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Topic 14: Methods & techniques aimed at the acquisition of…

- - - - Connected to the 1st key comp.: linguistic comm. At this moment, it is important to bring in the coom. comp. :arrow_right: one of the most important contributions of linguistics & main :goal_net: of f. lg. teaching
- - - - Within the overall concept of method we can find the correlation between approach, design and procedure.
        
        :silhouettes: R & R :arrow_right: approach: refers to the theories of lg. and lg. learning that inspire a method
        
        :one: Theory of language: 3 different theories underline current approaches & methods in lg. teaching:
        
        :one: The Structural view: presents lg. as a system of related elements for the coding of meaning. The target of lg. learning is seen to be the mastery of the units of the system.
        
        :two: The functional view: presents lg. as a vehicle for the expression of functional meaning.
        
        :three: The interactional view: presents lg. as a vehicle for the realization of interpersonal relations between individuals.
        
        :two: Theory of lg. learning: refers to the psycholinguistic and cognitive processes involved in learning a lg. and on the conditions that need to be meet for these processes.
        
        Examples of these theories are:
        
        :one: Process-oriented theories: emphasize processes such as habit formation, induction, hypothesis & generalization.
        
        :two: Condition-oriented theories: which centre on the optimal conditions of learning & emphasize the nature of the environment in which lg. learning takes place. :arrow_right: Krashen's Natural Approach is an example of condition-oriented theories.
        
        We must device our own teaching procedures following a particular approach and then change these procedures based on the performance of our :male-student::skin-tone-2:s.
        
        Procedure
        
        Consists of the techniques, practices and behavious that opearte in the real teaching situation according to a particular method.
        
        Concerned with the teaching activities to present, practice & produce lg. :heavy_plus_sign: with the procedures and techniques used in giving feedback to our :male-student::skin-tone-2:s
        
        Design
        
        what links approach & procedure is what R&R calls design.
        
        Design specifies how theories of lg. & learning are implemented in a syllabus model. it specifies:
        
        :one: Objectives: specify the general and specific goals of the method. (some mehtods may focus on comm. skills, others in pronunciation or accurate grammar).
        
        :two: Learning & teaching activities: may vary a lot from one method to another. Differences in activity types may result in different arrangements and groupings of learners. They should develop the HOTS
        
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- - - - The CLT starts from a theory of language as communication :arrow_right: CLT has developed from the writing of applied linguistics such as Wilkins, Widdowson, Bloomfield, Savignon, etc. :silhouettes:
        
        All of them emphasizes notional-functional concepts & C.C. rather than gramatical structures as central to lg. teaching.
  - - - Functions: are the speech acts of the communicative function (requesting, denying...)
        
        Canale & Swaim :silhouettes: claim it to be the most effective methodology due to its focus on developing the C.C. :checkered_flag:
  - - - :ONE: Fluency is emphasized over accuracy. C.C. is the :goal_net: of teaching.
        
        :two: Meaning and contextualization are basic principles
        
        :three: Classroom activities should be meaningful & involve real communication
        
        :four: It is a learner-centred approach: due to the importance of interaction, group & pair-work is frequent.
    - - As regard as the objectives the main one is to reach C.C.
        
        Activities: must fulfill the following purposes:
        
        1.Enable pupils to attain the communicative objective of the curriculum.
        
        2. Engage pupils in communication.
        
        3. Require the use of communication processes (information sharing, interaction...)
        
        Harmer :silhouette: has defined a set of characteristics that communicative activites share: a desire to communicate, a communicative purpose, must be based on content not form, variety of lg, no teacher intervention and no material control.
        
        Littlewood :silhouette: distinguish between:
        
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    - - :male-teacher::skin-tone-2:: must assume two main functions: :check: facilitate the communication process in the classroom and :check: be a participant within the learning and teaching group. :explode: Secondary roles: controller, assessor, organiser, prompter, resourcer...
        
        :male-student::skin-tone-2:s: seen as negotiators (between the self, the learning process & the object of learning). Ss must contribute as much as possible, therefore they learnt in an interdependent way.
        
        Materials :books:: main role to promote communicative lg. use. Materials should focus on the communicative abilities of interpretation, expression and negotiation.
    - - Natural Approach: we can distinguish 5 main hypothesis:
        
        :one: The acquisition learning hypothesis: learning is a conscious process that results in a knowledge of the language. Acquisition is a subconscious process that results in the ability of using lg.
        
        :two: The Natural Order Hypothesis: states that natural acquisition of grammatical structures follows a predictible order.
        
        :three: The monitor-hypothesis: :male-student::skin-tone-2: will use their conscious knowledge of the lg. the monitor, to correct what they are going to say before they say it.
        
        :FOUR:The affective filter hypothesis: :male-student::skin-tone-2:s learn a lg. when their affective filter is lowered.
        
        :five: The input hypothesis: takes into account the fact that we progress in our command of a 2nd lg. by understandng what Krashen calls "i+1". It refers to a step-by-step type of progression.
      - Skill integration :ear:, :speaking_head_in_silhouette:, :book: & :writing_hand::skin-tone-2:
        
        :one: Continuity: activities are not performed in isolation but rather in a closely related way.
        
        :two: Input before output: one activity's input will provide with the language and motivation for the next activity output.
        
        :three: Realism: a realistic communicative framework cannot be based on isolated skill work.
        
        :four: Appropiateness: lg. which is used in different opportunities and modes, is normally more appropiate.
        
        :five: Variety: activities involving the four skills are often more varied and thus foster motivation.
        
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  - - - based on gap filling, matching halves, text reconstruction...
      - As ICTs has become more widespread , so CALL has moved beyond the use of computer programs to embrace the use of the internet and web-based tools. :arrow_right: TELL (Technology Enhanced Language Learning) appeared in the 90s.
      - Today, teachers have gained an entry to limitless storage of videos, songs, slides related to topics, games, blogging, podcasting... these materials allow students to improve their learning everywhere while lowering affective filters :arrow_right: ODS Nº4, quality of education and lifelong learning.