11046989
Description
Mind Map by Lisa McKenzie, updated more than 1 year ago
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ESL Approaches and Methods
- Approaches
- Grammar Based
- structure-based deductive
- Grammar Based Approach
- explicit grammar/rule based instruction
- consistent error correction
- memorization of grammar, rules, and vocabulary
- practice use of grammar, rules, and vocabulary
- practice use of grammar, rules, and vocabulary
- memorization of grammar, rules, and vocabulary
- consistent error correction
- explicit grammar/rule based instruction
- Grammar Based Approach
- teacher centered
- used to be predominant teaching approach
- behaviorism
- Methods
- Grammar-Translation Method
- language rules presented
- memorization of vocabulary
- practice of rules and
vocabulary through written text
- practice of rules and
vocabulary through written text
- memorization of vocabulary
- focused on grammar accuracy
- replaced by direct method
- language rules presented
- Direct Method
- focused on
repetition and
memorization of
language patterns
- inferred grammar
through guided
instruction
- teacher modeled/student
practiced to internalize
patterns
- teacher modeled/student
practiced to internalize
patterns
- taught in context, use
of somevisual aids
- translating in
students 1st
language was a
no no
- focused on
repetition and
memorization of
language patterns
- Audiolingual Method
- reinforced production
and error correction
through feedback
- development of
grammatical structure
and vocabulary through practice
- practice of pattern drills and dialougue
- reinforced production
and error correction
through feedback
- Grammar-Translation Method
- knowing structure of
language instead how
to use langauge
- ineffective approach
- structure-based deductive
- Communicative
- meaning-based inductive
- learner interacts with environment
- learner gathers comprehensible input
- comprehensible input is put with
newly presented material (ZPD)
- self created language hypotheses are tested
- language acquisition occurs
- language acquisition occurs
- self created language hypotheses are tested
- comprehensible input is put with
newly presented material (ZPD)
- learner gathers comprehensible input
- learner interacts with environment
- research/theory based
- language is acquired through
use of language in
meaningful communication
and experiences
- social
constructivisism
- born with LAD, understanding
of universal grammar
- student centered
- teachers provide language rich
environment to foster language
acquisition rather than error correction
- teachers provide language rich
environment to foster language
acquisition rather than error correction
- Methods
- Earlier Methods
- silent way
- learner is presented
with linguistic situations
- learner observes situation
- learner describes situation in target language
- learner describes situation in target language
- learner observes situation
- teacher remains silent,
encouraging learner to engage
in communication
- learner is presented
with linguistic situations
- natural way
- teacher creates comprehensible
language to meet the ZPD of learners
- comprehension outweighs production
- language production comes in stages
- language goals guide instruction
- activities should lower affective filter
- foundation for sheltered
method instruction
- teacher creates comprehensible
language to meet the ZPD of learners
- suggestopedia
- teacher creates
relaxing environment (music)
- learner reads in 1st language
- teacher replaces 1st language text
with target language and visual aids
- learners use scaffolding techniques
to make sense of target language
- learners use scaffolding techniques
to make sense of target language
- teacher replaces 1st language text
with target language and visual aids
- learner reads in 1st language
- criticized as
memorization
- teacher creates
relaxing environment (music)
- silent way
- Contemporary Methods
- integrated content-based
- curriculum is based on
learners academic and
linguistic needs
- teaching across curriculum
while emphasizing content
and language objectives
- curriculum is based on
learners academic and
linguistic needs
- sheltered instruction
- integrates both
content and language
objectives in lesson
- content is grade level with many
scaffolding strategies used providing
comprehensible input
- widely implemented
- 30 indicators of best practices
- integrates both
content and language
objectives in lesson
- integrated content-based
- Earlier Methods
- meaning-based inductive
- Cognitive
- meaning-based inductive
- structure and nature
- lead to development of CALLA
- types of knowledge
- declarative
knowledge =
schemata =
prior knowledge
- procedural
knowledge =
production
system =
if/then
- conditional
knowledge =
schemata =
when, why, where
- metacognitive knowledge =
higher order thinking =
acquired knowledge
- declarative
knowledge =
schemata =
prior knowledge
- long-term, short-term,
& working memory
- memory used to
hold information to
make sense of
presented material
- memory used to
hold information to
make sense of
presented material
- method
- CALLA
- enriches language
- appropriate for all
levels of proficiency
- 3 major components
- topics about domain content areas
- development of CALP
- explicit instruction
- explicit instruction
- development of CALP
- topics about domain content areas
- extensive contextual
support & reduced
linguistic demands
- targets content/language acquistion
& all 4 literacy domains
- enriches language
- CALLA
- student centered
- meaning-based inductive
- Grammar Based
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