2. Types of Learners
Needs Analysis
Fundamental Aspects of English LanguageTeaching - Montse Irun
Applied
Linguistics
3. Types of Learners
Analytic learners deductive approach
being given the rule + examples
Holistic learners inductive approach
examples + inferring the rule
Fundamental Aspects of English Language
Teaching - Montse Irun
4. Good Language Learners
Respond to the group dynamics
Seek out all opportunities to use FL
Attend to meaning rather than to form.
Supplement the learning from the interaction with the
use of study techniques
Be an adolescent or an adult
Have analytic skills
Possess a strong reason for learning the L2
Take risks
Adapt to different learning conditions
(Ellis 1985)
Fundamental Aspects of English Language
Teaching - Montse Irun
5. Learning Strategies
Metacognitive organising one’s learning,
monitoring, etc.
Cognitive making comparison between
languages, using a dictionary, etc.
Social asking for help, interacting with NS,
etc.
A more conscious, reflective language learner is a more
effective language learner (Ellis & Sinclair, 1998)
Fundamental Aspects of English Language
Teaching - Montse Irun
6. A language teacher’s expertise
Consists of:
language proficiency
language awareness
pedagogic skills
Fundamental Aspects of English LanguageTeaching - Montse Irun
7. Needs Analysis. Purposes
To obtain input into the
content, design and
implementation of a
programme.
To develop goals and contents.
To review and evaluate a
programme.
To give accountability for the
educational authorities
Fundamental Aspects of English LanguageTeaching - Montse
Irun
9. Needs Analysis: Types
Target needs: what the learner needs to do in the
target situation.
Necessities.
Lacks.
Wants.
Learning needs: what the learner needs to do in
order to learn.
Fundamental Aspects of English LanguageTeaching - Montse
Irun
12. About you?
What have you read in the last 24
hours?
Why did you read them?
How did you read them?
Fundamental Aspects of English Language
Teaching - Montse Irun
13. Techniques and strategies to help
understanding
Cognates
Numbers
Knowledge of the language / symbols (“, ´, capital letters)
Visuals
Layout
Knowledge of the world
SHOW STUDENTS HOW MUCHTHEY CAN
UNDERSTAND!!!!!
Fundamental Aspects of English LanguageTeaching - Montse Irun
14. SCHEMA THEORY
Top down processing
RAT EHT WAS TAC EHT
Fundamental Aspects of English Language
Teaching - Montse Irun
15. SCHEMA THEORY
Top down processing
“He went into a restaurant. After
the salad he felt better.”
Fundamental Aspects of English LanguageTeaching - Montse Irun
16. Schema theory
"Jane was invited to Jack's birthday party. She
wondered if he would like a kite. She went to
her room and shook her piggy - bank. It made
no sound."
Fundamental Aspects of English LanguageTeaching - Montse Irun
17. Schema theory
"Mary heard the ice-cream man coming down
the street. She remembered her birthday money
and rushed into the house ..." (Runnelhart 1977:
265)
Fundamental Aspects of English LanguageTeaching - Montse Irun
18. "... and locked the door" (Fillmore 1980).
Fundamental Aspects of English Language
Teaching - Montse Irun
23. Reading Strategies
Predicting
Getting the general picture (skimming)
Extracting specific information (scanning)
Inferring opinion and attitude
Deducing meaning from context
Recognising functions and discourse
patterns and markers
Fundamental Aspects of English Language
Teaching - Montse Irun
25. Steps in a reading activity
Pre- reading activity
What they know
What they can guess before reading
Expectations
Purpose
While-reading activity
What they get from the text
Main idea
Detail
Post reading activity
Skills integration
Fundamental Aspects of English Language
Teaching - Montse Irun
26. What happened?
Which city is it?
Where are the people?
Why are people there?
Fundamental Aspects of English Language
Teaching - Montse Irun
28. Now read the text. Why is Chesley B.
Sullenberger a hero?
Fundamental Aspects of English Language
Teaching - Montse Irun
29. Fundamental Aspects of English Language
Teaching - Montse Irun
Now match the paragraphs of the text with three of these headings.
The right decision A terrible coincidence
In the freezing water ‘Brace yourselves – we’re going down!’
Find words 1 -6 in the text and match them with the correct
definition.
1 land 2 runway 3 take off 4 engine 5 crew
The motor of a plane When the plane comes down
The people who work on a plane When a plane goes up
The place where a plane usually lands.
Read the text again and answer these questions:
Where did the plane take off? Why did the engines fail?
Were the passengers calm while the plane was coming down?
Why did the pilot decide to land in the river?
Why didn’t most of the survivors get wet?
In your opinion, which of these people played a part in avoiding a
disaster? Can you think of any other people who were involved?
32. Why?
Essential skill.
The more students listen, the better they
become at listening.
The more students listen, the better their
speaking becomes.
Fundamental Aspects of English Language
Teaching - Montse Irun
33. Why listening is difficult
Characteristics of the message
Characteristics of delivery
Characteristics of the listener
Characteristics of the environment
Fundamental Aspects of English Language
Teaching - Montse Irun
34. How to teach listening
Fundamental Aspects of English Language
Teaching - Montse Irun
35. Bottom up and top –down model
The bottom-up model
emphasises the decoding of the
smallest units- phonemes and
syllables- to lead us towards
meaning.
The top-down model
emphasises the use of
background knowledge to
predict content.
Fundamental Aspects of English Language
Teaching - Montse Irun
36. What makes a good listening
Fundamental Aspects of English Language
Teaching - Montse Irun
40. Listening sources
Textbook recordings
Songs
DVD, the Internet
'Live' listening (guests)
Teacher and student talk
Fundamental Aspects of English LanguageTeaching - Montse Irun
41. How?
Choice of material: natural & a variety of
listening genres .
Preparation: predicting .
First time round: global understanding .
Second time round: specific information.
Follow up: follow-up questions
Fundamental Aspects of English Language
Teaching - Montse Irun
42. A Listening Activity
Fundamental Aspects of English Language
Teaching - Montse Irun
Prelistening
activities
While
listening
activities
Post
listening
activities
44. Do you need to understand everything?
What do you think the situation is? Who is talking?
1 ... single room ... two nights ... early morning call ...
breakfast.
2 ... tomorrow ... scattered showers ... temperatures ... 16ºC
3 Welcome ... Captain ... cruising ... 14000 feet ...
4 Once ... time ... bears ....Daddy ...
Fundamental Aspects of English Language
Teaching - Montse Irun
45. Can you predict?
1 Shop assistant: "Can I help you?"
Customer: "No, thanks. I'm just __________."
2 Traveller: "A ticket to Brighton, please."
Clerk: "Single or ___________."
3 Bank Clerk: "How would you like the money?"
Customer: "In __________"
4 Tourist: "Could you tell me the way to Regents Park?"
Passer-by: "Sorry, I'm a __________"
Fundamental Aspects of English Language
Teaching - Montse Irun
48. Characteristics of efective listening
activities
Pre-set purpose (purpose)
Contextualise and bring it to life
(expectations)
Success-oriented.
Simple
Silent responses
Immediate feedback.
Fundamental Aspects of English LanguageTeaching - Montse
Irun
50. Purposes of Writing Activities
communication
consolidation of other learning
Fundamental Aspects of English LanguageTeaching - Montse Irun
51. What is writing?
To organise the content of our thoughts so that others can
understand our message.
To write accurately, it is necessary to understand
• what writing is
• the steps that good
writers follow.
Fundamental Aspects of English LanguageTeaching - Montse Irun
52. DEFINITION OF WRITING
According to Nunan, (2003)
Writing are
physical and mental
act.
- Its about
discovering ideas,
thinking about
how to :
– communicate
- develop them into
statements and
paragraphs that will
be comprehensible
to a reader
Writing has dual
purpose- to express
& impress.
- Writers must select
the most
advantageous
medium for their
writing
-Each types has a
different level of
difficulty which
determined by its
objectives.
Writing is a process
and also a product.
- The writer
creates, plans,
writes various
drafts, revises,
edits and
publishes.
- The audience
reads is a product.
53. Characteristics of the good writer
is aware of the audience.
makes a plan or outline.
re-reads sections already written.
revises and modifies the text.
uses support strategies to solve problems as they come up
pays attention to:
Appropriacy
Coherence
Cohesion
Grammatical correction
Layout of the text.
Fundamental Aspects of English LanguageTeaching -
Montse Irun
54. Aproaches to writing
Product approach Process approach
Students mimic a model
text, which is usually
presented and analysed at an
early stage.
Students go through a number
of steps to produce a text:
brainstorm ideas, discuss in
groups, write drafts, re-write.
Fundamental Aspects of English LanguageTeaching - Montse Irun
55. DIFFERENCES
Process writing Product writing
• text as a resource for
comparison
• ideas as starting point
• more than one draft
• more global, focus on
purpose, theme, text type,
i.e., reader is emphasised
• collaborative
• imitate model text
• organisation of ideas more
important than ideas
themselves
• one draft
• features highlighted
including controlled
practice of those features
• individual
Fundamental Aspects of English Language
Teaching - Montse Irun
57. Stages in a writing activity
Pre-writing
What is the purpose of this writing? (function)
Who am I writing this for? (audience)
Analysing products
Writing and re-writing
First draft: what to say: get the content right first.
Redrafting: how to say it most effectively: correcting spelling,
punctuation, grammar, etc.
Editing
How clear might the reader follow my ideas?
Check accuracy
Fundamental Aspects of English LanguageTeaching - Montse
Irun
59. Fundamental Aspects of English Language
Teaching - Montse Irun
Speaking and interacting
Differences between writing and oral
Skills, microskills and strategies
Speak to learn how to speak
Oral Language in the classroom
Speak to regulate interpersonal relationships
Speak to learn contents and thinking skills
60. Speaking and interacting
Every time there is a message to convey (focus on
the message). Monologue or dialogue
Every time there is an emphasis on the
establishment or maintenance of the social
relationships (focus on the social need)
Fundamental Aspects of English LanguageTeaching - Montse Irun
62. Cognitive Processes
Speaking consists of 3 stages:
Conceptualization: think of what you would like to convey
Formulation: look for ways to do it (communicative
competence components)
Articulation: articulate the sounds
When these stages are automàtic fluency
Fundamental Aspects of English Language
Teaching - Montse Irun
63. What speakers need to know?
Communicative strategies
Circumlocution: I get a red in my head .
Word invention: vegetarianist
Word Foreignation: a carpet.
Aproximation: work table.
Empty word: stuff, thing, make, do.
Use of another language
Paralingüistic elements
Asking for help “The taxi driver gets angry and he loses his ... erm
what do you say?”
Fundamental Aspects of English LanguageTeaching - Montse Irun
64. What speakers need to know?
Abandonment strategies
The speaker gives up or says a less ambitious message.
Discursive strategies
S1:When did you last see your grandfather?
S2: Last see your grandfather last month.
Fundamental Aspects of English LanguageTeaching - Montse Irun
65. Oral activities classification
1. a) conversation 1. b) speech (monologue)
2. a) planned 2. b) improvised
3. a) preparatory 3. b) an end in itself
4. a) authentic 4. b) simulated
Fundamental Aspects of English Language
Teaching - Montse Irun
66. Oral activities
Two students invent a role play to be
performed in front of the class.
Two students perform the script they have
invented.
Two students play “who is who”
Two students plan the poster and the outline
of an oral presentation on “bullying”
Two students give an oral presentation on
“bullying”.
(Cristina Escobar 2006)
Fundamental Aspects of English Language
Teaching - Montse Irun
67. Oral language in the secondary
classrooms
No teaching tradition
Not developed outside the
classroom.
Lack of confidence
No evaluation?
New challenges?
Fundamental Aspects of English Language Teaching - Montse Irun
68. Difficulties
Use of the mother tongue.
Students’ shyness
Students don’t know what to say / do.
Students worried about accuracy
Only a few participate
Students don’t know the language
Classroom management
Fundamental Aspects of English Language Teaching - Montse Irun
69. Classroom strategies
Interesting topic
Good management
Learning strategies
Learner training
Evaluation
Empathy
Show comprehension
Answer without judging
Patient
Fundamental Aspects of English Language Teaching - Montse Irun
70. Classroom strategies
No interruptions
Listening to the person.
Encourage the use of English in the classroom
Praise those who speak in English
Make clear that errors are part of the learning process
Show they can use English
Give students a reason to speak
Use recordings
Cooperative atmosphere
Fundamental Aspects of English Language Teaching - Montse Irun
71. Effective oral activities
Final tangible result
Real objective
Simple.
Interesting / motivating
High participation
Real communication
Acceptable level of accuracy
All students speak English
Fundamental Aspects of English LanguageTeaching - Montse Irun
Without an information gap and some kind of conflict, speaking activities are not
generative and will peter out.
74. Comparison between skills
Receptive skills Productive skills
1.- Wide range of language:
Understanding of more than one
dialect and registers, understanding
of a large number of words
1.- Limited range of language: one
language variety, limited number of
words,
2.- No control over language. 2.- Control over language: the speaker
chooses the language to use.
3.- Learned first. 3.- Depend on the receptive skills.
One can only write or talk about the
things you understand.
4.- Similar subskills: anticipation,
inferring information, hypothesis
formation, use of contextual
information.
4.- Similar subskills: analysis of
information, search for information,
text planning, linguistic selection,
adequacy to the audience.
Fundamental Aspects of English LanguageTeaching -
Montse Irun
76. Why is it important to develop
vocabulary and grammar?
Grammar allows for
greater subtlety of
meaning
Grammar makes language
digestible
Learner’s expectations
Fundamental Aspects of English Language
Teaching - Montse Irun
77. Basic principles
Efficiency
Economy
Ease
Efficacy
Attention
Understanding
Memory
Appropriacy
Age,
level
Size
Context
etc Fundamental Aspects of English Language
Teaching - Montse Irun
78. What is grammar, exactly?
Fundamental Aspects of English Language
Teaching - Montse Irun
79. How to teach grammar
Fundamental Aspects of English LanguageTeaching -
Montse Irun
82. Teaching grammar rules
The rule of context: in context
The rule of use: to facilitate comprehension and
production of language
The rule of economy: economise on presentation.
Maximum practice
The rule of relevance: grammar students have problems
with
The rule of nurture: cyclically
The rule of appropriacy: according to level, interests,
expectations and learning styles
Fundamental Aspects of English Language
Teaching - Montse Irun
83. Using a dictionary
Recognizing word forms
Identifying affixes and roots
Understanding collocations
Guessing meaning from
context
Vocabulary development
Fundamental Aspects of English Language
Teaching - Montse Irun