មជ្ឈមណ្ឌលបណ្ត្ ុះបណ្ត

្ លវិជ្ជាជ្ីវ
ខេត្្កណ្ត
្ ល
KANDAL PROVINCIAL TRAINING
CENTER

TEACHING_METHODOLOGY
Professor: Sara Dalin
Prepared by: Rom Keomorkot
Chapter 2: The English Language

1. The English Language: A Brief

History
2. Second Language Acquisition
3. Approaches to Teaching
Methodology
4. What Teaching Methodology
1. The English Language: A Brief
History
 Language is merely a system of
conventions developed by various
groups to communicate among
themselves.
“English” words borrowed from
other languages.
There are approximately one million
words in English language.
 A short list of some borrowed words
Languages Words
African Language Banana, raffia, okra, samba,
mumbo, jumbo, tsetse fly,
cola, chimpanzee, voodoo,
yam
Arabic Alchemy, almanac, cotton,
orange, saffron, sugar, syrup
French Ballet, croissant, gentle,
genteel, language, village,
voyage
Hindi Caste, bazaar
Inuit (Eskimos) Husky, kayak, mukluk, igloo,
malamute, parka
Greek Acronym, chlorine, kudos,
phone, telegram, xylophone
Italian Artichoke, balcony, carnival,
cartoon, casino, ghetto, lagoon,
lava, miniature, replica, scope,
studio, torso, umbrella, vendetta
Latin Anchor, area, butter, chalk,
kettle, mint, orbit, pepper,
pound, sack, street, urban, wall
Malay Amok, orangutan
Old Norse Cake, ugly, wrong, want, gale,
leg, skill, window, dirt, anger, hit,
call, bag, low, fellow, happy, get,
skin, stack, sky, tight, sister, take,
wing, egg
Polynesian Taboo

Russian Blintzes, borscht, polka, vodka

Spanish Adobe, bronco, canyon, lasso,

patio, ranch, rodeo, stampede,
vamoose
2. Second Language Acquisition

 Second language acquisition is

seen as the process that people go
though when they are confronted
by a need to use a language other
than their native one for
communication.
 Language Acquisition and Language Learning
• There’re some differences between Language
acquisition and language learning
Acquisition Learning

Similar to child’s first language Formal knowledge of

language
“picking up” a language “knowing about” a language

subconscious Conscious

Implicit knowledge Explicit knowledge

Formal teaching doesn’t help Formal teaching help

  An Overview of Adult Learning

• Some of the differences between how adult

and children learn:
Adults
Have extensive pragmatic life
experiences that tend to
structure and limit new
learning. Learning focuses
largely on transforming or
extending the meaning,
values, skill, and strategies
acquire in previous experience
Children
Have fewer pragmatic life
experiences. Learning focuses
largely on forming and
accumulating basic meaning,
values, skill, and strategies
Experience major pressures for
change from factors related to
social and work roles and
expectations, and from
personal needs for continuing
productivity and self- definition
Have learning needs related to
current life situations
Have the capacity for using
generalised, abstract thought
Are resigned a responsible
statues in society, and are
expected to be productive
Experience major pressures for
change from factors related to
physical growth, demands for
socialisation, and preparation
for futere social and work role
Have learning needs related to
developing organised patterns
for understanding future
experience
Are more likely to use specific,
concrete thought
Are assigned a non-responsible
statues in society, and are
expected to play and learn
Are likely to express their own
needs and describe their own
learning processes though
verbal activities which allow
them to negotiate and
collaborate in planning their
own learning programs
Have an organized and
consistent self –concept and
self-esteem which allow them
to participate as a self separate
from other selves and capable
of acting independently of
others
Are likely to express their own
needs and learning processes
though non-verbal activities,
which leads to planning by
“expert” observers and
interpreters
Have a relatively less organized
and consistent self-concept
which allows them to perceive
themselves as a self-separate
from but dependent on other
  Language Acquisition of Children
• There are some routine, universal stages in the process
of language acquisition for children
1. There is a silent period (which may in fact last for
days, weeks or even months) before speaking.
2. Children choose when they will speak and they should
receive ample praise for any attempt to communicate.
3. Parents and their teachers only focus on
communication, not on form (grammar rules).
4. Errors are a natural part of language acquisition.
5. As children are exposed to more language they figure
out the rules by themselves and produce increasingly
complex and correct speech.
 3. Approaches to Teaching
Methodology

 The two approaches to language

teaching adopted in the classroom
are usually determined by the
students’ needs, goals, and learning
styles.
  A brief description between structural language
teaching and communicative language teaching:
STUCTURAL COMMUNICATIVE
• A traditional approach that • A topical / functional
considers grammatical approach which considers
DEFINITION

structures and vocabulary meaningful

items that will from the
primary focus of English
language instruction.
• Teaching-centred
CHARACTERISTICS
communication to be the
primary focus of language
instruction.
• Student-centred

• Grammar based • Communication based

• Lots of drill / translation
practice
• Controlled, predictable
learning
• Lots of student-students
interaction (pairs, groups,
whole class)
• Variable rate of
acquisition
 • Knowledge about the • Oral proficiency in the
target language target language
• Ability to complete drills / • Ability to communicate in
OUTCOMES

translations; ability to real-life situations

respond to structured (communicative
question in classroom competence)
• Limited but readily • Flexible acquisition rates
measurable language varying with student
learning interest and aptitude
EXAMPLES

• Communicative Approach
• Audio-Lingual Method

• Total Physical Response

 The popular teaching methodology and
other methods are namely:

Popular Teaching Methodology Other Methods

• Presentation, Practice, and • The Silent Way
Production (PPP)

• Task – based Learning (TBL) • Suggestopedia

• The Communicative • Community Language
Approach Learning

• Audio-Lingualism • Total Physical Response

Method
  Popular Teaching Methodology
 Presentation, Practice and Production (PPP)
is based upon the idea that you can present
language in neat little blocks, adding from one
lesson to the next.
 Task-based Learning is based around the
completion of a central task and the language
studied is determined by what happened as
students complete it. The lesson follows three
basic stages: Pre-task, Task Cycle and
Language focus.
 The Communicative Approach highlights the
importance of functional language as opposed
to focusing specifically on grammar and
vocabulary.
 Audio-Lingualism is based on the
behaviourist belief that language learning is
the acquisition of a set of correct language
habits.
  Other Methods
 The Silent Way is the idea that teaching must be
subordinated to learning and thus students must
develop their own inner criteria of correctness.
 Suggestopedia is the method seeks to help
learners eliminate psychological barriers to
learning.
 Community Language Learning is the method
that teachers consider that student as “whole
persons,” with intellect, feelings instincts, physical
responses, and desire to learn.
 Total Physical Response Method is the
approach begins by placing primary importance
on listening comprehension, emulating the early
stages of mother tongue acquisition, and then
moving to speaking , reading and writing.
 4. What Teaching
Methodology?

 Teaching Methodology ‘is rooted

in popular culture’ and that
assumptions made by
methodologists and teachers alike
may not in fact be shared by
students from various cultural
background.
THANKS FOR YOUR PAY
ATTENTION