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LANGUAGE THEORIES TEACHING
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Transcript
DIDACTICS OF ENGLISH
LANGUAGE THEORIES
Knowledge involves two strongly inter-linked but different components: content and skills. Content includes facts, ideas, principles, evidence, and descriptions of processes or procedures. Most instructors,
LEARNING THEORIES
2. Behaviourism
1. The objectivist Epistemology
3. Cognitivism
4. Costructivism
5. Connectivism
Objectivism
An ‘objectivist’ teacher has to be very much in control of what and how students learn, choosing what is important to learn, the sequence, the learning activities, and how learners are to be assessed.
Behaviourism
This is essentially the concept of operant conditioning, a principle most clearly developed by Skinner (1968). He showed that pigeons could be trained in quite complex behaviour by rewarding particular, desired responses that might initially occur at random, with appropriate stimuli, such as the provision of food pellets. He also found that a chain of responses could be developed, without the need for intervening stimuli to be present, thus linking an initially remote stimulus with a more complex behaviour. Furthermore, inappropriate or previously learned behaviour could be extinguished by withdrawing reinforcement. Reinforcement in humans can be quite simple, such as immediate feedback for an activity or getting a correct answer to a multiple-choice test.
Cognitivism
Thus the search for rules, principles or relationships in processing new information, and the search for meaning and consistency in reconciling new information with previous knowledge, are key concepts in cognitive psychology. Cognitive psychology is concerned with identifying and describing mental processes that affect learning, thinking and behaviour, and the conditions that influence those mental processes.
Constructivism
Constructivists believe that knowledge is essentially subjective in nature, constructed from our perceptions and mutually agreed upon conventions. According to this view, we construct new knowledge rather than simply acquire it via memorization or through transmission from those who know to those who don’t know. Constructivists believe that meaning or understanding is achieved by assimilating information, relating it to our existing knowledge, and cognitively processing it (in other words, thinking or reflecting on new information). Social constructivists believe that this process works best through discussion and social interaction, allowing us to test and challenge our own understandings with those of others
Connectivism
In connectivism it is the collective connections between all the ‘nodes’ in a network that result in new forms of knowledge. According to Siemens (2005), knowledge is created beyond the level of individual human participants, and is constantly shifting and changing. Knowledge in networks is not controlled or created by any formal organization, although organizations can and should ‘plug in’ to this world of constant information flow, and draw meaning from it. Knowledge in connectivism is a chaotic, shifting phenomenon as nodes come and go and as information flows across networks that themselves are inter-connected with myriad other networks.
"Key characteristics"
Genially
Perspectives on teaching ...
transmission: effective delivery of content (an objectivist approach) apprenticeship: modelling ways of being (learning by doing under supervision) developmental: cultivating ways of thinking (constructivist/cognitivist) nurturing: facilitating self-efficacy (a fundamental tenet of connectivist MOOCs) social reform: seeking a better society.
"The concept of syllabus and curriculum"
Genially
The syllabus concept
The syllabus they argued of it over grammatical type. situational syllabus focuses on teaching the practical command of four basic skills through introducing grammatical rules in the context of situation
PROCESS
Lexical syllabus
Notional funtional syllabus
Gramatical syllabus
it is often taught separately from grammar. However, when a “word” is treated as having generative functionality (as in, having its own unique grammatical functionalities and idiosyncrasies)
Syllabus developed in Europe as a reaction toward the grammatical syllabus, although it ultimately, and ironically, gathered many oftakes the desired communicative capacity as the starting point. In drawing up a notional syllabus, instead of asking how speakers of the language express themselves or when and where they use the language, we ask what it is they communicate through language
ihas long been a standard in language teaching. The historical roots of the grammatical syllabus are known to have come from the study of Latin. What is the grammar-translation method? It is a method of translating text from L2 to L1 and deducing grammatical features (top-down), conducted in the L1. It is very straight-forward and needs little (or no) L2 communicative competence from the teacher.
PROCESS
Content based syllabus
Task based syllabus
According to Brinton, Snow, and Wesche (1989, p. vii), it is the “integration of content learning with language teaching aims. More specifically, it refers to the concurrent study of language and subject matter, with the form and sequence of What good came of this? Some potent criticisms of standard L2 teaching have been: (1) the separation of “meaningfulness” from the language being taught
In theory, it is a type of syllabus that is learning-centered (not to be confused with learner-centered). It therefore should be a procedural syllabus based on teacher-selected tasks that are assumed to promote the language acquisition process, while downplaying the learning of pre-selected linguistic content
comparison
Syntetic
Analytic
In short, it seeks to (1) identify needs and then (2) satisfy them with the appropriate language usage. Robinson (2011, p. 306) assures that due to cognitive research and various other factors, “the shift from synthetic to analytic approaches … can be expected to continue.” Wilkins’ describes the analytic syllabus as: (1) a list of purposes for the L2 learning and (2) the means to meet those purposes. It is a more social, real-world, and student-centered. Grammar instruction comes when called for.
vs
assumes that the teaching of small bits of the language will eventually create a whole structural framework for which the language will live. It assumes that language is like a set of building blocks that can be layered down for a foundation and then built into meaningful structures. Such a syllabus obviously matches grammar-based pedagogy.
comparison
Linear
Cyclical
Is language learning more like a delivery truck, or is it more organic than that? The linear syllabus assumes the former. Similar to the above mentioned product syllabus, the linear syllabus attempts to add new blocks of information to a collecting mass. The more blocks added, the more learning. The problem is, language learning is not linear (Dörnyei, 2008, p. 41). We are not computers. We cannot keep feeding our brains with new linguistic information and expect it all be retrievable on demand.
So, although the better choice is obvious, this Linear vs Cyclical discussion is still very relevant because many mainstream course books (and therefore syllabi) still use a linear design! Good teachers know that recycling is important, so adding a recycling design into the syllabus may be deemed unnecessary.