NICOLS BRIANNICOLS BRIAN

Training Course for English TeachersTraining Course for English TeachersMontevideo, Uruguay Montevideo, Uruguay

March 9 -13, 2015

ANEP CEIPANEP CEIPDepartamento de Segundas Lenguas y Lenguas ExtranjerasDepartamento de Segundas Lenguas y Lenguas Extranjeras

possible results of classroom activities

reasons why some activities succeed and others fail

THEORIES & MODELS

explain childrens acquisition FL / L2

help make the classroom a better place for FLA

PsychologicalPsychologicalinterpretations

LinguisticLinguisticinterpretations

Chomsky Language Acquisition Device (LAD) (LAD)

LAD outputinput

Content of sentences heard by children from parents, adults and other children, television, etc.

Adult competence in a language that is formally described by a grammar of that language

Slower rate of speechrate of speech Distinct pronunciationDistinct pronunciation Less complex sentencesLess complex sentences RephrasingRephrasing and repetitionrepetition Meaning checksMeaning checks GesturesGestures and visual reinforcementvisual reinforcement Concrete referenceConcrete reference ScaffoldingScaffolding increasing childrens responsibility

as participants in the conversation

COMMUNICATIVE APPROACHCOMMUNICATIVE APPROACH

- patterns- connections

- context- emotion

2 independent systems of FL performance

AcquisitionAcquisition

to L1 acquisition requires meaningful interaction and natural communication speakers concentrated in the communicative act implicit, subconscious informal attitude stable order of acquisition

LearningLearning

formal instruction product explicit, conscious conscious knowledge about the language (e.g.: grammar rules)formal situationssimple to complex order of learning

communicative language: acquisition

fluency: consequence of acquisition

teaching about the language: enables to develop monitor

Rules learned formally MONITOR used to check

on output as it arrives in the mind

Monitor functions: - Planning- Editing- Correcting

Conditions: 1) the language learner has sufficient time 2) he/she focuses on form and correctness 3) he/she knows the rule

The learner can only apply formally learned rules

Students acquire different grammatical morphemes in regular and predictable sequences (natural order)

Studies: Dulay & Burt, 1974; Fathman, 1975; Makino, 1980; Krashen, 1987.

A language program syllabus should not be

based on this order- it should be based on

communicative uses of the language.

Ease of learning is not the same thing as apparent

simplicity or complexity.

I. Progressive (-ing) Plural Verb "to be"

II. Auxiliary verbs Articles (a, an, the)

III. Irregular past

IV. Regular past Third person singular (-s) Possessive(s)

Stage About how many words?

Pre-production (the "Silent Period")

500 receptive words

Early Production 1000 receptive/active words

Speech Emergence 3000 active words

Intermediate Fluency 6000 active words

Continued Language Development

Content Area Vocabulary

Linguistic progress lies in the effort made to comprehend comprehensible input.

Stage i +1Second

language comprehensible input one step

beyond his / her present stage.

Stage iLearners

current stage of linguistic

competence.

Learner

EEXXPPOOSSEED D

TTOO

Acquisition takes place when:

Natural communicative input - each learner will receive some i+1 input

Enough non-linguistic cues to enable the learner to decipher the message without understanding everything in the text.

COMPREHENSIBLE OUTPUT COMPREHENSIBLE OUTPUT (Swain, Snow)(Swain, Snow)

REGULAR, PLANNED, SCAFFOLDED, REGULAR, PLANNED, SCAFFOLDED, MEANINGFUL OPPORTUNITIES FOR MEANINGFUL OPPORTUNITIES FOR

PRODUCTIONPRODUCTION

Attempts at communication should be: valuedvalued shapedshaped to make them acceptable and understandable

( communicative means of correction)

Input must be experienced under conditions that lower the anxiety, and raise the motivation and self-image of the learner.

Learner

Self-confidenceMotivation

Anxiety

The affective filter is a mental block.

Total Physical Total Physical ResponseResponse

Total Total PhysicalPhysical Response Response

(James Asher, late 1960s): developed to encourage (James Asher, late 1960s): developed to encourage the use of the use of right-hemisphere processes -right-hemisphere processes - more open more open to the new habits that SLA requires.to the new habits that SLA requires.

TPRTPR, , musicmusic, , rhythmrhythm, , dramadrama and and gamesgames stimulate the stimulate the right hemisphere and thus facilitate language right hemisphere and thus facilitate language acquisition.acquisition.

TPR uses TPR uses movementmovement to help establish meaning and to help establish meaning and set a purpose for language use.set a purpose for language use.

TPR theoretical basisTPR theoretical basis

Means to introduce a L2 through Means to introduce a L2 through listeninglistening and and physicalphysical involvementinvolvement, especially in early stages of instruction. , especially in early stages of instruction.

EngagingEngaging and and effectiveeffective way of introducing new way of introducing new vocabulary and making it meaningful. vocabulary and making it meaningful.

The The child first deciphers the meaning of the L2 in the child first deciphers the meaning of the L2 in the right hemisphereright hemisphere in association with observed in association with observed actions.actions.

The left brain The left brain observesobserves this association between this association between language and action for hours before it is ready for an language and action for hours before it is ready for an attempt to talk. The child's understanding is attempt to talk. The child's understanding is demonstrated in demonstrated in body expressions.body expressions.

Right brain stimulation increases the chances for long-Right brain stimulation increases the chances for long-term retention for new vocabulary at any levelterm retention for new vocabulary at any level; it ; it helps students internalize complex structures more helps students internalize complex structures more effectively.effectively.

TPR theoretical basisTPR theoretical basis

TPR SEQUENCETPR SEQUENCEWhen giving the command for the fist time the When giving the command for the fist time the teacher teacher modelsmodels the desired behavior. the desired behavior.

After several repetitions of the same command, After several repetitions of the same command, the teacher the teacher removes the modelremoves the model. .

After students respond confidently to a After students respond confidently to a number of single commands, the teacher number of single commands, the teacher begins to begins to combine commands in new wayscombine commands in new ways. .

Students are not expected to respond orally Students are not expected to respond orally until they feel ready. until they feel ready.

TPR SEQUENCETPR SEQUENCEEarly oral responses: Early oral responses: student taking thestudent taking the role of the teacher role of the teacher and giving and giving commands:commands: - yes-no- yes-no replies replies - one-word- one-word replies replies

The sequence of commands must The sequence of commands must never never become predictablebecome predictable, and students must be , and students must be confidentconfident that the teacher will never that the teacher will never embarrass them.embarrass them.

FL LEARNERS ERRORS:

native language foreign language systematic, not random

The learner progresses along an acquisition acquisition continuum continuum (Seliger, 1988) from zero competence to near native competence in the FL

Teacher, teacher, dame un pencil

The language (separate linguistic system) that a

learner uses in communication while progressing toward native speaker competence in the FL.

This interlanguage: is not her Native Language is not the FL contains elements of both.

It gradually develops towards the rule-system of the FL.

INTERLANGUAGE: the various shapes of the learner's language competence.

(Selinker, 1972(Selinker, 1972

L1

FL

Interlanguage 1

Interlanguage n

Interlanguage ....

Interlanguage 3

Interlanguage 2

LLEEAARRNNIINNG G

SSTTAAGGEESS

All FL speakers are on some stage of interlanguage.All FL speakers are on some stage of interlanguage.

Errors are not signs of failure, but evidence Errors are not signs of failure, but evidence of the learner's developing system.of the learner's developing system.

These forms WILL emerge when the learner is attempting to express meaning in the FL, as opposed to practicing structured exercises.

(Dulay, Burt, Krashen 1982) - direct error correction has little or no influence on the accuracy of messages.

Correction that responds to the meaning of the message has a much greater likelihood of making a difference for the speaker.

Frequently correcting grammatical errors tends to shift the students attention away from the message being communicated and to inhibit their willingness to speak.

REGRESSION

The learner fails to express herself in areas (phraseology, style or vocabulary) he mastered earlier

OVERGENERALIZATION

The learner searches for a logical grammar of the FL that would cover every aspect of it, or seeks to find every aspect of existing grammars confirmed in the FL.

The learner draws on aspects of the FL already learned and overuses them.

E.g.: dont= negativeI dont eat. You dont eat. They dont eat. *She dont eat.

OVERELABORATION

The learner wants to apply complex theoretical structures to contexts that may call for simpler expression.

INTERFERENCE FROM L1

"Language interference, i.e. transferring linguistic habits of the L1 to the FL (and possibly vice versa), is an inevitable outcome of the language contact which occurs in the process of learning a FL" (Krzeszowski 1967: 34)

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