INTRODUCTION TO TEACHING METHODOLOGIES FOR EFL

INTRODUCTION TO TEACHING METHODOLOGIES FOR EFL

1. BASIC ASPECTS ABOUT METHODOLOGY OF THE ENGLISH TEACHING

   • DEFINITIONS
     • METHOD
       • META
         • GOAL
           • Etimologically Method means a way to reach a purpose
       • HODOS
         • WAY
       • It is a procedure or process for attaining an object
     • METHODOLOGY
       • METHODUS
         • A way to reach a goal
           • Etimologically Methodology means a method that uses a procedure to reach a purpose
       • LOGY/LOGIE
         • A procedure or system
       • It is a procedure and activitie that will be used to teach the content of the syllabus
   • METHOD
     • APPROACH
       • It deals with beliefs, suppositions and researches about:
         • Theories of the nature of language
           • They become the foundation for establishing the objetives
             • Structural
               • Grammatical units (clause, phrase, sentence)
               • Grammatical operations (adding, shifting, joining elements)
             • Functional
               • It is interested in the semantic field of the language
             • Interactional
               • Remarks that language is a device used to facilitate two types of relationship: personal and social
         • Theories of the nature of language learning
     • DESIGN
       • Connection that there is between theories of language with a specific language teaching program
         • The content of instruction "THE SYLLABUS"
           • Syllabus should be based on:
             • Teaching approach or method that is going to be used during the teaching process
             • The language testing system that will be used with such approach or method
         • Learner role in the system
           • It is very important becuase without learners, it will be impossible to carry out any educational process
         • Teacher roles in the system
           • Teachers become facilitators who direct student's learning
           • Teachers are not necessary for teaching the non-native anguage
         • Instructional materials types and functions
           • It reinforces what the teacher teaches in class
     • PROCEDURE
       • They are techniques which play during the development of the teaching/learning process
         • Types of teaching and learning techniques
           • Kind of technique that the teacher is going to use in class
         • Types of exercise and practice activity
           • Sort of drills and rehearsals that the teacher will use to help students understand
         • Resources required to implement recommended practices
           • Additional elements that are needed for achieving such drills and rehearsals
             • Time
             • Space
             • Equipment

2. BASIC ASPECTS ABOUT FIRST AND SECOND LANGUAGE ACQUISITION THEORIES

   • DEFINITIONS
     • LANGUAGE
       • It is a group of sounds, vowels, consonants and diphthongs used as a mean of communicationto to establish relationship amoung people
     • LEARNING
       • Acquire knowledge, understanding or mastery by study or experience
     • TEACHING
       • It is a process that causes people to learn something
   • THEORIES OF FIRST LANGUAGE ACQUISITIONS
     • BEHAVIORISTIC
       • BROWN DOUGLAS
         • Focus on perceptible aspects of linguistic behavior and the relationship or associations between those responses
       • SKINNER
         • It is based on his general theory of learning by operant conditioning
           • Skinner's boxes experiments made with rats
             • The rat would get food if it pressed the bar as a light was blinking
           • It is a voluntary response to any stimuli that is learned by reinforcement
       • CHOMSKY
         • He belives that every child is furnished with Structure-dependent operation system
       • PAVLOV
         • Language is learned by means of oral stimulus but not by rewards
       • MC. NEILL
         • He considers that children were able to learn all of the syntax patterns
     • GENERATIVE
       • Children learn their first language by means of an innate language mechanism
       • NATIVIST APPROACH
         • Sort of innate device that comes with children when they are born
         • Chomsky
           • He considered that children are equipped with
             • An innate hypothesis-making device
             • A knowledge of language universals
             • An evaluation instrument
         • MC.NEILL
           • He thought that children possessed four linguistic elements
             • Ability to recognize different speech sounds
             • Ability to arrange linguistic data for further use
             • Understanding to choose only one lingustic information
             • Evaluation device to use linguistic facts
       • COGNITIVE APPROACH
         • It considers that the human mind is organized in some levels: memory, perception, thought, meaning and emotion
           • LOIS BLOOM
             • He says children don't learn the language by simple word order utterance
           • JEAN PIAGET
             • Asserts that language come with children in terms of an interrelationship between their knowledge
           • DAN SLOBIN
             • He believes that the first thing human acquire is the meaning of words and thing
   • THEORIES OF SECOND LANGUAGE ACQUISITION
     • Every child has the ability to understand, listen, speak, read and write his/her first language
       • CLASSICAL BEHAVIORISM
         • IVAN PAVLOV
           • Developed a theory known as CLASSICAL CONDITIONING
         • JHON WATSON
           • Adopted Pavlo's theory as the explanation for all kinds learning process of conditioning
       • NEOBEHAVIORISM
         • SKINNER
           • He studied the human behavior based on psychology principles
           • He gave another name to Pavlov's research
             • Respondent Confitioning
             • Operant Behavior
           • He designed a special language teaching method known as PROGRAMMED INSTRUCTIONS
           • He says that human learning takes place without any kind of stimuli
       • COGNITIVE LEARNING
         • DAVID AUSUBEL
           • He considers people learn by means of a meaninful procedure which relates what the person already knows
         • FRANK SMITH
           • He tried to explain that learning can be meaningful if the person wants it
       • HUMANISTIC PSYCHOLOGY
         • CARL ROGERS
           • He thinks that learning is developed in terms of effective operations rather than cognitive ones
           • He tries to explain that his theory deals with human's learning rather than human's teaching

3. THEORIES OF LANGUAGE ACQUISITION IN RELATION TO BEGINNING READING INSTRUCTION

   • Various theories of language acquisitions are discussed: behavioristic, nativistic, and cognitive
   • ATHEORETICAL STUDIES
     • MC CARTHY'S
       • She reports on a wide variety of descriptive and normative studies
     • It appears because the investigators made little attempt to formulate and test fruitful hypotheses
     • In recent years several questions have been asked by psychologists and linguists engaged in the study of language acquisition
     • One issue that has never been dealt with satisfactorily is the specification of the ultimate linguistic knowledge
     • CHOMSKY
       • He has proposed the term competence, as distinguished from performance to describe this knowledge
     • MENYUK
       • He discusses some of the problems that result in attempts to interpret data in such circumstances
   • BEHAVIORISTIC
     • SKINNER
       • He proposes a comprenhesive theory of language acquisition and language behavior
     • CHOMSKY
       • He demostrates the inappropriateness of Skinner's proposal
       • He claims that the theory is illusionary
     • STAATS AND STAATS
       • He tries to explain why all chidren exhibit much the same pattern of development
     • GARRET AND FODOR
       • They argue the facts of languages are abstractions which children must acquire from masses of highly variable data
     • JENKINS AND PALERMO
       • They propose a theory of language acquisitions that recognizes some recent linguistic advances
       • They propose that the child learns the stimulus and response equivalences that can occur in the frames
     • WEKSEL
       • He says that it is linguistically inadequate and nowwhere comes to grips with its central concept of generalization
     • BRAINE
       • He involves the principle of contextual generalization
       • He claims that transformations can be learned through contextual generalization
     • BEVER, FODOR AND WEKSEL
       • They say that the child must learn abstract structures
   • NATIVIST
     • LENNEBERG
       • He says language emerges during this maturational process when anatomical, physiological, motor, neural and cognitive developments
       • He is interested in the biological bases of language acquisition
       • He claims that language acquisition is a natural activity, much as learning to walk is a natural activity
     • MC NEILL
       • He claims that the child must acquire a generative-transformational grammar
       • He says that there are four property of tha LAD
         • One innate property is the ability to distinguish speech from other sounds
         • A second property is the ability to organize linguistic events into various classes
         • A third innate property is knowledge that only certain kind of linguistic system is possible
         • A fourth porperty is the ability to engage in constant evaluation of the developing linguistic system
     • CHOMSKY
       • He asks what intrinsic properties must a device a Language Adquisition Device (LAD)
   • COGNITIVE
     • LIKE FODOR
       • He says that the child is born not with a set of linguistic categories but some sort of process mechanism
     • SLOBIN
       • He regards language acquisition as an active process in which certain abilities of the chil develop
         • One is the cognitive ability to deal with the world
         • Second is the mental ability to retain items in shor term memory
       • He uses the same data to support innate principles of cognition
       • He differs from the behaviorist theories
     • CROMER
       • Provide evidence of the role of cognitive abilities in determining the language the child can use
       • He notes that the ability develops to express events out of chronogical order