1 Language Learning and Teaching L2 learning is a long and complex undertaking L2 learner struggles to break away from the confines of L1. An ideal L2 learning involves the acquisition of: A new language. A new culture. A new way of thinking, feeling, and acting. Successful L2 learning requires total commitment, total involvement, total physical, intellectual, and emotional response.

2 L2 Learning.. Variables which affect the process of L2 teaching and learning. These variables are the answers to the following questions:

3 Who? Who does the learning? Who are the learners and where do they come from? What are their native languages? What are their levels of education? What are their socioeconomic levels? Who are their parents? What are their intellectual capacities? What sort of personalities do they have? Who does the teaching? What is his native language? How much knowledge does he/she have of L2 and its culture? How is he/she as a person?

4 What? What must be taught and learned? What is communication? What is language? What do we mean when we say someone knows a language? What are the differences between L1 and L2? How much descriptive knowledge of L1 and L2 systems is L2 teacher required to have?

5 How? How does learning take place? How can we ensure L2 learning success? What cognitive processes are used in L2 learning? What strategies does the learner use? What is the optimal cognitive, affective, and physical domains for successful L2 learning?

6 When? When does L2 learning take place? We know by observation that children are “better” language learners than adults. If so, why?

7 Where? Where is L2 learning taking place? Is it being learned within the cultural and linguistic milieu of L2 or not? What are the sociopolitical conditions of a particular country and how might that affect the learning process? How do intercultural contrast and similarities impact L2 learning process?

8 Why? Why learn a second language? What is the learner’s purpose? Is he/she motivated by the prospects of a successful career, by passing a foreign language requirement, or by wishing to identify with the culture and people of the target language?

9..L2 learning Answers to these questions and others help us understand better the process of language teaching and learning and the variation in the levels of achievement among L2 learners.

10 Definitions In order to answer these questions, we must delimit and define the following three concepts/terms which are going to be the focus of inquiry: 1. Language 2. Learning 3. Teaching

11 What is Language? 1. Language is a system of arbitrary vocal symbols. 2. These symbols have conventionalized meanings. 3. Language is used for communication. 4. Language is used in a community with a culture. 5. Language is a human social phenomenon. 6. Language is acquired the same way universally. 7. Language has universal characteristics.

12 What is Language? Continued.. The simplicity of the previous statements about “language” should not be allowed to mask the sophistication of linguistic research. A study of the following categories are suggested for a thorough understanding of “language”: Explicit and formal accounts of the system of language on several levels of analysis (mainly phonological, morphological, syntactic and semantic). The symbolic nature of language; relationship between language and reality; philosophy of language; history of language; writing systems; kinesics (the study of the way in which certain body movements and gestures serve as a form of non-verbal communication: /k ɪˈ ni ː s ɪ ks/)

Proxemics (/pr ɒ k ˈ si ː m ɪ ks/: the study of the nature, degree, and effect of the spatial separation individuals naturally maintain (as in various social and interpersonal situations) and of how this separation relates to environmental and cultural factors) language and cognition; psycholinguistics; sociolinguistics; language and culture; bilingualism; first and second language acquisition; language universals etc.. 13

14 What should language teachers know? Components of language Relationship between language and Cognition Writing system Nonverbal communication Sociolinguistics First language acquisition

15 Learning and Teaching Definitions..

16 Learning Learning is acquiring knowledge of a subject/skill by study, experience, or instruction. Learning is/involves Acquisition or “getting.” Retention of information or skill. Relatively permanent but subject to forgetting A change in behavior. Active conscious focus on and acting upon events outside or inside the organism. Some form of practice, perhaps reinforced practice.

17 Teaching Teaching is Guiding and facilitating learning. Enabling the learner to learn. Setting the conditions for learning. Reinforcing practice.

18 Schools of Thought in.. Second Language Acquisition

19 Structuralism and Behaviorism 1900s, 1940s & 1950s Description Observable performance Scientific method Empiricism Surface structure Conditioning Reinforcement

20 Rationalism and Cognitive Psychology 1960s & 1970s Generative Linguistics Acquisition Innateness Inter-language Systematicity Universal Grammar Competence Deep Structure

21 Constructivism 1980s, 1990s & early 2004 Interactive discourse Sociocultural variables Cooperative group learning Interlanguage variability Interactionist hypotheses

22 Language Teaching Methodology Language teaching is not easily categorized into methods and trends. Each teacher should try and develop a sound overall approach to various language classrooms. There are no instant recipes. Every learner is unique. Every teacher is unique. Every teacher-learner relationship is unique. Every context is unique. A language teacher can build a theory based on principles of second language teaching and learning, using eclectic approach.

23 The Grammar Translation Method Classes are taught in the mother tongue, with little active use of the target language. Vocabulary is taught in the form of lists of isolated words. Long elaborate elaborations of the intricacies of grammar are given. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. Reading of difficult classical texts is begun early. Little attention is paid to the contents of texts. Texts are treated as exercises in grammatical analysis. Little or no attention is given to pronunciation. Drills are often limited to exercises in translating disconnected sentences from L2 into L1.

24 Comments on the Grammar Translation Method Does not enhance a student’s communicative ability. Remembered by students as a tedious experience of memorizing endless lists of grammatical rules and vocabulary, and attempting to produce perfect translations of literary prose. Requires few specialized skills on the part of teachers. Tests of grammar and translations are easy to make and can be objectively scored. Learners have little motivation to go beyond grammar, analogies, translations, and rote exercises. Sometimes successful in leading a student towards a reading knowledge of L2. Does not rely on any particular theory.