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Jean Paul salinas BIN-27 Graphic Organizer #2 Methodologies ELT,…

- - - - Principles for teaching listening
        
        1) Expose students to different ways of processing information: e.g
        
        Bottom-up vs Top-down
        
        Bottom-up: based on the knowledge of vocabulary, grammar, sounds.
        
        Top-Down: Based on general knowledge/life experiences
        
        2) Expose students to different types of listening:
        
        Listening for specific information : involves cathing concrete information like: names, time, specific language forms. ( Ss picks up keywords, other clues to guess meaning)
        
        Inference Listening: Technique of finding answers from clues and from prior knowledge rather than directly
        
        3) Teach a variety of tasks:
        
        As Ss experience a variety of listening texts, they also need to work with different tasks, it is important to note that since learner do the tasks as they listen, the tasks temselves should not demand too muc production of the learners
        
        4) Consider text, difficulty, and authenticity:
        
        Text determines how easy or difficult something is to understand, the order of events, the number of individuals or objects in a text. Authentic content, modeled after a real life task. etc..
        
        Teaching Listening Strategies: Should consist of;
        
        Predicting: Listeners think about what they will hear.
        
        Inferring: useful for learners to "listen between the lines"
        
        Monitoring: Listeners notice what they do and do not understand
        
        Clarifying: learners ask questions, teacher gives feedback.
        
        Responding: Learners react to what they hear
        
        Evaluating: They check on how well they have understood
- - - - Strategic reading: Defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading.
      - Fluent Reading: Defined as the ability to read at an appropriate rate with adequate comprehension. Meaning does not rest in the reader nor does it rest in the text.
      - Reading Processes
        
        Understading what happens from the moment our eyes meet the page.
        
        Bottom-up
        
        consists of lower-level reading processes. Ss start with the fundamental basics of letter and sound recognition, which allows morphene and word recognition.
        
        Top-down
        
        Begins with the idea that comprehension reside in the reader, the reader uses background knowledge, predictions, searches the text to conform or reject the predictions that are made.
        
        Interactive models: .
        
        Are accepted as the most comprehensive description of the reading process. It combines elements of both bottom-up and top-down models assuming that a pattern is synthesized based on information provided simultaneously from several knowledge sources
- - - - 1) Be aware of the differences between second language and foreing language learning contexts.
        
        Foreign language context: The target language is not the language of communication in the society. Can be challenging to studens since there is few opportunities to use the target language outside of the classroom.
        
        Second language context: The target language is the language of communication in the society. Second language learners include rerugees, international students, immigrants, etc..
      - 2) Give students practice with both fluency and accuracy. They cannot develop these if the teacher is constantly interrupting to correct them.
        
        Accuracy: the extent to which students' speech matches what people actually say when they use the targe language.
        
        Fluency: The extent to which speaker use the language quickly and confidently, with few hesitations, pauses, etc..
      - 3) Provide opportunuties for students to talk by using group work or pair work. (limit teacher talk time)
        
        Pair work and group work activities can be used to increase the amount of time that learners get to speak the target language during lessons. When the teacher is removed, learners take on diver speakingg roles that are normally filled by the teacher.
      - 4) Plan speaking tasks that involve negotiation for meaning.
        
        Learners make progress by communicating in the TL, the interaction involves trying to understand and make yourself understood. This is called negotiating for meaning. It involves checking to see if you have understood what someone has said and vice versa by asking for clafification, repetition, explanation during conversations.
      - 5) Design transactional/interactional speaking activities with guidance and practice.
        
        Interactional speech: is communicating with someone for social purposes. It includes both establishing and maintaining social relationships.
        
        Transactional speech:Involves communicating to get something done, including the exchange of good and/or services.
- - - - Principles for teaching writing:
        
        Provide many opportunities for students to write: writing almost always improves with practice. evaluate your LP's and ask yourself "How much time is actually spent writing?"
        
        Make feedback helpful and meaningful: If you write comments on Ss papers, make sure they understand the vocabulary or symbols used. Take the time to discuss them in class and be cautious about the tone of your comments.
        
        Clarify for yourself, and for your students, how their writing will be evaluated. : "I do not understand what you want" is a phrase that you might hear often. We can combat this by developing a statement for yourself about what is valued in a student writing in the classroom. On a scale 1-10, howimportant is creativity? grammatical accuracy? spelling and punctuation? these question will help you develop a rubric.
        
        Classroom techniques and tasks
        
        Brainstorming, word mapping, drafting, etc, these activities encourage the idea that learning to write is more than creating a final product.
        
        Brainstorming: Can be done individually, in pairs, groups. Ss list all the ideas they can related to a topic. (in writing or aloud)
        
        Word mapping: Visual, students usually begin with an idea at the top or center of a blank piece of paper when word mapping, they think of related ideas or words.
        
        Quick writing: Students begin with a topic, but then write rapidly, 10 to 15 minutes.
        
        Drafting/Feedback/Revising: They should focus on the development of ideas and the organization of those ideas more than the perfection of grammar, punctuation, or spelling, after which, comments can be made, correction of mistakes should be encouraged.
        
        Proofreading/Editing: Before is turned in for evaluation, ss should read for mistakes, in spelling, grammar, etc. Students can help each other to proofread and edit.
        
        Understand your students' reasons for writing: It is important to understand and to convey goals to students in ways that make sense to them. What are the ways in which you use writing? Review your list and think of which could be converted into writing activities.