English Language: Geographical, Historical, and Didactic Aspects
Topic 5: English-Speaking Countries
2. Geographical, Historical, and Cultural Framework
Old, Middle, Early, Modern, Late Varieties
2.1. Origin and Development of the English Language
2.2. English as a World Language
Smith (83): ‘Most Used’ ‘Lingua Franca’
2.3. The English-Speaking Countries
2.3.1. The United Kingdom (UK)
2.3.2. The Republic of Ireland
2.3.3. The United States of America
2.3.4. Canada
2.3.5. Australia
2.3.6. Other English-Speaking Countries
3. Didactic Implications of Geographical, Historical, and Cultural Aspects
Canale Swain (80) RD126/2014
3.1. Sociocultural Competence in the Curriculum of the FLA
3.2. Didactic Applications
3.2.1. The Role of the Teacher
Brewster (92)
3.2.2. Didactic Applications in the FL Lessons
Topic 6: Language and Linguistics in FLT
1. Introduction
Aitchison (87): ‘What is Language?’ L1/L2 in FLT
2. Language, Linguistics, and Language Teaching-Learning
Chomsky (57): ‘Finite’ Hall (64): ‘Institution’ Lenguaje/Idioma
3. Contributions of Linguistics to FLT
3.1. Traditional Grammar
‘Grammar Translation Method’
3.2. Structural Grammar
Stern (83): ‘Oral Aspects’ (Speech, Sentence, Habits)
3.3. Generative Grammar
Chomsky (60s): ‘Linguistic Comp’ (Errors, Cognitive Abilities, Free Expression and Creativity)
3.4. Functional Grammar
Halliday (80s): Meaning and Comm Comp.
3.5. Communicative Grammar
CEFRL RD126/2014 O17M/2015 RD97/2015
4. The Language Learning Process: L1 vs. Foreign Language Learning
Skinner (57) – Chomsky (60) – Piaget (37) – Bruner
4.1. First Language Acquisition
4.1.1. Stages of Language Acquisition in Children
Babble/Holophrase/2-Word/Adult Speech
4.1.2. Theories on L1 Acquisition
Behaviorism (Skinner): ‘Imitation-Reinforcement’ / Mentalism (Chomsky) / Cognition (Piaget) / Interactionism (Bruner)
4.2. L1 Development at School
Halliday: Interpersonal -> Ideational
4.3. Theories on FL Acquisition
Cognitivism (Ausubel) / Constructivism (Piaget, Vygotsky): ‘Active Process, Learn to Learn, Context’
4.4. Similarities and Differences Between L1 and FLL
4.4.1. Similarities
‘Cognitive Processes, Errors, Comprehensible Input, Natural Order’
4.4.2. Differences
‘L1 Errors in L2, L2 Artificial, Less Time, Age Factor’
4.4.3. FLT Implications
‘Motivation, Imitation & Repetition, Comprehensible Input, Silent Period, Affective’
4.4.4. The Role of L1 in FLA: Interlanguage Theory
‘L3 Mix of L1/L2’
Topic 7: Language Skills
2. The 4 Language Skills: L, S, R, and W
Harmer’s Diagram O17M/2015
3. Oral Communication in the Foreign Language
3.1. Complexity of Global Comprehension in Oral Interaction
From Hearing to Active and Selective Listening
3.1.1. Oral Interaction
Rivers (81): ‘Interactions’ Guidelines: O bf W RD126 (O imp) Context Support, Errors OK, Repetition and Pause
3.1.2. Oral Comprehension: Listening (What is?, Why Imp)
Harmer (83): Subskills ‘Extensive/Intensive’ Stages ‘Pre/While/Post’ (Ex: Activities)
3.2. Speaking: From Imitative Reproduction to Autonomous Production
Byrne (88) ‘Reading?’ Krashen (81) ‘Input’ / Ellis (85) ‘Interaction’ / Klein (96) ‘Both’ Limitations: Lack of Knowledge, Combine L1/L2, Errors Correct but Fluency.
Stages of Oral Act: 1. Warm-up 2. Presentation 3. Practice: Oral, Guided, Meaningful 4. Production: Free, Creative, Not Interfere
4. Role of Oral Comprehension and Expression in the Curriculum
RD126/2014 28Feb ‘Comm Competence L,S Important, Comm Contexts. OR17M ‘Blocks 1/2’ 1: Oral Text Comprehension / 2: Oral Text Production: Expression & Interaction