SLA & Teaching Approaches

1. SLA & Teaching Approaches Lynn

3. Learning Process

4. Comprehensive Input Hypothesis Krashen, 1983

5. Affective Filter

6. Affect includes • motivation, • attitude, • anxiety, • self-confidence.

8. Motivation

9. Attitude • The acquirers with positive attitude tend to learn L2 easily and with rapid progress; while those with negative attitude make slowly progress. • Attitude decides the commitment and influences the class participation.

12. Anxiety • Communication Apprehension 交际畏惧 • General personality traits such as quietness, shyness, and reticence frequently precipitate CA. 20 percent of all college students are communication apprehensive. • Test anxiety • Fear of negative evaluation

13. Sociocultural (S-C) Theory • • Scaffolding • • Zone of Proximal Development (ZPD) • • Interaction • Vygotsky 1962, 1978

14. Scaffolding

15. Interaction •Interaction not only facilitates language learning but is a causative force in acquisition • Activity and involvement are seen as more • instrumental in L2 acquisition than innate • or “universal” mechanisms

16. Learning Process

17. Input Hypothesis • language is ‘picked up’ or acquired when learners receive input (teacher-made materials, books etc) from ‘messages’ which contain language a little above their existing understanding and from which they can infer meaning • Sub-conscious process triggers acquisition (Krashen, 1985) • Focus on form and consciousness-raising

18. Consciousness-raising facilitates the acquisition of the grammatical knowledge needed for communication • It removes from grammar the need to provide learners with repeated opportunities to produce the target structure • Ellis (2002: 167-174)

19. Noticing – the learner becomes aware of a linguistic feature she had previously ignored • Comparing – the learner compares the linguistic feature noticed in the input with her own mental grammar registering the ‘gap’ • Integrating – the learner integrates a representation of the new linguistic feature into her mental grammar

20. Challenges: • It’s not paired with production and output! • Consciousness-raising may simply lead to understanding.

21. Output Hypothesis

23. Contrastive Analysis • “... the assumption that we can predict and • describe the patterns that will cause • difficulty in learning, and those that will not • cause difficulty, by comparing • systematically the language and culture to • be learned with the native language and • culture of the student ..” • (Lado, 1957)

24. Key terms: • • positive transfer • • interference • • negative transfer • an example from our own experience?

26. 很多人喜欢中餐，在中国，烹饪不仅被视为一种技能，而且也被视为一种艺术。很多人喜欢中餐，在中国，烹饪不仅被视为一种技能，而且也被视为一种艺术。 • Many people like eat chinese food.In china,cooking not only considered a skill but also considered an artist. • Many people like Chinese food. In China, cooking is not only regarded as a skill but also an art.

28. PPP Vs. TBLT

29. What’s “ PPP ”?

30. What’s “ TBLT ”? • Task-based language teaching How could we define a “task”?

31. What are differences between tasks and exercises? tasks exercises focus form meaning situation real-life situation no situation outcome accomplishment of task correct form language choice of form and content practice of assigned form error delayed correction immediate correction

32. Pre-task Task cycle Language focus Jane Willis’ (1996) TBL framework

33. Pre-task Introduction to topic and task T explains the topic, Highlights useful words and phrases, helps Ss understand task instructions, and prepare.

34. Task cycle Task Ss do the task, in pairs or small groups. T monitors from a distance. Report Some groups present their reports to the class, or exchange written reports, and compare results. Planning Ss prepare to report to the whole class (orally or in writing) how they did the task, what they decided or discovered.

35. Language focus Analysis T conducts practice of new words, phrases and patterns occurring in the data, either during or after the analysis. Analysis Ss examine and discuss specific features of the text or the transcript of the recording.

36. Pre-task Introduction to topic and task Task cycle Task Planning Report Ss hear task recording or read text Language focus Analysis & practice: Review & repeat task. PPP Presentation of single ‘new’ item Practice of new item: drills exercises, dialogue practice Production Activity, role play or task to encourage ‘free’ use of L.

37. Features of TBLT: • An emphasis on learning to • communicate through interaction in the • target language.强调通过交流来学会交际。 • 2.The introduction of authentic texts into the learning situation.将真实的语言材料引入学习的环境。

38. 3.Provision of opportunities for learners to focus, not only on language, but also on the learning process itself.关注语言的本身，也关注学习的过程。 4.An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning. 把学习者个人的经历作为课堂学习的重要因素。

39. 5. An attempt to link classroom language learning with language activation outside the classroom. 试图把课内的语言学习与社会的语言活动结合 起来。 ( David Nunan, 1991)