LearningFLSituatedLearning.pptVIP

Learning FL Situated Learning MYTHS AND MISCONCEPTIONS about second language learning MYTH 1: Children learn second languages quickly and easily MYTH 2: The younger the child, the more skilled in acquiring a second language MYTH 3: The more time students spend in a second language context, the quicker they learn the language MYTH 4: Children have acquired a second language once they can speak it MYTH 5: All children learn a second language in the same way History Before 1900 Around 1900 WWII Around 1925 1960-1970’s 1970- Grammar-Translation Direct Method The Army Method (Mimic Memorization Approach) Audio-lingual Approach Humanism Grammar-Translation(before 1900) Latin was once the most studied foreign language from 16th to 18th centuries. It was taught through rote learning of grammar rules, translation, and practice in writing sentences with the parallel bilingual texts and dialogue. Speaking FL was not the goal, and oral practice was limited to students reading aloud, no relation to real communication. Grammar-Translation Its goal is to learn a language in order to read its literature or to benefit from the mental discipline and intellectual development that resulted from FL learning. Reading writing are the major focus; little or no systematic attention is paid to speaking and listening. Vocabulary selection is based solely on the reading texts, and taught through words list, dictionary study and memorization Grammar-Translation(before 1900) Accuracy is emphasized. Ss are expected to attend high standards in translation. Grammar is taught deductively-present, explain, practice. Ss’ native language is the medium of instruction Grammar-Translation(before 1900) Memorize a list of vocabulary Study roots Master grammar rules Practiced bilingual translation Textbooks are organized around grammar points, which are list, explained, and illustrated with sample sentences. Director Method (around 1900) Teach L2 in the way native speake