1. Learning and Teaching English -The relationship between learning and teaching -Factors which affect language learning -The language learning process -Language learning aims

2. Learning Read the passage on page 1 … Question 1: Where can learning take place? Question 2: How can learners learn? Textbook p.1

3. Learning Q1: Where can learning take place? inside and outside the classroom Textbook p.1 Q2: How can learners learn? informal process (TV/magazines/books/friends) formal process (lessons/classroom activities)

4. Learning Q2: How can learners learn? conscious (dictionary/ask friends) not conscious (copy expressions from others)  Caretaker Language: It ’ s important to focus on the person who helps teach the children to speak. Textbook p.1

5. Learning Activity Question 1: Make a comparison between FLA and SLA (First/Second Language Acquisition) Question 2: Think about your experiences of learning English. How did your English teachers teach you? Question 3: Will you use the same teaching methods to teach your students? Textbook p.2

6. Active Learners Textbook p.2 Read the passage on page 2 … Question 1: What kind of positive habits do active learners have? Question 2: When learners encounter a new word, how can they find out what it means?

7. Active Learners Q1: What kind of positive habits do active learners have? opportunity to encounter new words actively notice and analyze new language and incorporate it into the language they use use the new language practice four skills use study techniques (e.g. vocabulary lists) be aware of their weaknesses monitor their learning and self-correct their language Textbook p.2

8. Active Learners Q1: What kind of positive habits do active learners have? have confidence in their ability to learn  higher self-efficacy make guesses and take risks  avoidance: avoid making mistakes (either being unaware or using it as a strategy) Textbook p.2

9. Active Learners Q1: What kind of positive habits do active learners have? Textbook p.2 An example of Avoidance: I did go to the U.S. for Thanksgiving. I did see an American family while I was there, and they did take me sightseeing during my stay. On Thanksgiving day, they did give me a traditional dinner, and I did eat lots of turkey.

10. Active Learners Q1: What kind of positive habits do active learners have? Textbook p.2 An example of Avoidance: I did go to the U.S. for Thanksgiving. I did see an American family while I was there, and they did take me sightseeing during my stay. On Thanksgiving day, they did give me a traditional dinner, and I did eat lots of turkey.  to avoid using past tense

11. Active Learners Q2: When learners encounter a new word, how can they find out what it means? Relate it to L1 (e.g. Taiwanese and Japanese) Use visual clues Look it up in the dictionary Ask for help Guess from the context Textbook p.2

12. Active Learners Q2: When learners encounter a new word, how can they find out what it means? Break down the parts of the word (e.g. rectangle)  prefix and suffix bi-: bicycle / bilingual tri-: tricycle / trilingual -er: farmer / teacher Guess from the text (read page 2: activity 2) Textbook p.2

13. Review 1 Textbook p.1-2 Where can learning take place? How can learners learn? Active learners vs. Passive learners Avoidance vs. Risk-taking L1 / Four skills SLA and FLA Caretaker Language Self-efficacy

14. Active Learners Ask questions and initiate exchanges with other learners and teachers Make notes and keep records Reviewing and consolidating Homework Be on time and be prepared Textbook p.3

15. Teaching Textbook p.4 Peripheral Learning: Students can absorb information "effortlessly" when it is perceived as part of the environment, rather than the material "to be attended to"

16. Peripheral Learning Textbook p.4

17. Peripheral Learning Textbook p.4

18. Peripheral Learning Textbook p.4

19. Peripheral Learning Textbook p.4

20. Peripheral Learning Textbook p.4

21. Peripheral Learning Textbook p.4

22. Scaffolding Read the passage on page 4 … Question 1: Can you define “scaffolding”? Question 2: What can teachers do to scaffold learning? Textbook p.4

23. Scaffolding Textbook p.2 Content Schemata: their expectations about situations and events based on their real-world experiences Discourse Schemata: the subtle signals that each language uses to provide learners with important information about the discourse they are about to decode

24. Scaffolding Analyze the steps on page 5. What kind of scaffolding techniques did the teacher use in each step? Textbook p.5

25. Review 2 Textbook p.3-5 Peripheral Learning Scaffolding Content Schemata Discourse Schemata

26. Factors Which Affects Learning Read the passage on page 7 … What is “ Innate Ability ” ? What is “ Aptitude ” ? Does it exist? What is the difference between “ Intrinsic Motivation ” and “ Extrinsic Motivation ” ? Give us some examples. What can teachers do to increase learner motivation? Textbook p.7

27. Universal Grammar (Noam Chomsky) Universal Grammar (UG) refers to the universal properties that all languages share. All normal children acquire language relatively quickly and easily and without instruction. Children learn the world’s languages in the same way and pass through the same stages of acquisition. Textbook p.7

28. Motivation Textbook p.7 Intrinsic Motivation: “ The most powerful rewards are those that are intrinsically motivated within the learners. Because the behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding; therefore, no externally administered reward is necessary. ” Douglas Brown 2001

29. Age Textbook p.7 Critical Period Hypothesis: In child development, there is a period during which language can be acquired more easily than at any other time. The critical period lasts until puberty (around age 12 or 13).

30. Learner Types Read the passage on page 8 … Question 1: What is the definition of each leaner type? Question 2: How do teachers teach different learners? Question 3: What is your learner type? Textbook p.8

31. Total Physical Response

32. Learner Types Textbook p.8 Field-Independent Learners: This type of learners is able to identify or focus on particular items and is not distracted by other items in the background or context. Field-Dependent Learners: This type of learners tends to look at the whole of a learning task which contains many items. The learner has difficulty in studying a particular item when it occurs within a ‘ field ’ of other items.

33. Textbook p.8 Teaching Styles FIELD-INDEPENDENTFIELD-DEPENDENT Prefers impersonal teaching situations such as lectures. Emphasizes cognitive aspects of instruction. Prefers teaching situations that allow interaction and discussion with students Uses a teacher-organized learning situation Uses student-centered activities Gives corrective feedback, uses negative evaluation Provides less feedback, avoids negative evaluation Strong in organizing and guiding student learning Strong in establishing a warm and personal learning environment

34. Textbook p.8 How to Motivate Students FIELD-INDEPENDENTFIELD-DEPENDENT Through gradesThrough verbal praise Through competitionThrough helping the teacher Through choice of activities, personal goal chart Through external rewards (stars, stickers, prizes) Through showing how the task is valuable to them Through showing the task's value to other people Through freedom to design their own structure Through providing outlines and structure

35. Review 3 Innate Ability Aptitude Motivation Intrinsic Motivation / Extrinsic Motivation Critical Period Hypothesis Visual learners / Auditory Learners Tactile Learners / Kinesthetic Learners Field-independent/-dependent Learners Reflective Learners TPR (Total Physical Response) Textbook p.7-9

36. Language Learning Aims Read the passage on page 12 … What is “ Fluency ” ? How do learners maintain fluency? What is “ Accuracy ” ? Do learners have to be 100% accurate? What is “ Complexity ” ? What is “ Appropriacy ” ? Textbook p.12

37. Appropriacy Pragmatic Competence: Pragmatic competence means knowing how to use language in order to achieve certain communicative goals or intentions. It’s so hot today. If you’d kindly wait a moment, I’ll see if he’s able to talk to you. Hang on a minute, love, and I’ll get him.

38. Review 1 Prefix and Suffix Peripheral Learning Scaffolding Scaffolding learning involves … Open Pairs Content Schemata vs. Discourse Schemata Context Textbook p.1-6

39. Review 2 Innate Ability Aptitude Intrinsic Motivation vs. Extrinsic Motivation What should teachers do to increase learner motivation? What is a better age to learn English? Critical Period Hypothesis Textbook p.7-8

40. Review 3 Proximity of L1 to English Immersion Target Language Textbook p.7-8

41. The Language Learning Process Read the passage on page 11 … What is “ Input ” ? What are the sources of input? What is “ Noticing ” ? Give us some examples. What is “ Recognizing Patterns and Rule Making ” ? What can teachers do to help? What is “ Use and Rule Modification ” ? What can teachers do to help? What is “ Automating ” ? What can learners do to maintain this stage? Textbook p.11

42. Input Textbook p.11 Input Hypothesis: A hypothesis proposed by Krashen, which states that language is picked up, or acquired, when learners receive input from ‘message’ which contain language a bit above their existing understanding (comprehensible input).

43. Review 1 Textbook p.1-6 Visual Learners Auditory Learners Tactile Learners Kinaesthetic Learners Field-independent Learners Field-dependent Learners Reflective Learners

44. Review 2 Textbook p.1-6 How do teachers generate positive peer- relationship? How does learners ’ attitudes influence their language learning? Input Noticing Recognizing Patterns and Rule Making

45. Review 3 Textbook p.1-6 Use and Rule Modification Automating Fluency Accuracy Complexity Appropriacy