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Transcript of Presentacion krashen
Máster en formación del profesorado de Secundaria
Aprendizaje y enseñanza de la materia (Carmen Camus)
Autor: Angélica Albuerne Gayo
Principles and Practice in
Second Language Acquisition
Introduction: theory and practice
•What is the relationship between second language teaching and second language acquisition?•Theory is not the only way to focus on methodology•Language teaching solutions are not innovations or sophistication but use of the tools we have such as language for real communication
Three Approaches to method
1. Second Language
Acquisition Approah •Series of
hypotheses proved with
experimental data•Part of
theoretical Linguistics • This theory
needs supporting evidence
2. Applied Linguistic Research
•This reaseach tries to establish
comparisons between different approaches and see which one is
the most adecuate for the students to learn
a second language
3. Ideas and intuitions from experience
•This third method relies on the insights of experienced language teachers as well as on introspections by language students.
•Empirical support is not required since the word of the teacher is sufficient
evidence.
Interactions among the three approaches to practice
Fig.1.1 Ideal relationship between theory, applied linguistics research, ideas and intuitions and language teaching practice.
Second Language Acquisition
theory
Applied linguistics Research
Ideas and inntuitions
Language teaching practice
Actual relationship between theory, applied linguistics research, ideas and intuitions and language teaching
practice
Applied linguistics research
Second language
acquisition theory
Ideas and
intuitions
Language teaching practice
CONSIDERATIONS
4.Theoreticians thought that the best way to learn a language was through
drill pattern and dialogue
5. Another way to apply linguistic theory into
practice was through the applied transformational
grammar
6. Applied transformational grammar work was based on theoretical syntax and phonology
an extremely important
contribution which easily outdid
previous theories based on linguistic
structure
7. Transformational grammar
should be considered as
3. An example of behavioristic method was the audio-lingual method
1. There should be more interaction between reseachers and teachers
2. Little interaction between theory and applied reseach
is present
Both theories failed
•Behaviouristic theory failed because it was not considered a language acquisition theory•Transformational grammar theory failed because it was a theory of product and result instead of being a theory of process •There is a break from theory, now methodology is more based on what seems to work in class and not in theory.
What the three approaches have to say about METHOD
• The best methods for language acquisition are those which have sufficient comprehensible input in stressless situation.
• These methods are called input methods supplying comprehensible input and free pressure-situations.
• A decade ago teaching language was oriented to grammatical description nowadays, there an intereset in promoting real communication, exposing students to real input and participating in conversations.
• The ideas that work are those based on role-playing, socio-drama, and above all we want a methodology that lowers student’s anxiety
Goals of this book!
A. Present the theory as it is seen today as well as its implications. B. Connect teachers to theory and give them the confidence they need.C. Theory is not the ultimate goal in second language acquisitionD. Our ideas should be considered as a source for future methods and materials together with the experiences of teachers and on the other hand as acquirers of language.
Conclusion• What is better to focus on
correctness or rather on the use of the language?
• What if we take into account both at the same level?
• Not to trust to much on theory but also trust intuition and experience
• This is the beginning of the humanistics approaches that take into account the feelings of students
• Methodology is not only theory but also practice based on experience and knowledge
• The audiolingual method and the TG were not appropriate to acquire a language : they were more focus on product than in process itself.
• The Natural Approach states a new way of acquiring a language more student-centered