PARTICIPATORY APPROACH...

     Participatory approach, also known as Freirean Approach, is a teaching strategy that incorporates themes or content area that are of interest to the learners. Freire contends that unjust social circumstances originate from illiteracy and the reason for seeking education is to empower learners to take a proactive stance in liberating themselves from their burdens (Spencer 1992). The Participatory approach is under the umbrella of Content-Based Instruction (CBI) in that it uses topics for specific purposes. The themes derive from real issues that affect students’ daily lives where language learning is used as a vehicle to solve social problems. There are various activities that can be incorporated in this teaching strategy which aim to develop all language domains in the learning process. According to Auerbach ( as cited in Ross, 1995), learners are also encouraged to take ownership of their learning as well as collaborate with the teacher, including participating in small and whole group activities for learning to be meaningful. However, in the participatory approach meaning precedes form.

     The Participatory Approach is a brainchild of Brazilian language educator Paulo Freire (Check out Paulo Freire's personal interview at the end of this page) . Freire is the author of the book "Pedagogy of the Oppressed". Many researchers have also referred to this method as the Freirean Approach to language literacy education. The goal of this method is to use language learning as a tool to provide solutions to social problems that impact learners in their daily lives. According to Jurno (as cited in Spencer, 1992) Freire contends that unjust social problems originate from illiteracy and the solution lies in helping learners empower themselves from the circumstances they are in.

COMMUNICATIVE COMPETENCE

HI EVERYONE... I AM GONNA SUMMARIZE THE TOPIC WE HAVE LEARNED YESTERDAY I HOPE IT WILL BE BENEFICIAL :))
Firstly we have make difference between ''competence'' and ''performance''

competence: capacity
performance: usage

• competence is more greater than performance

COMPONENTS of COMMUNICATIVE COMPETENCE

1) GRAMMATICAL COMPETENCE: Understanding the skills and knowledge necessary to speak write accurately. Grammatical competence includes:

-vocabulary

-word formation

-meaning

-sentence formation

-pronunciation

spelling

2) SOCIOLINGUISTIC COMPETENCE: Knowing how to produce and understand the language in different sociolinguistic context, taking into consideration such factors as:

-the status of the participants

-the purpose of the interaction 

-the norms or convention of the interaction.

3)DISCOURSE COMPETENCE: The ability to combine and connect utterances (spoken) and sentences (written) into a meaningful whole. Discourse ranges from a simple spoken conversation to long written texts.

4)STRATEGIC COMPETENCE: The use of both verbal and non verbal language to meet communicative goals. Speakers use strategic competence to:

-compensate for breakdowns in communication, example; the speaker is forced to paraphrase or gesture when he she doesn't know a term and convey the idea.

-make communication more effective; example a speaker raises or lowers the voice for effect.

COMPETENCE VS PERFORMANCE

Chomsky(1965): competence is mental representations of linguistic rules that constitute grammar.

This internal grammar is implicit rather than explicit. It is evident in the intuitions about the grammatically of sentences.

-performance S the use of this grammar in the comprehension and production of the language.

-communicative competence enables the speaker to convey and interpret messages and to negotiate meanings interpersonally  within specific contexts.

-language  occurs in social interaction. It is used for a purpose such as persuading,commanding, and establishing social relationship.

-instead of specific knowledge of grammatical forms the competent speaker knows when where and how to use language appropriately.

KRASHEN'S FIVE HYPOTHESES for SECOND LANGUAGE ACQUISITION

HELLO LADIES AND GENTLEMAN HOW ARE YOU:)) I AM FINE THANK YOU ...
TODAY ALSO I WANNA SHARE THE IMPORTANT POINT IN LANGUAGE ACQUISITION LETS STARTTT:))

1)The Acquisition Learning Hypotheses two independent ways of developing language ability:

Language Acquisition: a subconscious process; occurs naturally both children and adults can subconsciously acquire languages.

Language Learning: a conscious process;occurs at school includes rules and grammar of language.

2) The Natural Order Hypothesis states:

• we acquire parts of a language in a predictable order. Some grammatical items tend to come earlier in the acquisition process than others.
• For example the ing progressive is acquired fairly early in first language acquisition while third person singular -s- is acquired later.

3) The Monitor Hypothesis explains how acquisition and learning are used.

• language is normally produced using our linguistic competence.
• conscious learning has only one function.... as the ''monitor'' or ''editor''
• after we produce some language using the acquired system, we sometimes inspect it and use our learned system to correct errors.
• this can happen internally before we actually speak or write,or as a self correction after we produce the written or spoken text.

4) Comprehensible Input Hypothesis: More comprehensible input results in more acquisition.

5) The Affective Filter Hypotheses states:

• affective variables do not impact language acquisition directly but can prevent input from reaching LAD.
• The LAD is the part of the brain that is responsible for language acquisition.

MY DEAR FRIENDS AS YOU SEE I TRIED TO EXPLAIN KRASHEN'S FIVE HYPOTHESIS FOR SECOND LANGUAGE ACQUISITION I HOPE WE WILL SEE YOU AGAIN. 

PREZI PRESENTATION ABOUT GRAMMAR TRANSLATION METHOD

http://prezi.com/ctpzwakrqntw/?utm_campaign=share&utm_medium=copy&rc=ex0share

MY PREZI PRESENTATION ABOUT HEARING AND LISTENING

It is the link :))  http://prezi.com/lvcwayj6lka2/?utm_campaign=share&u

SPECIAL TEACHING METHODS/PRACTICE

GOOD EVENING FOR EVERYONE :)) TODAY ALSO A NEW TOPIC FOR YOU THAT I WILL SHARE WITH YOU. AS YOU KNOW THIS TERM WE HAVE ''SPECIAL TEACHING METHODS'' CLASS AFTER THE VISAS OUR FIRST UNIT IS ''PRACTICE'' LET ME SHARE WITH YOU WHAT WE LEARNED...

1)ORAL PRACTICE:Drills are usually very controlled and therefore they have limited potential. Because they are fairly repetitive and not very creative they should not be used for too long or too frequently. However they do give students the opportunity for safe practice accuracy can be focused on as the students get a chance to rehearse language. In the following examples the first three concentrate on practicing question forms whilst the fourth looks at a way of making drills a bit more fun.  

a) four phase drills: four phase drills are so called because there are four phases or stages Q-A-Q-A. The reason why four is in brackets is of course because we can also have six or eight-phase-phase drills or any number for that matter although for seems to be the most usable. The students are encouraged to ask a question and on the basis of the answer follow it up with another question for eample;

A: Is john English
B: No he isn't.
A: Where is he from, then?
B: He is Australian.

b) mixed question and answer drills: the difference between mixed question and answer drills is that the former have more questions than the latter and they can be  asked in any order. In the following example the teacher works with the whole class who see the following wall picture.
Students are then put in pairs to work with similar pictures and they might use the answers to write short paragraphs for example Jean Paul is from Paris.

c)talking about frequency of activities: In this drill students work with a specially prepared set of flashcards. The cards show various activities taking place. Students are put in groups of four and set of flashcards is placed in front of them face downwards.

    THESE ARE THE WHAT WE LEARNED TODAY IN SPECIAL TEACHING METHODS CLASS MY POSTS WILL BE GO ON NEXT GOOD NIGHT FOR EVERYONE...

LANGUAGE AND THE BRAIN

HI EVERYONE HOW ARE YOU MY DEAR FRIENDS?? I KNOW YOU ARE FINE;) LIKE ALWAYS TODAY I AM GONNA TELL WHAT WE DID IN OUR CLASS WE DID TYPICAL THINGS IN OUR FIRST CLASS WAS LINGUISTICS we moved on a new topic after the visas unfortunately our grades are not high because of the second term's new subjects while the our grades are explaining our morale goes down... anyway I hope we will be better lets start:))

NEUROLINGUISTICS: The study of the relationship between language and the brain is called ''neurolinguistics''

LANGUAGE AREAS IN BRAIN :

1)  BROCA'S AREA

2)WERNICKE'S AREA

3)THE MOTOR CORTEX

4)ARCUATE FASCICULUS

BROCA'S AREA: The part shown as in the illustration is technically described as the ''anterior'' speech cortex or more usually as Broca's Area. Paul Broca a French surgeon reported in the 1860s that damage to this specific part of the brain was related to extreme difficulty in producing speech . BRIEFLY THIS PART OF THE BRAIN IS RESPONSIBLE FOR PRODUCTION OF THE SPEECH. 

WERNICKE'S AREA: The part shown as in the illustration is the ''posterior speech'' cortex or Wernicke's area. THIS PART OF THE BRAIN IS RESPONSIBLE FOR THE UNDERSTANDING IF THE LANGUAGE.

THE MOTOR CORTEX AND THE ARCUATE FASCICULUS: The part shown as in the illustration is a bundle of nerve fibers called ''arcuate fasciculus''  THIS PART OF THE BRAIN IS RESPONSIBLE FOR MAKING CRUCIAL CONNECTION BETWEEN WENICKE'S AND BROCA'S AREA.

for today that's all I WANT YOU TO WATCH THESE VIDEOS TO MAKE STH CONCRETE

1-Language and the brain: Aphasia and split-brain patients
 

2-The Brain - Language and speech, broca´s and wernicke´s area