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L2 Methodologies

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Presentation Transcript

  1. L2 Methodologies South Asian Languages

  2. Focus • Who is the second language learner? • What does s/he bring to class?

  3. Needs Analysis • Topic • study pop culture 1 2 3 4 5 • current affairs 1 2 3 4 5 • Method • small group discussion 1 2 3 4 5 • Formal language study 1 2 3 4 5 • Skills • speaking 1 2 3 4 5 • Writing 1 2 3 4 5 • Assessment • teacher assess my work 1 2 3 4 5

  4. Learner types and learning preferences • Concrete learners • games, videos, talking in pairs • Analytical learners • grammar, read newspapers, study alone • Communicative learners • watching, listening, using L2 outside • Authority-oriented learners • teacher explanation, textbook

  5. Task Outcomes • Learners produce greater quantity and variety of language in group work versus teacher-fronted activities. • In group work, NNS-NNS interaction produce more talk. • Learners who have opportunities to negotiate meaning (make clarification requests and check comprehension) do better at comprehension than those learners receiving simplified input. • Communication-based + grammar-focus instruction works better than grammar-only OR communication-only instruction.

  6. Examplar • Greetings • Pre-activity: Background • Video presentation • Activity: Making observations • Post-activity: Application

  7. Pre-activity • Background activation • Situating the context

  8. Activity • Making observations • Kinds of information conveyed • Linguistic realizations • Role relations • Kinship terms • Forms of address

  9. Activity contd. • Question: Are heritage/non-heritage speakers going to observe all the information there? • If not, then how can we make them observe the various fictive kinship terms, forms of address, and the linguistic expression of greetings?

  10. Post-activity • Applying it to our own teaching/learning experience • Personal narratives

  11. Skills activity • Listening • Speaking • Writing

  12. Conclusions • Focus on DISCOVERING culture • Language is the instrument/tool/medium of that DISCOVERY • Learner is ACTIVE • Teacher’s role: Keeping learner ACTIVE

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