Teaching – Learning; Types of teachers and students

Teaching – a process when one person wants to give some new information or to give some piece of his own knowledge to other person or group of people.

Learning – a process when we want to memorize or learn by heart something we haven’t known earlier.

TEACHING	LEARNING
Process of giving info Social process (teacher and learner) Willingness Helping Explaining/presenting Conscious process	Gaining info, skills, experience Acquiring Process of gaining, remembering Complex process of collecting unobservable

Only students are responsible for learning.

DIFFERENCE:
Two different actions -> gaining, giving
Observable, unobservable
We can’t teach ourselves

TEACHING NEVER EQUALS LEARNING.

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INPUT – when teacher tries to put some knowledge in student’s head.

NATIVE SPEAKERS

FOR	AGAINST
They have a big knowledge about their language They don’t have to put much effort They are certain about their knowledge	They can easily use short forms (wanna, ain’t) Difficulties with communication with learners Difficulties with explaining

NON-NATIVE SPEAKERS

FOR	AGAINST
They put all effort in teaching They understand learners (they also were learners) They can communicate in other languages	They must spend much more time for learning themselves They must repeat their knowledge again and again They may some problems with pronounciation

NATIVE AND NON-NATIVE SPEAKERS – FOR:

• They must like this language

• They must have some abilities for teaching

• They have a big knowledge about the language

NATIVE AND NON-NATIVE SPEAKERS – AGAINST:

• They may be incomprehensive for learners

• They can be bored when they must tell sth about English again

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CHILDREN	TEENAGERS	ADULTS
Repetition Movement Variety Learn fast and forget faster Acquiring No abstractive thinking Short attention span Curious Need physical contact Self-centered	Critical Sensitive at laughing Sensitive to judgment Problems with controlling emotions Don’t like to be treated like children Direct learning (notes)	Fixed habits They are motivated They are disciplined Direct learning (notes) Inquiring (asking questions)
Teaching by games You must show them the way they should think Show examples, not only talk We must encourage them to learn We must fit our language to the age of learners	They look at us very carefully We must encourage them because they can get bored We must motivate them	Know some basics of English Want to learn English for themselves We don’t have to direct them all the time It’s easy to work with them, they come prepared

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Listening process

INPUT – the words uttered by the speaker. Everything depends on the speaker -> enormous influence. Students also have influence -> asking, body language, face.

ATTENDING TO THE MESSAGE – the listener’s application of various types of information available to him.

OUTPUT – our response. Signals which are send by us are very importand.

INPUT

SPEAKER CONTENT

Pronounciation Topic
Information Syntax
Volume Sentences
Clarity

Speaker is certain of what he says.

ATTENDING TO THE MESSAGE

• Listener may not hear correctly.

• Listener may switch off. Our brain is concentrated more or less 7 minus -> yawning, deep breath.

• Hard to concentrate after losing concentration.

• Background noises

• Interest in the topis

• Usefulness of the topic.

• Other factors (voice of the teacher, stress etc)

OUTPUT – THE RESPONSE

We judge understanding of the message by the response given to it:

• Listener understanding the message can respond to it correctly.

• L. may understand but not be able to express oneself un a foreign language.

• L. may not understand the message but produce a correct response by chance

• L. does not understand the message and doesn’t produce the response.

TRANSACTIONAL LISTENING

Exchanging our information with other person. (Transactional -> Buyer – Seller)

INFORMATION SOURCES IN COMPREHENSION

1. Schematic knowledge – background knowledge, experiences

   1. Factual – fact’s experience

   2. Social context

   3. Procedural knowledge

2. Context

   1. Knowledge of the situation (physical setting, participants, etc)

   2. Knowledge of the context (what was/will be said)

3)Systematic knowledge – knowledge of the language system

1. Semantics

2. Phonology

3. Syntactic

EXTENSIVE – watching TV, films without voice over, etc

INTENSIVE – basically in school

• Teacher must know how to use the equipment in classroom (CD recorder etc)

• Teacher must organize interesting lessons (ex. play film in foreign language)

• Learners should be involved in the lesson, take part in it.

ADVANCES FOR THE TEACHER:

• Use pronounciation patters.

• Expose Ls to variety of accents

• Involve Ls in choosing recordings

• Organize conditions

• Recordings related to the topic

INTENSIVE LISTENING

• Intensive listening is provided by teacher

• It takes place in the classroom, it is based on earlier recorded audio material

• We have some tasks in intense listening, tasks have very specific aims

• We want to pick up some sort of information

REAL-LIFE COMMUNICATION

1. Desire to communicate

2. At least two participants

3. Information gap

4. Spontaneous

5. Variety of language

6. Depends on participants

UNEVEN PARTICIPATION – we must react on situations where one of the students is acting bossy

INHIBITIONS – encourage other students

LANGUAGE – proper, appropriate vocabulary (introduced before discussion)

TOPIC – different things which will be interesting for students.

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Teaching vocabulary

We must put some effort when we learn new words. We learn meanings.

FACTORS IN TEACHING VOCABULARY:

• Form of the word - spelling and pronounciation

• Grammar – part of speech, regularities and irregularities

• Collocation – context in which word appears

• Aspects of Meaning:

  1. Denotation – definition, description

  2. Connotation – sort of believes, opinions, which can appar in culture.

  3. Appropriateness

• Meaning relationship – synonyms, antonyms

• Translation

WORD FORMATION

• Techniques for vocabulary presentation:

• Visual – we show objects

1. We can print pictures of objects

2. We demonstrate with help of gestures and facial expression

• Verbal – using words, giving a definition, describing, we can use synonyms, antonyms etc

• Visual – pictures

PRONOUNCIATION

• Sound

• Stress

• Intonation

Bottom-up approach – theoretical teaching, individual sounds, hard work.

Sounds

Words – sound and stress

Phrases – sounds, stress and rhythm

Sentences

Top – down approach – only practice, no teaching. Repetitions.

Teaching children

MENTAL CAPABIITIES:

• The ability to grasp meaning

• The ability to manage with limited linguistic means

• The ability to learn indirectly

• The ability to learn through fantasy and imagination

• The ability to interact and speak in English

• The ability to think, and think about their thinking

NATURAL ENDOWMENTS OF CHILDREN:

• Creative (to explore unknown)

• Acting according to routines

• Curious

• Angry and fearful

• Uneasy and distressed when left alone, satisfied with physical contact

• Wandering (slip out)

• Assertive

• Submissive

• Constructive

• Eager to cry and laugh, to play

• Limited attention span

• Physically active

HOW DO THEY LEARN?

• They attend and observe

• They form habits and images

• They remember, think and imagine

• They learn through activities that appeal to their natural and acquired interests

• They learn by vaguely grasping complex wholes which they subsequently analyze

• They learn only in the atmosphere of freedom and co-operation.

Piaget’s theory of cognitive development

STAGE 1. – Sensorimotor stage (0-2) Object permanence

STAGE 2. – Pre-operational stage (2-7) Egocentrism, concentrate only on one element

STAGE 3. – Concrete operations (7-11) Classification

STAGE 3. – Formal operations (11-16) Abstractive thinking, logical reasoning

IMPLICATIONS OF PIAGET’S THEORY

• Don’t ask children to cope with tasks before they are ready to deal with them.

• Don’t give them rules – they won’t understand without developed abstract thinking

• Provide opportunities for children to learn by discover

• Children should be introduced to new concepts through concrete objects.

• New concepts should be linked to what the child knows and has experienced.

EQULIBRATION

Assimilation Accommodation

Continuity with past perceptions New perceptions revising previous understanding

STABILITY CHANGES, GROWTH

COGNITIVE DEVELOPMENT

6/7 to 10/11

• The world is concrete and familiar

• Children are egocentric

• Beginning of mental processes

• Ch’s starting point is their own world of experience

• Developing as a thinker

• Language us used as a tool of communication nor a system.

11/12 +

• Full abstract thinking

• Metacognitive phase begins

• Thinking about things outside Ch’s own experience

• Ability to hypothesize, deduce, reason

• Developing awareness of language as a system