Approaches to Second Language Acquisition
Approaches
'how people learn a language'
theoretical foundation on which methods are based
Methods
Techniques
'how teachers should teach; how learners should learn'
procedures of language teaching
choice of textbook
syllabus design
organization of classes
curriculum
lesson planning
implementation of method
activities chosen by teacher to achieve the goals
classroom activities
work
tricks or strategies
Theories
Behavourism
Innatist Cognitive Approach
Constructivism
Humanism
Social Constructivism
positive/negative reinforcements
language learned by imitation
language is conditioning
language laboratories
method: repetition/drilling
out of date theory
Chomsky: part of brain dedicated to language learning
cognitive function used to acquire language
learners analyze language, notice patterns, deduce rules
method: analyzing texts or identifying language structures used
based on experiences
construct knowledge in unique way
incorporate new knowledge with existing
be absorbed in challenging problems: intuition, curiosity, confidence
develop cognitive capacities
method: elicit personal or emotional responses and existing knowledge
provide opportunities to learn new knowledge
emphasis on considering whole person
Maslow's hierarchy of needs: basic, psychological and self-fulfillment
difficult to fulfill higher needs if lower needs are not met
develop student's self-esteem, provide motivation, focus on developing student's learning skills
teachers need to create a secure learning space to establish a strong psychological foundation
method: provide opportunities for group work with peers so they can explore, observe and self-evaluate
method: ask students to explore their own feelings
focus on individual holistically
context affects individual
learning is a social process
individual influences the context
learning happens when leaners are faced with a level above their current mastery
method: scaffolding with peers, teachers and parents
zone of proximal development - skills too difficult for students to master on their own but can be done with guidance and encouragement from someone more knowledgeable
students work in groups discussing and negotiating
interacting, verbalizing, mental processes, memory, problem solving
Grammar Translation Method (GTM)
Direct Method (DM)
Audiolingual Method (ALM)
Communicative Language Teaching (CLT)
learning through memorization
traditional grammar rules
long vocabulary lists
main technique: translating from and into target language
no emphasis on speaking or listening to target language
use of literary passages to analyze and translate
grammar taught deductively
grammar rules
translation exercises
teacher's role is active
explains rules
provides information
corrects 100% students' errors
student's role is passive
learns rules and patterns
repeats after teacher
translates into native language
also known as the 'Natural Method' by Sauveur
no translation into mother tongue used
uses intensive interaction in target language
only everyday vocabulary and sentences were taught
learners induce rules of grammar
use of gestures, mime and visuals to present new grammar topics and vocabulary
focus on speaking by repeating sentences and answers
correct pronunciation and grammar was emphasized
teacher's role: active
gestures, mimes, visuals, definitions, synonyms, antonyms etc.
corrects 100% of students' errors
student's role: active
repeats after teacher
learns patterns and vocabulary with inductive reasoning
language is observable behaviour
language is a set of habits
no translation into student's first language
no analysis; based on repetition, imitation and analogy
no grammar explanations
emphasis on form and structure
speaking and listening is mastered before reading and writing
use of substitution drills as main practice technique
focuses on meaning and providing context
dialogues are not memorized
Communicative competence is the main goal
Comprehensible pronunciation
Attempts to communicate from the beginning
Translation can be used if beneficial
Teachers help motivate students to work with the language
Students expected to interact with people in real time, in pair or group work or through writing
teacher's role is active
controls and prevents students from making mistakes