PRINCIPLES OF LANGUAGE SECOND LEARNING & TEACHING.pptx

PRINCIPLES OF LANGUAGE SECOND LEARNING & TEACHING, STAGES INVOLVED IN SLA PROCESS, Native Language (L1),Second Language (L2) / SLA
SLA VERSES FL, Input Principle, INTERACTION PRINCIPLE, OUTPUT PRINCIPLE

1. PRINCIPLES OF LANGUAGE SECOND LEARNING & TEACHING Group 1 J AWERIA JABBAR 4128 S.S M . IMTIAZ 4131 S.S SALMA AKHTAR 4103 S.S SHUMAILA AHMED 4116 S.S

2. PRINCIPLES OF LANGUAGE SECOND LEARNING & TEACHING

3. SLA DEFINITION: “SLA stands for Second Language Acquisition, which refers to the process of acquiring a second language or additional language after the first language (native language ).”

4. EXAMPLE: Let's say a person named Maria, whose native language is Spanish, moves to the United States and wants to learn English as her second language. As Maria begins to learn English, she starts with basic phrases like "Hello, how are you?" and gradually builds up to more complex sentences and conversations.

5. STAGES INVOLVED IN SLA PROCESS: In this example, Maria's SLA process involves : 1 . Input : Maria receives English language input through various sources like language classes, TV shows, conversations with native speakers, etc . 2 . Processing : Maria's brain processes the language input, trying to make sense of the grammar, vocabulary, and pronunciation.

6. CONTINUE… 3 . Output: Maria practices speaking, writing, and listening in English, producing language output . 4 . Feedback : Maria receives feedback on her language output from teachers, native speakers, or language exchange partners, helping her improve

7. SLA VERSES NL Native Language (L1 ) Example : Maria grows up speaking Spanish in Madrid, Spain.- Characteristics: Natural, intuitive, emotional connection . Second Language (L2) / SLA Example: Maria moves to the US and learns English through practice and immersion.- Characteristics: Conscious learning, effort to communicate, influenced by Spanish.

8. SLA VERSES NL AND FL

9. SLA VERSES FL Example: Maria takes a French class in school, but doesn't use it outside the classroom.- Characteristics : Formal instruction, limited practice, no emotional connection.

10. SOME BASIC PRINCIPLES OF SECOND LANGUAGE LEARNING AND TEACHING:

11. 1. Input Principle: Learners need comprehensible input to acquire a language . Example: Provide students with leveled readers or listening materials that match their proficiency level .

12. 2. INTERACTION PRINCIPLE: Learners need opportunities to interact with the language and others. Example : Conduct regular group discussions, role-plays, or debates to encourage student interaction.

13. 3. OUTPUT PRINCIPLE: Learners need opportunities to produce language . Example : Assign regular writing tasks, presentations, or class discussions to encourage language production.

14. 4. Feedback Principle: Learners need constructive feedback to improve Example : Provide regular, specific, and actionable feedback on student writing or speaking assignments

15. 5. PRACTICE PRINCIPLE: Learners need regular practice to reinforce learning . Example: Incorporate regular language practice exercises, such as grammar drills or vocabulary building activities.

16. 6. AUTHENTICITY PRINCIPLE: Learners need authentic materials and contexts to engage with the language. Example: Use real-life materials like news articles, videos, or podcasts to teach language skills.

17. 7. INDIVIDUALIZATION PRINCIPLE: Learners have different learning styles, needs, and abilities . Example: Use differentiated instruction, learning centers, or technology to cater to different learning styles.

18. 8. CONTEXTUALIZATION PRINCIPLE: Learners need language learning to be contextualized . Example: Teach language skills within the context of a specific topic, theme, or project

19. KEY PRINCIPLES: These principles can inform classroom assessment practices, such as : Using authentic materials for assessments Providing opportunities for student interaction and output Offering constructive feedback Incorporating regular practice exercises- Catering to individual learning styles and needs

20. SLA AND SYLLABUS DESIGN WITH IMPACTS:

21. 1. Needs Analysis: Example : Survey students to determine their language proficiency levels and learning objectives . Impact : Informs instruction, ensures relevance, and increases student motivation.

22. 2. TASK-BASED LEARNING : Example: Design a unit on "Ordering Food at a Restaurant" with assessments like role-plays and menus . Impact : Develops authentic language use, promotes critical thinking, and enhances transferable skills.

23. 3. LANGUAGE FOCUS: Example: Create a lesson on "Present Perfect Tense" with assessments like grammar exercises and short writing tasks . Impact : Improves language accuracy, builds confidence, and supports progressive development.

24. 4. SCAFFOLDING: Example: Assess students' writing skills with increasingly complex tasks: paragraph, short essay, research paper . Impact: Encourages gradual improvement, reduces anxiety, and fosters independence.

25. 5. AUTHENTIC ASSESSMENT: Example: Assess listening skills with podcasts or TED Talks, and speaking skills with debates or presentations . Impact: Prepares students for real-life situations, develops critical thinking, and enhances engagement.

26. GOALS IN SYLLABUS DESIGNING GOALS IN SYLLABUS DESIGNING

27. GOALS: Language Proficiency: Develop students' language skills (reading, writing, speaking, listening ) Communication : Enable students to communicate effectively in real-life situations Cultural Awareness: Foster understanding and appreciation of target language cultures Critical Thinking: Encourage critical thinking, problem-solving, and creativity Learner Autonomy: Promote independent learning and self-assessment

28. APPROACHES: Task-Based Learning: Focus on real-life tasks and activities Content-Based Instruction: Integrate language learning with subject matter content Communicative Language Teaching: Emphasize authentic communication and interaction Project-Based Learning: Encourage students to work on real-life projects Technology-Enhanced Learning: Utilize technology to support language learning

29. CURRICULUM INTEGRATION: Curriculum integration in classroom assessment refers to the practice of combining multiple subjects or skills into a single assessment task. This approach helps to : 1 . Reflect real-life scenarios 2 . Encourage connections between subjects 3 . Develop transferable skills 4 . Reduce assessment burden 5 . Promote deeper learning

30. Example: Task: Plan a cultural event (e.g., festival, concert, or food fair) that showcases the target language and culture.

31. ISSUES:

32. ISSUES IN SYLLABUS DESIGNING: 1. Unclear goals 2 . Inadequate needs analysis 3 . Lack of authenticity 4 . Overemphasis on grammar 5 . Poor sequencing 6 . Inadequate assessment 7 . Lack of flexibility 8 . Insufficient teacher support

33. ISSUES IN SECOND LANGUAGE LEARNING: Motivation and engagement Language anxiety Limited authentic language use Insufficient feedback Learner autonomy

34. ISSUES IN SECOND LANGUAGE TEACHING: 1. Teacher training and qualifications 2 . Classroom management 3 . Limited resources 4 . Balancing theory and practice 5 . Assessing learner progress

35. Conclusion: Summary : Effective second language learning involves applying principles such as comprehensible input, output opportunities, and sociocultural interaction. Importance of Application: Tailoring syllabus design to these principles enhances language acquisition and learner engagement

36. THANK YOU FOR ATTENTION