SLA Lg teaching methods & approaches

A: Essentially, the three steps are broken down into introduction and demonstration; clarification and practice; further clarification and/or commending correct behavior. In the first step, students need to see and hear a procedure through teaching modeling, visual aids and discussions via Q & A. In the second step, anything in the procedure not understood by the students must be practiced to insure that the procedure is universally understood. Lastly, the procedure must be reinforced through not only practice, but are there further explanations required? And if the procedures are understood in theory and in practice, has the instructor commended or rewarded the proper behavior.

We tend to teach as we were taught or we adopt the teaching methodology of the

This approach was very advanced for the time. It revolutionised the strategies of language learning and also changed the role of the language teachers as well as the language learners. In contrast with some of the methodologies previously adopted, its main goal is to teach the scholars the ability to communicate. Thereby, Communicative Language Teaching bases itself upon the concept of language competence, which is considered the actual basis of proficiency in a language. Hence, teaching activities involve students in real-life communicative situations in which the communicative task is of more importance than the grammatical accuracy. Other exercises such as games, songs, problem solving and role-plays also are used in classrooms. It must be said that each of these activities are sowed on the learners needs, therefore, if the class

The objectives also specify what the learners need to do. Bloom’s Taxonomy provides more complex understanding through the levels of knowledge, comprehension, application, analysis, synthesis, and evaluation. The teacher’s next step is to implement a plan of instruction to convey content and skills the learner needs to master. The teacher should also reflect on ways to differentiate instruction based on the needs of individual learners in the class including specific tendencies, strengths, and weaknesses. The materials and use of technology should be thoughtfully prepared and written out to help keep a flow of the instruction. A prepared teacher is a positive influence on learners and demands high expectations of his/her learners. The lesson should also provide performance opportunities for the learners which provides a prime environment for the teacher to formatively assess the learners on their progress thus far. This constant check through formative assessment provide data which inform future lessons.

In this assignment, I will discuss what I have been taught and how I have incorporated professional terminology and a variety of teaching tools; to see how I can manage many styles of learning and adapt my teaching to be able to plan, prepare for and provide for the individual learners

Problem Solving is another teaching method. It taps into the learners critical thinking skills and forces them to evaluate a situation before engaging it. This method is typically done by the teacher/instructor giving the student a complicated scenario that they would have to work through using their best judgment. The student should develop multiple courses of action and through a process of elimination go with the course of actions that presents the best results for the scenario. If done properly the students will develop their problem solving skills by learning how to identify possible problems within the outcome of their plan of actions. They should also be able to see where they failed so they know how to avoid the same mistakes when making real decisions in life.

methods of teaching. Thus it is important to explain to the class how the written sentence can differ from the spoken

The second is the “Experiential Learning Theory.” It comprises four stages of learner’s progress, grasping knowledge, going through the process. The third is the “Learning Styles.” Kolb assumed that there were 4 distinguishing characteristics of learners. Distinctively, all Kolb’s theory of learning are all based on a constructivism philosophy.

Without effective strategies, students' listening comprehension turns to be challenging, problematic, and ineffective activity (Mendelsohn,2006:79).Using listening strategies by the second language learners help them to cope with the difficulties they experience while listening. Concisely, teaching listening strategies supports listening comprehension, forms learners' self-control learning habit and increases independent learning ability. Listening strategies as well as linguistic knowledge are necessary to successful listening comprehension(Wen-sheng,2007:73).Historically, Rubin(1975)was the first academic in the field of second language acquisition who saw a direct association between good language learners and learning strategies. Indeed, Rubin's(1975)study paved the way to a strategy based approach of L2 teaching and learning concluding that good language strategies create good language

learning process. Therefore, it is very important teachers to apply the key ideas of these

This theory highly contributes in language learning. The latest methods in language teaching such as communicative teaching are

There are many methods that have been formed regarding second language acquisition. According to Brown (2014), the communicative method “emphasizes authenticity, interaction, student-centered learning, task-based activities, and communication for real-world, meaningful purposes (369). A main tenant of the communicative method is second language acquisition transpires within a communicative environment.

Methodology refers the focus toward science that studies the method of problem solving. Most sciences have their own methodology it is sometimes used separately with ‘’methods’’ particularly, however a complex methods or body of methods rules and postulate employed by discipline.

After observing and reading relevant literature, I began to assemble a list of what it was these teachers did, focusing in particular on the techniques that

Methodology is simply the methods in which a teacher will get information and material across to his or her students. Methodology will vary among teachers but a teacher’s methodology will fall under three main categories. Direct instruction methods, indirect instruction methods or a combination of direct instruction and indirect instruction methods. Direct instruction methods involve the following strategies: reviewing previous day’s work, presenting new material, stating the purpose of lessons, modeling, providing guided practice, providing independent practice, checking for understanding, and practicing learned material (Woolfolk). Indirect instruction methods involve the following strategies: place students in learning groups, have students discuss material, have students role play, have students participate in games or debates related to the material, and have students work on projects and problem solving as well as other indirect methods (Woolfolk).