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The document discusses various language learning methodologies, including Total Physical Response (TPR), Communicative Language Learning, and Content-based Instruction. TPR emphasizes listening comprehension and reduces stress through physical actions, while the Communicative Approach focuses on real-life language use and understanding. Content-based Instruction integrates language learning with subject matter, aiming for mastery of both language and content.

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1 views

midterm

The document discusses various language learning methodologies, including Total Physical Response (TPR), Communicative Language Learning, and Content-based Instruction. TPR emphasizes listening comprehension and reduces stress through physical actions, while the Communicative Approach focuses on real-life language use and understanding. Content-based Instruction integrates language learning with subject matter, aiming for mastery of both language and content.

Uploaded by

rmqdyj6cg7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Total Physical Response

Language learning starts with understanding and ends with production


Gives importance to listening comprehension

command in the target language (quite quickly)


nonverbal students shouldn’t be memorized
students must feel successful ˋ°•*⁀➷ novel combinations
fun methods ˋ°•*⁀➷ must enjoy ˋ°•*⁀➷ reduces stress
listening before speaking
You shouldn’t encourage the student they will speak when they are ready
Teacher is in a director role
Students are imitator
Role reversal when the students are ready to speak
Perfection should not be expected
Native language is only used when explaining the content
Vocab introduction with flash cards

Affective filter: refers to the emotional and psychological factors like anxiety,
motivation, and self-confidence that can influence how easily a learner acquires a
second language.

Importance of having their students enjoy their experience of learning to communicate


in another language.
TPR was developed in order to reduce the stress people feel when they are studying
other languages.

First Phase
Teacher gives commands to few students, then performs the actions with them.
Second Phase
Students show that they can understand commands by performing them alone.
Next, the teacher mixes up parts of the commands so students get used to
understanding new sentences. These commands are often funny, and students act them
out. After learning to respond to some oral commands, the students learn to read and
write them. When students are ready to speak, they become the ones who issue the
commands. After students begin speaking, activities expand to include skits and games.
Communicative Language Learning
Linguistic competence: means knowing how a language works. Even if someone
doesn't speak perfectly, they might still have strong linguistic competence, they
understand how the language should work in their head.
Example:
A child might say "goed" instead of "went." That shows they know the rule (add -ed for past
tense), even if they got it wrong. That’s part of their growing linguistic competence.
Communicative competence: means knowing how to use a language correctly and
appropriately in real situations. In simple words, it’s not just about knowing grammar
or words. Knowing how to change your language for different people and situations.
Example:
You greet your friend by saying “Hey, what’s up?”
But you greet your teacher by saying “Good morning.”

Communicative Approach: helps students use the language to talk, listen, read, and write in real-
life situations. The goal is to help learners actually speak and understand the language in everyday
life.

Cohesion is about the words and grammar that connect ideas in a text. It helps your writing
flow.
Coherence is about the meaning. It means the writing is clear, organized, and easy to follow.
The ideas go in a logical order.

Communicative activity includes,


Information Gap: is when one person knows something that the other person doesn't, and they
have to talk to each other to share or find the missing information.
Choice: students can decide what to say and how to say it
Feedback: is the teacher’s way of helping students improve their communication skills
Content-based Instruction
Weak Version: the teacher uses simple versions of subjects to help students learn the
language. The focus is more on teaching the language than on the subject itself.
Prioritizes language learning.
Strong Version: Both content and language are equally important. Combining language
with topic.
‘using English to learn it’

Productive skills: These are skills where students produce language themselves.
speaking, writing.
Receptive skills: These are skills where students receive or understand language.
reading, listening

Dictogloss: is a language learning activity that helps students practice both language
skills and content understanding.

Graphic Organizer: a visual tool that helps students organize and represent information about
the content they are learning.

Teachers want the students to master both language and content.

The teacher corrects student errors by giving students the correct form or allowing
students to self-correct. She notes the errors, and recycles content to ensure that
students are learning to use language they will need in a school context.

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