ENGLISH LANGUAGE

TEACHING METHODOLOGY
AND LEARNING STRATEGIES

UNIT 1
Profesora: Luca balos lvarez

INDEX
1.

FOREIGN LANGUAGE TEACHING METHODOLOGY

2.

SUBJECT GUIDANCE

3.

FLT METHODOLOGY
3.1 LEARNING VS. ACQUISITION
3.2 LEARNING APPROACHES

4. BIBLIOGRAPHY
5. USEFUL WEBSITES

1. FOREIGN LANGUAGE
TEACHING METHODOLOGY
1.1. Learning vs. acquisition
Similarities and differences between acquiring L1 and learning
L2
L1 acquisition theories (Skinner, Chomsky, Halliday)
L2 acquisition theories (Krashen, Ausubel)
1.2 Learning approaches
- Communicative Approach
- Total Physical Response (TPR)
- Content and Language Integrated Learning (CLIL)

2. SUBJECT GUIDANCE
The teacher will:
make oral presentations in class;
propose questions for debate or discussion;
carry out online tutorials to answer students questions, doubts,
etc.
The students are expected to participate:
in class: answering questions, participating in debates or
discussions,
working in groups, join in the activities
at home: preparing the activities assigned by the teacher and
study.

3. FOREIGN LANGUAGE
TEACHING METHODOLOGY
3.1 LEARNING VS. ACQUISITION

3.1 LEARNING VS. ACQUISITION

3.1 LEARNING VS. ACQUISITION

Skinner considered language to be a form of behaviour,
a process of imitation and reinforcement.

CHILDREN LEARN BY COPYING THE UTTERANCES HEARD

AROUND THEM AND BY HAVING THEIR RESPONSES
REINFORCED BY REPETITIONS, CORRECTIONS AND

ENCOURAGEMENT PROVIDED BY ADULTS.

Stimulus

Response

Reinforcement

3.1 LEARNING VS. ACQUISITION

Chomsky maintained that language is not a form of behaviour.
Children are born with an innate capacity for language
development.

WHEN CHILDREN ARE EXPOSED TO SPEECH, CERTAIN

PRINCIPLES FOR STRUCTURING LANGUAGE,

AUTOMATICALLY BEGIN TO OPERATE

(LAD: language acquisition device).

3.1 LEARNING VS. ACQUISITION

MOTHERESE: MATERNAL INPUT FACILITATES LANGUAGE
ACQUISITION IN CHILDREN.

Mothers seem capable of adapting their language to give the child

the maximum opportunity to learn.

Simplicity

Clarity

Expressive language

3.1 LEARNING VS. ACQUISITION

Halliday believed language exists in to fulfil certain human needs: HE
SAW LANGUAGE AS A SOCIAL AND CULTURAL PHENOMENON.

He identified 3 functions of language:

Ideational function: we use language to conceptualise the world.

Interpersonal function: we use language as a personal medium.

Textual function: we use language to form texts, whether spoken or

written.

3.1 LEARNING VS. ACQUISITION

3.1 LEARNING VS. ACQUISITION

Skinner: L2 learning is seen as a process of imitation and
reinforcement.
L1 is thought to influence L2 learning:

POSITIVE TRANSFER:
Similarities between 2 languages

INTERFERENCE (NEGATIVE TRANSFER)

Differences between 2 languages

3.1 LEARNING VS. ACQUISITION

Krashen proposed several hypotheses about learning a L2:

1. Acquisition-learning hypothesis:

ACQUISITION: subconscious and natural process

LEARNING: conscious process that monitors the progress of

acquisition and guides the performance of the learner.

3.1 LEARNING VS. ACQUISITION

2. Natural order hypothesis:

The acquisition of grammatical structures proceeds in a predictable order

(some grammatical structures precede others).

3. Monitor hypothesis:

Learners use their learnt language to correct themselves when they

communicate.

3.1 LEARNING VS. ACQUISITION

4. Input hypothesis:

Acquisition takes place as a result of learner having understood input

that is a little beyond their level competence (comprehensible input).

5. Affective filter hypothesis:

The learners emotional state acts as a filter that passes or blocks the
input which is necessary for acquisition.

3.1 LEARNING VS. ACQUISITION

Ausubel: cognitive theory. Second language learning is a process which
involves active mental processes.
Learners use their cognitive abilities in a creative way to work out
hypotheses about the structure of the second language.

Language has two features:

Interlanguage: series of transitional stages, as the learner acquires the

L2.

Error analysis: they are seen as a positive evidence.

3. FOREIGN LANGUAGE
TEACHING METHODOLOGY
3.2 LEARNING APPROACHES

3. FOREIGN LANGUAGE
TEACHING METHODOLOGY
3.2 LEARNING APPROACHES
-Communicative

-Total

Approach

Physical Response (TPR)

Content and Language Integrated Learning (CLIL)

3. LEARNING APPROACHES

3. LEARNING APPROACHES
COMMUNICATIVE COMPETENCE:
what a speaker should know in order to be communicatively
competent in a speech community.
There are 5 sub-competences:
Grammatical

competence: grammatical structures

Discursive competence: create texts
Sociolinguistic competence: appropriate use of language in
different contexts
Strategic competence: verbal and non-verbal strategies
Socio-cultural competence: cultural information

3. LEARNING APPROACHES
It is based on a functional-notional syllabus.
The items of language are organised according to the functions
and notions that learners need to communicate in the language.
FUNCTIONS:
Giving and receiving information (identifying, reporting...)
Expressing attitudes (likes, dislikes, surprise, gratitude...)
Social conventions (greeting, accepting/declining invitations...)
NOTIONS:
Concepts of time (present, past, future...),
Quantifying (number, degrees...),
Space (location, directions...)

3. LEARNING APPROACHES
Activities:
Interactive

(2 or more people involved)

Unpredictable
Within

(seek for information)

a context (role plays in restaurants, shops...)

Pair/
Problem

Authentic
Teacher
Lots

group work

solving activities

materials (real maps, money...)

as participant, facilitator or monitor

of resources made by teachers or students...

3. LEARNING APPROACHES

3. LEARNING APPROACHES

The emphasis is
placed on the actions.

It reduces learner
stress

Teach language through

physical activity

3. LEARNING APPROACHES

3. LEARNING APPROACHES

Science

Arts and crafts

P.E.

Music

4. BIBLIOGRAPHY

Christison, M. A. (2005). Multiple intelligences and language

learning: A guidebook of theory, activities, inventories, and
resources (2nd ed.). Burlingame, CA: Alta Book Center
Publishers
Harmer, J. (1983). The Practice of English Language Teaching.
London: Longman.
Rodrguez Delgado, J. (2001). La mente del nio. Madrid:
Aguilar.
Matterson, E. (1991). This Little Puffin. London: Puffin Books.

5. USEFUL WEBSITES

http://comunidadbilingue.educa2.madrid.org/inicio
http://comunidadbilingue.educa2.madrid.org/web/educamadrid/prin
cipal/files/8c5dec3a-4665-4b9d-a37346ab12fbef6b/Documentos/Gu%C3%ADa%201516_ingles_word_modificado.pdf?t=1435736059943
http://www.bocm.es/bocm/Satellite?blobcol=urlordenpdf&blobhead
er=application/pdf&blobkey=id&blobtable=CM_Orden_BOCM&blo
bwhere=1142628228755&ssbinary=true