xác mà người học trẻ em cuối cùng đã đạt được. Điều này không nên được dùng như là bằng chứng cho thấy họ không muốn học ngôn ngữ.kết quả II. nghiên cứu đề nghị một tròn nguyên nhân và có hiệu lực mối quan hệ giữa các động lực và thành công trong việc học ngôn ngữ thứ hai. Có nghĩa là, một trong nhiều thành công, lớn hơn của một động lực; lớn hơn của một động lực, thêm một thành công.III. lớp học giáo viên có thể phát triển các động lực tích cực trong học sinh của mình bằng cách làm cho lớp học riêng của mình một môi trường trong đó sinh viên kinh nghiệm thành công. Điều này, đến lượt nó, có thể đóng góp vào động lực tích cực, dẫn đến thành công vẫn còn lớn hơn.5. trước đó một ngôn ngữ thứ hai được giới thiệu trong các chương trình trường học, các lớn hơn khả năng thành công trong học tập. Quyết định về thời điểm giới thiệu giảng dạy ngôn ngữ thứ hai phải phụ thuộc vào các mục tiêu của chương trình ngôn ngữ trong bối cảnh xã hội cụ thể của trường. Khi mục tiêu là bản địa của-thích hoặc gần nguồn gốc-như hiệu suất trong ngôn ngữ thứ hai, sau đó nó là mong muốn để bắt đầu tiếp xúc với ngôn ngữ càng sớm càng tốt. Trong trường hợp của trẻ em từ thiểu số ngôn ngữ nguồn gốc hoặc nhà nơi mà ngôn ngữ, biết đọc biết viết, và giáo dục là không tốt-phát triển, trọng tâm đầu là ngôn ngữ thứ hai (ngôn ngữ của phần lớn) có thể dẫn đến vấn đề học tập và cá nhân. Cho những trẻ em này, chương trình thúc đẩy sự phát triển của ngôn ngữ đầu tiên ở nhà và ở trường có thể là cần thiết. Khi mục tiêu là khả năng giao tiếp cơ bản cho tất cả sinh viên, trong bối cảnh một nơi có một cam kết mạnh mẽ để duy trì và phát triển con của bản địa ngôn ngữ, nó có thể hiệu quả hơn để bắt đầu thứ hai ngôn ngữ giảng dạy sau này. Em có thể bắt rất nhanh chóng để những người bắt đầu trước đó. Bất kỳ chương trình trường học nên được dựa trên các ước tính thực tế của bao lâu để tìm hiểu một ngôn ngữ thứ hai. Một hoặc hai giờ một tuần-ngay cả đối với bảy hay tám năm-sẽ không sản xuất rất nâng cao thứ hai ngôn ngữ nói.6. hầu hết những sai lầm mà làm cho người học ngôn ngữ thứ hai là do sự can thiệp từ ngôn ngữ đầu tiên của họ. Có rất nhiều nguyên nhân lỗi trong việc học một ngôn ngữ. Việc chuyển giao các mô hình từ ngôn ngữ bản địa là một trong những nguyên nhân, nhưng quan trọng hơn là overgeneralization của các quy tắc ngôn ngữ mục tiêu. Các học viên từ các nền tảng khác nhau ngôn ngữ làm cho cùng một lỗi khi học một ngôn ngữ thứ hai đặc biệt. Một điều mà là rất rõ ràng là rằng thứ hai ngôn ngữ học tập không phải là chỉ đơn giản là một quá trình của việc đưa thứ hai ngôn ngữ từ vào đầu tiên ngôn ngữ câu. Hơn nữa, khía cạnh của ngôn ngữ thứ hai là khác nhau từ ngôn ngữ đầu tiên sẽ không nhất thiết phải được chuyển giao sau đó hoặc với nhiều khó khăn hơn tương tự như các khía cạnh.7. giáo viên nên trình bày quy tắc ngữ pháp một lúc một thời gian, và học viên nên thực hành các ví dụ của mỗi một trước khi đi khác. Ngôn ngữ học tập là không tuyến tính [trong dòng, trực tiếp, thẳng] trong phát triển của nó. Học viên có thể sử dụng một hình thức đặc biệt một cách chính xác ở giai đoạn X trong phát triển của họ (cho thấy rằng họ đã học được rằng hình thức), không sản xuất mà hình thức một cách chính xác ở giai đoạn Y, và sản xuất nó một cách chính xác một lần nữa ở giai đoạn Z. Điều này thường xảy ra khi học kết hợp các thông tin mới về ngôn ngữ riêng của họ hệ thống nội bộ của quy tắc. Một ví dụ về điều này sẽ là khi học viên những người đã học được các hình thức quá khứ "đi" như một đài tưởng niệm "chunk" Tìm hiểu để sử dụng thường xuyên-ed biến tố cho quá khứ đánh dấu. Tại thời điểm này, họ ngừng sử dụng "đi" và sản xuất "goed". Một khi các học viên trở thành nhận thức của các trường hợp ngoại lệ để các-ed qua cai trị căng thẳng, họ bắt đầu sử dụng "đi" một cách chính xác một lần nữa. Điều này phản ánh thực tế rằng phát triển ngôn ngữ tôi
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MODULE 1: INTRODUCTION TO ELT METHODOLOGY
This introduction module is to help students get access to very basic notions related to ELT methodology. It is about to deal with some main aims. The first one is to help students aware of the common assumptions of language learning and teaching. Next, it intends to help the students understand and develop their own ideas about learning and teaching English as second language or as foreign language (ESL/ EFL). The last but not least purpose is to help students distinguish the terminologies which are normally used in the teaching methodology, such as “approach”, “method” or “technique”.
There are two main parts in the module:
• Part I: Common assumptions of language learning and the language learners.
• Part II: Common assumptions of language teaching and the language teachers.
• Part III: Nature of approaches and methods in ELT
Part I: Common Assumptions of Language Learning and the Language Learners.
Preparation: Tick the extent to which you would agree or disagree with the following statements. Give the reasons for your opinions (if possible).
Statements Agree Neutral Disagree
1. Languages are learnt mainly through imitation.
2. Parents usually correct young children when they make grammatical errors.
3. People with high IQ’s are good language learners.
4. The most important factor in second language acquisition success is motivation.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
6. Most of the mistakes which second language learners make are due to interference from their first language.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
8. Teachers should teach simple language structures before complex ones.
9. Learners’ error should be corrected as soon as they are made in order to prevent the formation of bad habits.
10. Teachers should use materials that expose students only to language structures which they have already been taught.
11. When learners are allowed to interact freely (for example, in group or pair activities), they learn each other mistakes.
12. Students learn what they are taught.
As the matter of fact, there have been a great number of researches done and theories claimed in second language acquisition (SLA). It is very important for all the language learners to read and understand about these theories in order to decide which is the best for them to follow.
1. Languages are learnt mainly through imitation.
It is difficult to find support for the argument that languages are learnt mainly through imitation when one thinks of the countless examples of novel utterances that language learners produce. This is particularly evident with children who say things like: “I’m hiccing up and I can’t stop” and “it was upside down but I turned it upside right”. These examples and many others provide evidence that language learners create their own system of rules through the development of hypothesis about how language works. Language learning involves more than merely committing a set of examples to memory; it involves deducing a rule or principle that allows the learners to project the proper behavior and it requires a similar ability to extrapolate complicated generalizations from limited evidence.
Two simple arguments support this conclusion. First, we have seen that there are an infinite numbers of sentences in English (or in any other natural languages). Consequently, although your knowledge of language must take the form of a finite system based on a finite amount of experience, it must provide the resources for an infinite language. Memorization and imitation are not powerful enough to account for a learning task of this magnitude. Second, even at early stages of language development, and continuing on throughout life, language learners produce novel utterances. This creative aspect of language cannot be accounted for by imitation or any other model that depends on copying one’s verbal repertoire from the primary linguistic data.
This does not mean, however, that imitation has no role to play in language learning. Some learners, particularly, children learning their first language, imitate a great deal. Yet, their language does not develop faster than that of children who rarely imitate. Furthermore, children do not imitate everything they hear, but often selectively imitate certain words or structures which they are in the process of learning. This is also true of younger and older learners learning their second language in natural settings.
2. Parents usually correct young children when they make grammatical errors.
There is considerable variation in the extent to which parents correct their children’s speech. Nevertheless, the research based on extensive observations of parents and children shows that parents tend to focus on meaning rather than form when they correct their children’s speech. Thus, they may correct an incorrect word or an incorrect statement of the facts, but errors which do not interfere with successful communication are rarely corrected.
3. People with high IQ’s are good language learners.
In classroom settings where the emphasis is on learning about the language (for example, grammar rules and vocabulary items), learners with superior intelligence tend to do well – as they do in other academic subjects. However, in classrooms where language acquisition through interactive language use is emphasized, research has shown that learners with a wide variety of intellectual abilities can be successful language learners.
4. The most important factor in second language acquisition success is motivation.
Everyone agrees that learners who want to learn tend to do better than those who don’t. but we must guard against too strong an interpretation of this. There are several things to keep in mind:
i. There are differences in language learning aptitude, and sometimes even highly motivated learners encounter great difficulties in improving their mastery of the language. We know, for example, that learners who begin learning as adults rarely achieve the easy fluency and accuracy that child learner eventually achieve. This should not be taken as evidence that they do not want to learn the language.
ii. Research findings suggest a circular cause and effect relationship between motivation and success in second language learning. That is, the more one succeeds, the greater one’s motivation; the greater one’s motivation, the more one succeeds.
iii. Classroom teachers can develop positive motivation in their students by making the classroom itself an environment in which students experience success. This, in turn, can contribute to positive motivation, leading to still greater success.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
The decision about when to introduce second language instruction must depend on the objectives of the language program in the particular social context of the school. When the objective is native – like or near native – like performance in second language, then it is desirable to begin exposure to the language as early as possible.
In the case of children from minority language backgrounds or homes where language, literacy, and education are not well – developed, an early emphasis on the second language (the language of the majority) may lead to academic and personal problems. For these children, programs promoting the development of the first language at home and at school may be necessary.
When the objective is basic communicative ability for all students, in a context where there is a strong commitment to maintaining and developing the child’s native language, it may be more efficient to begin second language teaching later. Older children are able to catch up very quickly to those who began earlier.
Any school program should be based on realistic estimates of how long it takes to learn a second language. One or two hours a week – even for seven or eight years – will not produce very advanced second language speakers.
6. Most of the mistakes which second language learners make are due to interference from their first language.
There are many causes for errors in learning a language. The transfer of patterns from the native language is one cause, but more significant is overgeneralization of the target language rules. Learners from different language backgrounds make the same errors when learning a particular second language.
One thing which is very clear is that second language learning is not simply a process of putting second language words into first language sentences. Furthermore, aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than aspects which are similar.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
Language learning is not linear [in lines, direct, rectilinear] in its development. Learners may use a particular form accurately at stage X in their development (suggesting that they have learned that form), fail to produce that form correctly at stage Y, and produce it accurately again at stage Z. This usually happens when learners are incorporating new information about the language into their own internal system of rules. An example of this would be when learners who have learnt the past tense form “went” as a memorial “chunk” learn to use the regular – ed inflection for past tense marking. At this point, they stop using “went” and produce “goed”. Once the learners become aware of the exceptions to the – ed past tense rule, they begin to use “went” correctly again. This reflects the fact that language development i
This introduction module is to help students get access to very basic notions related to ELT methodology. It is about to deal with some main aims. The first one is to help students aware of the common assumptions of language learning and teaching. Next, it intends to help the students understand and develop their own ideas about learning and teaching English as second language or as foreign language (ESL/ EFL). The last but not least purpose is to help students distinguish the terminologies which are normally used in the teaching methodology, such as “approach”, “method” or “technique”.
There are two main parts in the module:
• Part I: Common assumptions of language learning and the language learners.
• Part II: Common assumptions of language teaching and the language teachers.
• Part III: Nature of approaches and methods in ELT
Part I: Common Assumptions of Language Learning and the Language Learners.
Preparation: Tick the extent to which you would agree or disagree with the following statements. Give the reasons for your opinions (if possible).
Statements Agree Neutral Disagree
1. Languages are learnt mainly through imitation.
2. Parents usually correct young children when they make grammatical errors.
3. People with high IQ’s are good language learners.
4. The most important factor in second language acquisition success is motivation.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
6. Most of the mistakes which second language learners make are due to interference from their first language.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
8. Teachers should teach simple language structures before complex ones.
9. Learners’ error should be corrected as soon as they are made in order to prevent the formation of bad habits.
10. Teachers should use materials that expose students only to language structures which they have already been taught.
11. When learners are allowed to interact freely (for example, in group or pair activities), they learn each other mistakes.
12. Students learn what they are taught.
As the matter of fact, there have been a great number of researches done and theories claimed in second language acquisition (SLA). It is very important for all the language learners to read and understand about these theories in order to decide which is the best for them to follow.
1. Languages are learnt mainly through imitation.
It is difficult to find support for the argument that languages are learnt mainly through imitation when one thinks of the countless examples of novel utterances that language learners produce. This is particularly evident with children who say things like: “I’m hiccing up and I can’t stop” and “it was upside down but I turned it upside right”. These examples and many others provide evidence that language learners create their own system of rules through the development of hypothesis about how language works. Language learning involves more than merely committing a set of examples to memory; it involves deducing a rule or principle that allows the learners to project the proper behavior and it requires a similar ability to extrapolate complicated generalizations from limited evidence.
Two simple arguments support this conclusion. First, we have seen that there are an infinite numbers of sentences in English (or in any other natural languages). Consequently, although your knowledge of language must take the form of a finite system based on a finite amount of experience, it must provide the resources for an infinite language. Memorization and imitation are not powerful enough to account for a learning task of this magnitude. Second, even at early stages of language development, and continuing on throughout life, language learners produce novel utterances. This creative aspect of language cannot be accounted for by imitation or any other model that depends on copying one’s verbal repertoire from the primary linguistic data.
This does not mean, however, that imitation has no role to play in language learning. Some learners, particularly, children learning their first language, imitate a great deal. Yet, their language does not develop faster than that of children who rarely imitate. Furthermore, children do not imitate everything they hear, but often selectively imitate certain words or structures which they are in the process of learning. This is also true of younger and older learners learning their second language in natural settings.
2. Parents usually correct young children when they make grammatical errors.
There is considerable variation in the extent to which parents correct their children’s speech. Nevertheless, the research based on extensive observations of parents and children shows that parents tend to focus on meaning rather than form when they correct their children’s speech. Thus, they may correct an incorrect word or an incorrect statement of the facts, but errors which do not interfere with successful communication are rarely corrected.
3. People with high IQ’s are good language learners.
In classroom settings where the emphasis is on learning about the language (for example, grammar rules and vocabulary items), learners with superior intelligence tend to do well – as they do in other academic subjects. However, in classrooms where language acquisition through interactive language use is emphasized, research has shown that learners with a wide variety of intellectual abilities can be successful language learners.
4. The most important factor in second language acquisition success is motivation.
Everyone agrees that learners who want to learn tend to do better than those who don’t. but we must guard against too strong an interpretation of this. There are several things to keep in mind:
i. There are differences in language learning aptitude, and sometimes even highly motivated learners encounter great difficulties in improving their mastery of the language. We know, for example, that learners who begin learning as adults rarely achieve the easy fluency and accuracy that child learner eventually achieve. This should not be taken as evidence that they do not want to learn the language.
ii. Research findings suggest a circular cause and effect relationship between motivation and success in second language learning. That is, the more one succeeds, the greater one’s motivation; the greater one’s motivation, the more one succeeds.
iii. Classroom teachers can develop positive motivation in their students by making the classroom itself an environment in which students experience success. This, in turn, can contribute to positive motivation, leading to still greater success.
5. The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.
The decision about when to introduce second language instruction must depend on the objectives of the language program in the particular social context of the school. When the objective is native – like or near native – like performance in second language, then it is desirable to begin exposure to the language as early as possible.
In the case of children from minority language backgrounds or homes where language, literacy, and education are not well – developed, an early emphasis on the second language (the language of the majority) may lead to academic and personal problems. For these children, programs promoting the development of the first language at home and at school may be necessary.
When the objective is basic communicative ability for all students, in a context where there is a strong commitment to maintaining and developing the child’s native language, it may be more efficient to begin second language teaching later. Older children are able to catch up very quickly to those who began earlier.
Any school program should be based on realistic estimates of how long it takes to learn a second language. One or two hours a week – even for seven or eight years – will not produce very advanced second language speakers.
6. Most of the mistakes which second language learners make are due to interference from their first language.
There are many causes for errors in learning a language. The transfer of patterns from the native language is one cause, but more significant is overgeneralization of the target language rules. Learners from different language backgrounds make the same errors when learning a particular second language.
One thing which is very clear is that second language learning is not simply a process of putting second language words into first language sentences. Furthermore, aspects of the second language which are different from the first language will not necessarily be acquired later or with more difficulty than aspects which are similar.
7. Teachers should present grammatical rules one at a time, and learners should practice examples of each one before going to another.
Language learning is not linear [in lines, direct, rectilinear] in its development. Learners may use a particular form accurately at stage X in their development (suggesting that they have learned that form), fail to produce that form correctly at stage Y, and produce it accurately again at stage Z. This usually happens when learners are incorporating new information about the language into their own internal system of rules. An example of this would be when learners who have learnt the past tense form “went” as a memorial “chunk” learn to use the regular – ed inflection for past tense marking. At this point, they stop using “went” and produce “goed”. Once the learners become aware of the exceptions to the – ed past tense rule, they begin to use “went” correctly again. This reflects the fact that language development i
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- Dear Mr. ManyXin lỗi bạn. Vì nay đang là
- để xếp theo thứ tự123: a2 mom em gái456:
- deserve credit
- in the screen that displays, click the l
- huy hết
- Tongue / pop / your /under / just / this
- Cold a feel bit your may on chest this
- should not have a high pride
- The new law was referred to internationa
- What the hell are we supposed to do
- húng tôi đang dâng hương
- to read
- nice picture
- best wish for you
- ภาพสวย
- Vous avez quel âge?
- em luôn tin vào anh và hy vọng chúng ta
- away
- Dear Mr. ManyXin lỗi bạn. Vì nay đang là
- gauche
- as well
- way
- Shear capacity of Bolts as per IS 800: T
- PROUD
