Lin/ltl 487 second language pedagogy. Week 3 - презентация, доклад, проект скачать

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Слайды и текст этой презентации

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Lin/ltl 487 Second language pedagogy Week 3 Spring 2019

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outline 1. Shrum, J. and E. Glisan (2016) 2. Minor, D. (2014) 3. for next class

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Goals Be familiar with important concepts in SLA Be able to analyze the SLA theories behind the teaching methods in the video

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Shrum, J. and E. Glisan (2016)

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Shrum, J. and E. Glisan (2016)

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TWO PERSPECTIVES IN SLA RESEARCH

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Competence & communicative competence

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Critics of Krashen’s theory 1. have not been empirically tested in language-learning environments; 2. concepts such as comprehensible input and learning-acquisition distinction are not clearly defined or testable; 3. his model presents far too simplistic view of the acquisition process.

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Critics of Krashen’s theory 4. diminishes the role of the learner (teacher’s the only source for comprehensible input)

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Language processing Additionally, if language can be learned unconsciously, how do we explain variability in performance?

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Language processing

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Language processing

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Language processing

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implications in l2 1. errors might be signs of restructuring—teachers need to be patient 2. knowing the rules +use the rules ability to use it in communication

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implications in l2 “…neither the knowledge of the rule, nor the use the rule when consciously constructing sentences directly contribute to acquisition—only the repeated use of the resulting utterances servers as the input from which linguistic competence is implicitly abstracted” (Paradise 2009)

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Sociocultural theory (VYGOTSKY 1978)

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Sociocultural theory

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Sociocultural theory

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Sociocultural theory

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Zone of proximal development (ZPD)

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SCAFFOLDING IN THE ZPD

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Mediation in the ZPD

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View and reflect Context: French, Kindergarten Jai Scott's French immersion class uses the topic of chicken pox, from Marc Brown’s story, Arthur a la varicelle (Arthur Has the Chicken Pox), and a French song, and total physical response (TPR) movements to learn new vocabulary for the parts of the body.

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View and reflect Context: French immersion, Kindergarten The class practices emerging literacy skills by matching vocabulary labels to a drawing of a person. Finally, students do a cut-and-paste activity, labeling a drawing of a person with words for body parts that they had practiced in the song.

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View and reflect 1. How does Mr. Scott guide the students from use of the L1 to use of the L2? 2. How does he help students recognize words in French? 3. Describe how the children’s literacy emerges as seen in this class.

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View and reflect 4. How are the following theoretical elements from Chapter 1 illustrated by means of the teaching and learning that take place in this video? input i + 1 sociocultural learning variability in performance ZPD affect and motivation

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View and reflect Video: (1:30, 13:00, 17:15, 20:00)

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Minor, D. (2014) History of second language acquisition. In On being a language teacher, p. 97-114. New Haven: Yale University Press.

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Thoughts/doubts/questions/challenges in the classroom Read each other’s entry Comments on their entry interesting/insightful/provocative thoughts points needed clarification

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Next class Readings (for presentations): 1. Brandl, K. (2008). Principles of Communicative teaching and task-based instruction. In Communicative language teaching in action: putting principles to work (third edition, pp.1-38). N.J.: Pearson Prentice Hall. (sample chapter from the publisher) 2. Bateman, B & Lago, B. (2011). Methods of language teaching. (DVD video). London: Routledge, Taylor & Francis Group. Video available at:

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Next class Readings (for journal entry): 3. Richards, J.C. and T.S. Rodgers (2014). The nature of approaches and methods in language teaching. In Approaches and Methods in Language Teaching (pp. 20-43). Cambridge University Press. (PDF on Canvas)

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Next class Journal entry instructions: Submission: upload to Quercus before next class (Jan. 29), and bring a hard copy to the class See rubric for other requirements.

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Presentation instructions 1. introduction to the purpose and structure of your presentation 2. summary of main points/points that you resonate with 3. debriefing session in which your group engages the class in a discussion of the important issues or pedagogical activities arising from the presentation (group discussion journal entry) 4. wrap up

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Presentation instructions Length: 30-40 minutes Suggested time frame: 1 & 2 (summary): 15 minutes 3 (discussion): 10 minutes 4 (wrap up): 5 minutes Assessment: see the rubric & labor of division