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TEFL 5 summary
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TEFL 5Edward Hermans
,Table of content
Krashen................................................................................................................................................................................... 3
Chomsky.................................................................................................................................................................................. 4
Zimbardo................................................................................................................................................................................. 5
Grammar Translation Method.................................................................................................................................................. 7
Direct method.......................................................................................................................................................................... 8
The Audio-lingual Method (army method)................................................................................................................................ 9
Communicative Language Teaching (CLT)................................................................................................................................ 11
The Silent Way....................................................................................................................................................................... 12
Reject:.............................................................................................................................................................................................12
Total Physical Response (TPR)................................................................................................................................................ 13
Adopt:..............................................................................................................................................................................................13
Desuggestopedia.................................................................................................................................................................... 14
Content Based Instruction (CBI).............................................................................................................................................. 15
Task Based Language Teaching (TBLT)..................................................................................................................................... 17
The politics of language.......................................................................................................................................................... 18
Participatory approach........................................................................................................................................................... 19
, Krashen
Acquisition – learning hypothesis
There are two ways in which we master a language
(1) Acquisition
(2) Learning
Acquisition
Exposure = subconscious and intuitive process of learning a language
Spontaneous language use
Ex. Kids who are growing up and learning to speak English do this subconsciously
Learning
Conscious attention to separate items, forms and rules
The system learned acts as editor or monitor
Ex. The English you learn in school
The Monitor hypothesis
The ‘’monitor’’ is a device for checking and controlling one’s language output, for editing and masking
alterations or corrections as they are consciously perceived.
The editor of speech. Over-users, Under-user, optimal- user.
Naturel order hypothesis
Predictable order to the learning of language
Acquisition unfolds in a predictable sequence
(so, in a naturel way)
The acquisition of grammatical structures follows a ‘naturel order’ which is predictable. For a given
language some grammatical structures tend to be acquired early, while others late.
Ex. You learn the present simple before you learn the present perfect.
Listening – speaking – reading - writing
The input hypothesis
Optimal acquisition is based on i+1
i = level of language already acquired
1 = 1 step beyond that level
(just above the learner’s current skill)
The affective filter
Krashen claims that learners with high motivation, a low level of anxiety, high self-esteem are better
equipped for success in second language acquisition.
Low motivation, low self-esteem, anxiety can raise the affective filter and form a ‘mental block’ that
prevents comprehensible input from being used of acquisition
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