Přednášky - topic 1,2,3 - souhrn

Function (e.g. apologizing)

Discourse (e.g. conversation analysis) - communication

Pass me the book

• The stress is probably on book …phonological

• Pass= give, hand, present….lexis

• Verb imperative + 1st person object pronoun – grammar

• A request/order – function

• Discourse? Marry put it in her bag.

Language skills

• The four skills (in the following “natural order of acquisition”)

  • Listening /comprehension) - RECEPTIVE

  • Speaking - PRODUCTIVE

↑_______oral skills______

• Reading - RECEPTIVE

• Writing – PRODUCTIVE

↑_______graphic skills____

Language Learning Theories

Behaviourism

• 3 stages: stimulus → response → reinforcement = (light/sound → action → reward)

• Bernard Skinner related the behaviourist processes to that of L1 learning (→ audiolingual method – patterned drills, repetitions → good habits of the learners)

Universal grammar

• The theory suggests that all children are born with ability to acquire, develop and understand grammar regardless of where or how they are raised (noun/verb category)

Krashen‘s monitor LA

• American ´applied linguist´ Stephen Krashen explicitly divides the L learning into:

• ACQUISITION – subconscious process leading to spontaneous conversation

• LEARNING – controlled process, outcome – language not available for spontaneous use

Cognitive theory

• Similar to behaviourism

• Knowledge is measured

Conversation

• Learn via conversations, discussions,

• Pick up language/ natural /listening

• Conduction conversation, listening

• Interaction with teachers and students

Schumann‘s acculturations

• You learn a language to be part of the culture

• Typical for immigrants as they want to be part of the culture

• It promotes merging and understanding cultures

• This very acquisition process takes place in natural contexts of majority language setting.

The two traditional methods

• Grammar-translation method

• Direct method

POPULAR METHODOLOGY

• Audio-lingual method

• PPP method – Presentation-Practice-Production

• TBL – task based learning

• TPR – total physical response

• lexical approach etc.

Learner variables

Individual differences

• reasons for learning the L

• linguistic level/competence

• previous learning experiences

• learning styles

• skills and aptitudes, memory

• motivation

• intelligence

• speeds of working and learning, preferences for working with others or individually, topics the learner find interesting, etc.

Age

• Young children (up to 9-10)

• Adolescents/teenagers

• Adult learners

Critical age (=Critical period)

• Original assumption: there is a biologically determined period in which it is easier to acquire a language. After this age period the acquisition becomes more and more difficult.

• It has been empirically proved that native-like pronunciation is best achieved if the child starts learning L2 before the age of 6 and worst if the child starts after the age of 13.

Young learners (up to 9-10)

• Respond to meaning even if they do not understand individual word;

• Learn indirectly rather than directly – take in information from all sides; imitate, memorize

• Their understanding also comes from what they see and hear, touch, interact with;

• Display enthusiasm for learning and curiosity

• Are keen to talk themselves (about themselves);

• ! Have a limited attention span (10 minutes)!

• Advice: change the activities to provide a variety of sources, work with the pupils individually and in groups, adjust the look of the classroom to fit the needs of the learners;

• As children like discovering things and have imagination, get them involved in puzzle-like activities, games, physical movement and songs; pictures, stories, rhymes, chants

• Have more than one student at the board at the same time

• Use choral work

• Do plays

• Read loud student compositions

• Prepare video clips in advance