ULACIT
FIRST ENTRY
Course Expectations
For this course I have many expectations that I want to achieve successfully at the end of the course. The first one is to be able to understand the purpose of teaching and learning of a language in the way I can answer these questions: Why do we teach? How do we teach? What do we need to teach? I also expect to be professional at the time I teach, be able to understand the students’ needs and help them as much as I can in the whole learning process using the most appropriate
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Techniques and methods. I want to be able to find and use the correct tools at the time of teaching a language and make the course useful and worth for the students. In a future I expect to apply all I have learned in the course in every situation related to learning and teaching. Finally, I hope being so helpful for my classmates in the whole course and also learning from them.
SECOND ENTRY Chapter 2 (Handbook) This chapter was really important due to we saw the three main methods that were used to teach a language since many years ago and that they are still used nowadays. The main purpose of this consists on focus on real life and bringing outside world to the class. The first method was based on grammar translation, where the learners have to memorize large bilingual word lists and grammatical rules which affect at the time of put it in practice at the moment of speaking because the learners do not have roles for context. Then, we have the audio lingual method which emphasizes on listening and speaking, oral skills, dialogue memorization, and repetition. It could be a little tedious due to it has much repetition, and writing skills are not covered. Finally, we have the direct method where there is an exclusive use of language and the learners must guess the rules of language before they use it. I think that if we mix these three methods, the class
or the course could be very successful in the way that all language skills can be covered and improved. According to this chapter, to assess language ability some important factors need to be taken into account; for example: contexts, linguistic tasks, accuracy and oral skills in the way that the learners can be able to face and use the foreign language in terms of culture, communication, communities, connections, comparisons and necessities. As a final subtopic, there are the three broad divisions that are used to know how much a learner manages the foreign language, according to the CEFRL. I think this is also one of the vital factors to keep in mind at the time of: •Teaching: the teacher needs to know which areas need to be improved (lacks), and what techniques and activities need to be use on the class. •Learning: the learners need to know what are their wants and they are able to do.
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THIRD ENTRY Chapter 4 (Handbook)
This chapter was relevant due to it talked about the development in oral and written interpersonal communication. Actually, I think all of us are always exposed to situations related to the interpersonal field, and we do not even notice that we are improving many of our language skills all the time, for example: • Having a conversation with classmates or over the phone. • Using gestures to clear up something that we are explaining on that time. • Writing text messages to friends, send work emails, letters (because they need a response). • Giving a presentation, writing a book (because there is an audience). According to the chapter, the majority of those scenarios happen when there is willingness to communicate (WTC) which is the possibility of speaking when free to do and it could be affected by factors like motivation and anxiety at the time of communicate in second language. For example, the WTC can increase or decrease in familiar situations in extrovert and introvert learners.
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Then, on the other hand we have the teachers’ role, who actually need to take into account many points in the interpersonal communication area in a class, like: • Strategies for teaching interpersonal speaking → speaking activities. • Interaction with students → use accurate language and materials, initiation response feedback. • Strategies for group interaction → encourage learners, teach them floor taking gambits (that are used to keep the flow of the conversation). • Body language → at the moment of illustrating concepts and point out objects. • Provide feedback → interchange responses.
FOURTH ENTRY Cognitive and Behaviorism Theory I could say that this chapter was so interesting for me due to it talked about the cognitive theory that consists of three stages which are: Sensorimotor: it happens at the age from 0 to 2 years old, and here is where the kids start to discover and learn things using their senses (sight, smell, touch, hear, taste). Preoperational: it happens at the age around from 2 to 7 years old, and there is when children start the learning development, they begin to associate symbols, and start having their own point of view. Operational: it happens at the age around from 7 to 11 years old when they start to be based on only logical things. Formal operational: it happens after the age of 11 years old, when they develop a more complex thinking for example the understanding of abstract concepts. The learning development because we just file and early age.
Then, on the other hand we have Behaviorism, which focuses more on psychology. It is like a condition given according to the environment’s circumstances to achieve a goal. First, there is a stimulus by the teacher then there is a student’s response to that stimulus, and finally there is reinforcement. The response could have a negative or positive result for example it could become a habit especially in second language acquisition. I think that, as future teachers, we need to keep in mind some steps to make it works, like: *Take into account environment factors. * Set clear rules. * Be consistent. * Have a positive reinforcement.
process is a curious since we were babies, are like sponges; we file information since
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FIFTH ENTRY Teaching Methods
This topic was very interesting due to it talk about different methods that are used to teach a foreign language, which are: Grammar translation The reading ability and the development of mental discipline are the main goals of this method. It focuses on learning the grammar and the sentence structure, and applying the grammatical rules at the time of translating. This method works when there is practice with drills and memorization of vocabulary from texts for a better understanding, however, this method leaves out areas like speaking and listening skills, and there is no space for context unfortunately. Direct method This method consists on imitating, where there is an exclusive use of the second language focusing on speaking skills and the grammar
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rules are learned inductively. Also, it is important to point out the concept of “realia� which is used to create memorable experiences using the 5 senses: show, say, try and mould. Here the teacher can make the students pronounce correctly, and correct them accurately. We can appreciate the interaction between the teacher and the students practicing, and learning at the same time. Audio-lingual Method This strategy focuses on the pronunciation, morphology drills and practice. With this method the student is able to make from the language a verbal behavior (habit), where there is a spoken form before a written form and a meaning through cultural context. The teacher dominates the method and the student dominates the teacher’s form.
SIXTH ENTRY Communicative Competence In this chapter we learned and understood what involves communication, and what it is its real meaning which is: the interaction, expression and negotiation used to transmit a message, to achieve a communicative approach. Also, something really important to keep in mind is what determines the communication? Actually, your dress, your way of listening, your gestures, your vocabulary… are the answer to that question. These main factors will determine if you are having a good communication or not. Another vital factor considered in the communication competence field is the negotiation, which is like a “winwin” situation where there is an agreement relation, and you have to be a good communicator, be polite, and creative to make it works. And of course, it must be there a cooperation of all participants and an understandable context. To have a good communication I believe we need to consider some tips like: Set up the objective (inform, persuade, promote social cohesion, invite audience feel). Take into account the context. Avoid confusion (have clear the way you communicate, if your are giving a fact, question or an order). Have a natural expression. Fluency. Make the audience (students) be interested on what you are saying.
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SEVENTH ENTRY Learning Strategies
This week resulted very interesting and meaningful for me due to, as students we are, we use many learning strategies that we do not notice actually. These learning strategies or methods are very important in the learning process of a second language, they are tools that help the students to have a better understanding of the language and develop its skills. Not all the strategies work for every student, but what it is true is that the students try to find
the best one for them, making them having success in the learning process. What it really calls my attention is the fact that, many times when we are studying or learning we do not really pay attention to the strategy we are using. Constantly, we are applying them without notice them, for example: listen to music, and watching TV and movies in the target language, taking notes in the class, make mental images, remember previous experiences, self repetition, imitation, use gestures and synonyms to communicate, use dictionaries, receive feedback from others, having a conversation in the target language, etc.
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EIGHTH ENTRY Applying strategies to contexts the role of the individuals, situational and group differences This chapter was so significant, because it talks about the importance of including context in language teaching. Applying context in the learning process is very meaningful for the students, due to they need to be exposed to real scenes, so once they have learned the theory, they need to be able to apply that theory in real context, and face real life in the target language; making them be involved in the language in a more direct way. Through this long learning process (as teachers) we can also appreciate interesting factors in a class such as: ďƒ˜ Work in groups: Some students prefer work in groups because it gives them the space to interact
and learn each other in target language, so they work better in groups. On the other hand, there are the students who need their own space to work better, so they choose to work on their own than with others. ďƒ˜ Age: Depending on the age, the older students use more complex strategies that help them to improve their language skills, having their own methods to understand and learn. ďƒ˜ Motivation: The students, who are motivated in the learning process, tend to use strategies more frequently to learn. They feel anxiety of learning more and more, and have success in the course or the class.
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TWELVETH ENTRY Interlanguage This week we covered the
taken into account. At the
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evaluates the speaker,
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in other words the one
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Larry Salinker. According to
however, this issue is still
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origins
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including
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techniques
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language rules and from
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the
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teacher.
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that were based on the
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learners be more creative
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approach specially for kids.
the grammar area was not
use
constructivism
THIRTEENTH ENTRY Chapter 11 (Handbook)
This chapter was so significant for me because it talk about the importance and the way of using a whole language approach to teach grammar. For example it involves the Deductive and Inductive approach (main types of grammar instruction). The first one consists on an explicit grammar instruction were language forms can be learned but context is not include on textbooks or activities. The second one occurs more naturally if the teacher provides enough input but it is not guarantee because of the fact that some learners cannot discover the induced grammatical concept. Then, there is the Reconceptualizing Grammar Instruction which uses a socio-cultural approach to instruction due to learning is
an emerging-social and interactive process in cultural contexts. And also there is a foreshadowing of new language elements benefits that provides the learners feel what is come which usually is used in story-based approach to have a better comprehension and allows an experience of the meaning and function. Finally there is the PACE approach that is a model to contextualized lessons in 4 steps: •Presentation of meaningful language. •Attention (focuses student’s attention on some aspects of language used). •Co-Construct (explain using tasks as a simple conversation). •Extension activities (fit activities).
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ENTRY
PAGE
ADDITIONAL RESOURCES
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https://www.youtube.com/watch?v=gwJzSp0RWdU https://www.youtube.com/watch?v=xWaph-OPzI4 https://www.youtube.com/watch?v=Yb_72FxdiP0 https://www.youtube.com/watch?v=MBF1Xs3EwtI https://www.youtube.com/watch?v=bO14GvgOXfM
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https://www.youtube.com/watch?v=w97dR3OJB1k https://www.youtube.com/watch?v=-UI6VCUr36A
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https://www.youtube.com/watch?v=VvOIbDI2fro
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https://www.youtube.com/watch?v=MBF1Xs3EwtI
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https://www.youtube.com/watch?v=AazPkAD-65w
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https://www.youtube.com/watch?v=Fy7Q2LCqq0E
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https://www.youtube.com/watch?v=kaGRW0Lqomc https://www.youtube.com/watch?v=sZ82xbK0lJM
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https://www.youtube.com/watch?v=zqVRV1Wzthc https://www.youtube.com/watch?v=CBPhIF5du_w
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https://www.youtube.com/watch?v=-nqBKrN-o_U