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METHODS OF L2 TEACHING - Coggle Diagram

- - - - THE NATURE OF LANGUAGE, LEARNING, TEACHING
- - - - INTERACTION AND INTERRELATION OF THEORY AND PRACTICE
- - - - includes
        
        A SYLLABUS MODEL
        
        TYPES OF LEARNING AND TEACHING ACTIVITIES
        
        LEARNERS MODEL
        
        TEACHERS ROLES
        
        THE ROLE OF INSTRUCTIONAL MATERIALS
- - - - PATTERNS GENERATE AN INFINITE NUMBER OF CONSTRUCTIONS
        
        THAT ARE SIMILAR SENTENCES
    - - IT IS TO SAY: CORRECT PRONUNCIATION AND CORRECT USE OF THE WORDS
    - - LEARNING THROUGH REPETITION: REPEAT AND IMITATE
    - - REPETITION DRILLS
        
        STUDENTS REPEAT AFTER THE TEACHER´S MODEL
      - TRANSFORMATION DRILLS
        
        STUDENTS REQUIRE TO MAKE MINIMAL CHANGES
        
        PERSON-NUMBER
        
        SUBSTITUTIONS
        
        PATTERNED RESPONSE DRILLS
        
        SINGULAR-PLURAL TRANSFORMATIONS
        
        TENSE TRANSFORMATIONS
        
        DIRECTED DIALOGUE
        
        CUED RESPONSE
        
        TRANSFORMATION DRILLS
      - APPLICATION ACTIVITIES
        
        DIALOGUE ADAPTATIONS
        
        OPEN-ENDED RESPONSE DRILLS
        
        RECOMBINED NARRATIVES
        
        GUIDED ORAL PRESENTATIONS
  - - - TWO ACTIONS HAPPEN AT A TIME: ONE RECALL OR REINSTATE THE OTHER
    - - THE MORE FREQUENTLY RESPONSE IS PRACTICED, THE BETTER IT IS LEARNED AND THE LONGER IS REMEMBERED
    - - THE MORE INTENSELY A RESPONSE IS PRACTICED, THE BETTER IT IS LEARNED AND THE LONGER IT WILL BE REMEMBERED
    - - EACH NEW STIMULATING CONDITION TENDS TO ELICIT THE SAME RESPONSE THAT HAS BEEN CONECTED WITH SIMILAR STIMULATING CONDITIONS IN THE PAST
    - - WHEN A RESPONSE IS ACCOMPANIED OR FOLLOWED BY A SATISFYING STATE OR AFFAIR, THAT RESPONSE IS REINFORCED
        
        WHEN A RESPONSE IS ACCOMPANIED BY AN ANNOYING STATE OF AFFAIRS, IT IS AVOIDED
- - - - DISTRIBUTION OF LEARNING AND ACQUISITION ACTIVITIES. COMMUNICATION IS MORE IMPORTANT THAN FORM. PRACTICES AND HOMEWORK EVOKE COMMUNICATION
      - ERROR CORRECTION
        
        CORRECTION IS NEGATIVE IN TERMS OF MOTIVATION, ATTITUDE, EMBARRASSMENT AND THE LIKE
      - RESPONSES IN BOTH L1 AND L2
        
        SOMEHOW, STUDENTS ARE ALLOWED TO USE THEIR NATIVE LANGUAGE
        
        FOREIGNER TALK
        
        A SLOWER RATE, WITH CLEAR ARTICULATION, DIMINISHED CONTRACTIONS, LONGER PAUSES AND EXTRA VOLUME
        
        USE OF EXPLANATIONS, PARAPHRASES, GESTURES AND PICTURES
        
        SIMPLIFICATION OF SYNTAX THROUGH THE USE OF PROPOSITIONS AND REDUNDANCY
        
        USE OF DISCOURSE TECHNIQUES: YES/NO QUESTION, TAG QUESTIONS, EITHER OR QUESTIONS
      - IMMEDIATE COMMUNICATIVE COMPETENCE, NOT GRAMMATICAL PERFECTION
      - INSTRUCTION SHOULD BE USED TO MODIFY AND IMPROVE THE STUDENT´S GRAMMAR
      - STUDENTS SHOULD ACQUIRE LANGUAGE RATHER THAN LEARN IT
      - AFFECTIVE FACTORS ARE PRIMARY
      - LEARNING OF VOCABULARY IS TO KEY FOR SPEECH PRODUCTION
  - - - CONSISTS OF LISTENING COMPREHENSION PRACTICE.
        
        FOR EXAMPLE, THE PRACTICE OF DESCRIBING STUDENTS
    - - WILL OCCUR ONCE STUDENTS HAVE A RECOGNITION VOCABULARY OF ABOUT 500 WORDS
    - - OCCURS AFTER THE EARLY SPEECH PRODUCTION.
        
        IT IS ENCOUGARED THROUGH THE USE OF GAMES, HUMANISTIC-AFFECTIVE ACTITIVITES, AND INFORMATION AND PROBLEM-SOLVING ACTIVITIES
- - - - ASPECTS OF LANGUAGE RELATED TO PRAGMATICS
  - - - NEEDS, STYLES AND GOALS
      - LEARNERS CAN TAKE CONTROL OF A TASK
      - CONSULTATION AND INPUT
      - CREATIVITY AND INNOVATION
      - SENSE OF COMPETENCE AND SELF-WORTH
  - - - CREATING ALTRUISTIC RELATIONSHIPS, LOWERING ANXIETY AND PREJUDICE
    - - THE TEACHER SELECTS THE GROUP. THE MEMBERS TO CONFORM THAT GROUP
    - - THE STUDENTS ARE FREE TO FORM THEIR OW GROUPS
  - - - MEANING IS PRODUCT OF NEGOTIATION
      - USE OF AUTHENTIC LANGUAGE IN GENUINE INTERACTION IN THE CLASSROOM
      - PRACTICE OF ORAL COMMUNICATION WITH ACTUAL LANGUAGE
  - - - PHONEMES, GRAPHEMES, MORPHEMES AND WORDS
      - CONECCTION BETWEEN ORAL AND WRITTEN LANGUAGE
      - THE IMPORTANCE OF WRITTEN CODE AS THE ORAL CODE (BOTH IN THEIR NATURAL WAY)
      - FOCUS ON COMMUNICATIVE LANGUAGE: OUTPUT AND IMPUT
        
        AUTHENTIC, NATURAL LANGUAGE
        
        MEANING-CENTERED LANGUAGE
        
        HOLISTIC ASSESSMENT AND THE FOUR SKILLS
  - - - REAL-WORD ACTIVITIES
        
        TASK COMPLETION
        
        THE ASSESSMENT OF THE TASK IS IN TERMS OF OUTCOME
    - - IN TASK-BASED INSTRUCTION THE CENTER OF THE LEARNING PROCESS IS THE TASK ITSELF.
    - - CONTRIBUTES TO COMMUNICATIVE GOALS
        
        IT ENGAGES LEARNERS OF GENUINE PROBLEM-SOLVING ACTIVITY.