SMORGASBORD OF IDEAS FOR LANGUAGE TEACHERS

1. SMORGASBORD OF IDEAS FOR LANGUAGE TEACHERS Five hypotheses about second language acquisition

2. The acquisition/Learning Hypothesis • Acquisition is defined as the process children use to acquire first language. • The process is subconscious; we are usually not aware that we are acquiring while we are acquiring.

3. Learning is conscious, or explicit knowledge about language. Learning is developed, it is thought to be aided by the practice of error correction. Error correction, supposedly, helps the learner come to the correct mental representation of a rule. In everyday language, acquisition is " picking up" a language, while learning is "grammar", or "rules".

4. The Natural Order Hypothesis • This hypothesis states that we acquire (not learn ) grammatical structures in a predictable order, that is, certain structures tend to be acquired early, and others tend to be acquired late.

5. The Monitor Hypothesis • The Monitor hypothesis describes their interrelationship and how each is utilized by the second language performer. The Monitor hypothesis claims that acquisition, not learning, is responsible for our fluency in second language performance, for our ability to use second language easily and comfortably

6. There are three conditions for using Monitors • 1: Time In normal conversation, there is rarely enough time to consult and utilize conscious rules. • 2: Focus on form Just having time is not enough. Even when acquirers have plenty of time, they do not always think about grammatical correctness.

7. 3: Know the Rule use find basically three types of performers: Monitor over-users, who Monitor all the time, to the detriment of their fluency; Monitor under-users, those who fail to consult the conscious grammar at all; and optional users, performers who use the grammar when they can, but only if such use does not interfere with communication.

8. The Input Hypothesis • This hypothesis deals with the important question of how we acquire. It consists of three interrelated parts. In terms of the Natural Order hypothesis we move from our current level I to the nest level I+1 by understanding input containing I+1. • We generally do not allow our students to have a silent period . we insist on production, and accurate production,

9. The Affective Filter Hypothesis • This hypothesis deals with the role of affective variables. Those variables are related to success in second language acquisition: • 1: Anxiety The lower the level of anxiety, the better the language acquisition. The student should be off the defensive.

10. 2: Motivation Higher motivation predicts better second language acquisition, • 3: Self-confidence The acquirer with more self-esteem and self-confidence tends to do better in second language acquisition.

11. According to the Affective Filter hypothesis, acquirers in a less than optimal affective state will have a filter, or mental block, preventing them from utilizing input fully for further language acquisition. The one with the lower filter will go faster and farther.

12. Reading SkillACHIEVING GOALS • Learning Environment • Role of Teacher • Materials • Evaluating Reading Selections • Preparing and Using Materials • Developing Reading and Language Skills

13. Reading Skills • Skimming is quick reading for the general drift of a passage • Scanning s similar to skimming in that the reader is pushing himself through a selection at an initially uncomfortable rate • Reading for thorough comprehension • Critical reading

14. Language Skills • Vocabulary • Guessing vocabulary from context is perhaps the most important of the vocabulary attack skills. • Synonym in apposition • Antonym

15. Language Skills • Cause and effect • Syntax work in reading classes is conducted on a diagnostic basis • Discourse analysis consists of making students conscious

16. SAMPLE LESSON PLAN

17. Day 1 • Non-prose reading (15 min) (train schedule, menu, map, graph, etc.)

18. Students are given teacher-prepared questions and told to scan to find the answers. • The questions should reflect " real life " situations. • The work is fast-paced and oral, students working individually or in small groups.

19. Day 1 Paragraph work (20 min) (paragraphs from Baudion et al., Harris, SRA, or teacher-prepared)

20. As an introduction, a paragraph is read by the teacher, and the students are given time to answer the questions. Discussion follows, with students defending answers using vocabulary and syntax analysis. Students are then given the opportunity to work individually. • Students read silently and answer questions.

21. Discussion follows with the class as a whole, in small groups, or in pairs. Intensive work is done on determining the main idea, drawing inferences, as well as sentence and discourse work. • If students aren't able to finish in the allotted time or if problems arise, the work can be continued as homework.

22. Day 1 • Introduction to longer reading (15 min)(ESL textbook reading of over 2000 words found, for example, in Baudion et al., and Baumwoll and Saitz).

23. Reading is introduced by a discussion relating the topic to students' experiences, followed by an introduction of potentially difficult vocabulary from the reading.

24. The teacher reads the first few paragraphs orally to introduce the students to the reading. Discussion follows on the topic and on potential vocabulary and syntax problems. • If time permits, students skim the selection to answer general questions posed by the teacher.

25. Day 1 • Assignment • Read longer reading, answer comprehension questions for Day 3. • Finish paragraph work, if necessary.

26. Day 2 • Paragraph work (10 min) • Finish paragraph work begun on Day 1.

27. Day 2 • Vocabulary work (15 min) (vocabulary from context, stem/affix, or dictionary: exercises taken from Baudoin et al., Harris, Yorkey, or other skills textbook or are teacher-prepared)

28. Intensive oral skill work in which students are pushed at fast pace. Focus is on skills not on learning new vocabulary. • Teacher-prepared exercises can be used to introduce vocabulary from the nest reading selection.

29. Day 2 • Short passage (25 min) (ESL textbook such as Baudoin et al., Sailz and Carr, Hirasawa and Markstein, or teacher-prepared activity; reading of 500 – 1000 words)

30. Students do intensive forced reading for a particular purpose. (The reading determines what you do with it.) • The teacher reads the passage orally to the students while they read silently forcing them to read quickly, or sets a time limit for silent reading.

31. The reading is followed by comprehension questions to be done orally, or in writing if true/false, multiple choice format is used. • Discussion of questions can take place with the class as a whole, in small groups or n pairs.

32. Assignment Day 2 • Reminder from Day 1 to read longer reading and answer comprehension questions.

33. Day 3 • Longer reading (50 min) • Assignment

34. Day 4 • Go over homework. • Structure work (15 min) (worksheets from Quirk and Greenbaum, Rutherford, Praninskas, or teacher-prepared ).

35. Day 4 • Short passage (20 min )(ESL textbook or teacher-prepared reading of approximately 500 words with comprehension, vocabulary, and syntax exercises as appropriate ). • Realia ( 15 min ) • Assignment

36. Day 5 • Realia (35 min ). • Poetry (15 min ) ( Teacher-prepared exercises ).