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Teaching by Principles. By H. Douglas Brown
 
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" Teaching by Principles: An Interactive Approach to Language Pedagogy, " Third Edition, by H. Douglas Brown, is a widely acclaimed methodology text used in teacher education programs around the world. This user-friendly textbook offers a comprehensive survey of practical language teaching options, all firmly anchored in accepted principles of language learning and teaching. End-of-chapter exercises give readers opportunities to process material interactively. Suggested readings direct readers to important books and articles in the field. This third edition of " "Teaching by Principles" "features: - new chapters on course design, technology, and critical pedagogy to reflect current trends and advances in methodology - pre reading organizers at the beginning of each chapter updated, expanded references - treatment of other recent "hot topics" of interest: . corpus linguistics . form-focused instruction . multiple intelligences . nonnative English-speaking teachers . autonomy . willingness to communicate . alternatives in assessment . reflective teaching
Views: 5626 Victor Hugo ROJAS B.
TM: Teaching By Principle
 
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TESOL Methods: This mini-lecture describes a number of principles that good ESL educators will want to adopt to become better teachers. - adapted from H.D. Brown - "Teaching by Principle"
Views: 11531 F Tuzi
Principles of Language Learning and Teaching Chapter 3
 
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Make an animated explainer video for free at: http://www.rawshorts.com Now you create your own explainer videos and animated presentations for free. Raw Shorts is a free cloud based video builder that allows you to make awesome explanation videos for your business, website, startup video, pitch video, product launch, video resume, landing page video or anything else you could use an animated explainer video. Our free video templates and explainer video software will help you create presentation videos in an instant! It's never been easier to make an animated explainer video with outstanding production value and without the cost or hassle of hiring an expensive production company or animation studio. Wait no more! Our animation software is free to use. You can make an animated video today for your landing page, website, kickstarter video, indiegogo video, pitch video and more. Simply log on and select from thousands of animated icons, animated characters and free video templates for business to make the perfect web video for your business.
Views: 4741 Oscar Valencia
Introduction to English Language Learning
 
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Introduction to English Language Learning. Free TEFL course. FREE download Coursebooks: http://teachers.education/pdf/Textbook.pdf http://teachers.education/pdf/Workbook.pdf Dr. H.Douglas Brown - professor emeritus of English as a Second Language at San Francisco State University. Part 1 in this series of TEFL videos. This is the most boring but lays the background for the following 22 videos. TESOL - An Introduction by David Nunan: http://tinyurl.com/ybggxwum -~-~~-~~~-~~-~- Please watch: "Teach LEGALLY in Thailand 2017" https://www.youtube.com/watch?v=hRufqH1JomE -~-~~-~~~-~~-~-
Views: 4925 ttompatz
brown's 12 principles
 
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Teaching by Principles- chapter 4- Douglas Brown-- Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Views: 3789 Natalia Fornari
Affective Variables in Language Teaching
 
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Mi trabajo para el final de Dicáctica I, basado en el libro de Douglas Brown "Principles of language learning and teaching".
Views: 917 OJO CON LA LENGUA
Language Assessment Principles
 
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This mini lecture continues the discussion on language assessment and covers a number of vital items of information including: Practicality Reliability Validity Authenticity Washback
Views: 18202 F Tuzi
Language Assessment: Concepts and Issues
 
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This mini lecture is the first in a series that reviews Language assessment in the classroom. It is loosely based on Brown, H.D. & Priyanvada, A. (2010). Language Assessment: Principles and Classroom Practices ISBN: 9780138149314. This lesson will cover foundational issues and concepts of language assessment including differentiating assessment from test, and reviews the variety of tests e.g. achievement, proficiency, diagnostic,
Views: 26972 F Tuzi
SLA Chapter2 Part1
 
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This is the first part of chapter 2 of the the second mandatory textbook we are using for psycholinguistics course as presented by Mohamed Akharraz, one of the MATEFL&ICT Teacher trainees. http://www.amazon.com/Principles-Language-Learning-Teaching-Edition/dp/0131991280/ref=sr_1_2?ie=UTF8&qid=1369657925&sr=8-2&keywords=the+principles+of+learning+and+teaching
Week 1: Intro to Principles of Language Learning and Teaching
 
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TEFL Certificate; Fall 2018
Views: 26 Amir Kalan
Automatic Language Growth: The Secret to Learn Languages Effortlessly & Approach Native Fluency?
 
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This video tells the story so far of the Automatic Language Growth (ALG) approach to language learning and the unique AUA Thai Program. Learn more: http://beyondlanguagelearning.com Subscribe: https://www.youtube.com/channel/UCviZlOCIohMyxwmNoXu4C-g?sub_confirmation=1 Website: https://beyondlanguagelearning.com Twitter: https://twitter.com/beyondlanglearn Facebook: https://www.facebook.com/beyondlanguagelearning Patreon: https://www.patreon.com/beyondlanguagelearning Can you pick up a new language as an adult and approach the fluency and ability of a native speaker? The story of an American linguist and the unusual language learning method he developed suggests that's not only possible, but it could be practically effortless and a lot of fun. According to Dr. J. Marvin Brown, the secret is for adults to use the same kinds of opportunities and approach that come naturally to children: get many understandable experiences with a new language without trying to speak, study, or practice it. Let speaking emerge on its own as one gains understanding of the language through listening to all this comprehensible input. The approach Dr. Brown developed, known as Automatic Language Growth, has been applied with success at the AUA Thai Program in Bangkok, Thailand for more than 30 years, yet remains virtually unknown. Dr. Brown argued that contrary to popular belief, adults have not lost the ability to pick up languages like young children and become near-native or even native-like. Rather, with maturity they've gained abilities to try to speak, study, and practice language that interfere with the natural language acquisition process. Almost all language teaching today for adults requires that they use these conscious abilities instead of providing them with the kind of experience that children naturally get and pick up language from without study. Meanwhile, despite control of variables being fundamental to the scientific method, there's still very little research that controls for the huge differences between typical adult and childhood language learning in order to see how much these differences, rather than age, are behind the adult difficulties with language learning we commonly observe. However, these things are starting to change, and emerging research and opportunities might yield a future where adults can routinely pick up new languages and approach native-like levels of ability while having fun and learning many other things in the process. Beyond Language Learning is discussing research on second language acquisition and possible ways to effortlessly learn languages to very high levels of ability at any age. Other links: AUA Thai Program: https://auathai.com ALG World: https://algworld.com Featured in video: Dreaming Spanish: https://www.youtube.com/channel/UCouyFdE9-Lrjo3M_2idKq1A Natural Khmer: https://www.youtube.com/user/naturalkhmer
COURSEWARE :CHAPTER 3 AGE AND ACQUISITION
 
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This courseware covers Chapter 3, Age and Acquisition taken from the book "Principles of Language Learning and Teaching" by H. Douglas Brown.
Views: 608 fatin saberi
Approaches & Method of Language Teaching - The principles of CLT
 
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This video is created for the English Literature Honours Students. This is specially for the students of Dhaka University (7 Colleges) and National University of Bangladesh.
Views: 538 Ibna Roman
techniques and principles in language teaching
 
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Subscribe today and give the gift of knowledge to yourself or a friend techniques and principles in language teaching Techniques and principles in language teaching. Why did the writer choose this title?. There must be a coherent set of links between techniques and principles. The actions are the techniques and the thoughts are the principles . . Slideshow 3030237 by ziya show1 : Techniques and principles in language teaching show2 : Why did the writer choose this title show3 : Techniques and principles in language teaching show4 : Introduction show5 : What is the difference between techniques principles and method show6 : Goals of this book show7 : Thought in action links show8 : Layout of chapters show9 : Techniques and principles in language teaching show10 : Techniques and principles in language teaching show11 : Techniques and principles in language teaching show12 : Techniques and principles in language teaching show13 : Techniques and principles in language teaching show14 : Techniques and principles in language teaching show15 : Techniques and principles in language teaching show16 : Techniques and principles in language teaching show17 : Techniques and principles in language teaching show18 : Techniques and principles in language teaching show19 : Techniques and principles in language teaching show20 : Techniques and principles in language teaching show21 : Techniques and principles in language teaching show22 : Techniques and principles in language teaching show23 : Method show24 : Technique show25 : Relations show26 : The grammar translation method show27 : Introduction1 show28 : Techniques and principles in language teaching show29 : Characteristics show30 : Techniques and principles in language teaching show31 : Objectives
Views: 82 slideshowing
AFFECTIVE PRINCIPLES of H.Douglas Brown - capsule
 
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Cápsula de divulgación científica para la democratización del conocimiento. Creada en base a los principios de Brown que aparecen en su libro Teaching by Principles, an Interactive Approach to Language Pedagogy (second edition).
Views: 42 Javiera Acosta
ESL Teaching Strategies: #1 TPR or Total Physical Response (VIPKID)
 
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Hello Everyone! This is #1 out of 10 in my ESL Teaching Strategies on TPR or Total Physical Response! We cover What it is, why we use it and how to use it in your own teaching! I model examples of online teaching that hopefully help you in your adventures to helping students learn English! You are welcome to leave comments below and add to the content of this video! I appreciate you all and your positive energy! Happy Teaching!! Lighting: http://www.ikea.com/us/en/catalog/products/20301078/ Filmed on Canon Powershot G7X Edited with IMovie Links: Channel Trailer: https://www.youtube.com/watch?v=hufALpywOT8 VIPKID Application Link: http://teacher-recruitment.vipkid.com.cn/home.shtml?refereeId=1280184 If you have started the application process, you can email [email protected] stating that Nancy Taylor ([email protected]) referred you and give them this code: 00RFSO I really appreciate your support! VIPKID= http://t.vipkid.com.cn/ Boot Camp Hub= https://www.bootcamphub.com Music: "Life of Riley" Creative Commons — Attribution-ShareAlike 3.0 Unported— CC BY-SA 3.0 https://creativecommons.org/licenses/... Music provided by RoyalFreeSound https://youtu.be/Y4BSKdTEnVI
Views: 130829 Nancy Taylor
Techniques and Principles in Language Teaching by Diane Larsen-Freeman: Book Review
 
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http://joelswagman.blogspot.com/2018/01/techniques-and-principles-in-language.html and http://joelswagman.blogspot.com/2014/05/techniques-and-principles-in-language.html For all my book reviews on linguistics and language teaching, see playlist: https://www.youtube.com/playlist?list=PLOY-0V_l_9x5zyZvaYnc-TuZjDuX-txNS
Views: 748 Joel Swagman
Black Box Videocast 1: Methodological Principles for Language Teaching
 
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How important is the method you use in language teaching? What about the methodological principles that inform your practice? Find out how Michael Long's chapter in the Handbook of Language Teaching (Wiley Blackwell, 2011) applies to your classroom.
Views: 5248 Musicuentos Black Box
Principle 2 Part 2: Music is a Language
 
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This video is part of the 10 part e-learning series "You Too Can Play Music! The Ten Principles of Learning Music That Most Teachers Don't Teach", a natural language learning based approach to learning how to play and understand music. To view the entire series for free please visit https://lammastudios.com/news/2018/12/03/you-too-can-play-music/ This course is largely organized around the basic fact that music is a language. All over the world, natural language learning is highly successful in enabling young children to easily and successfully learn their native language. In this course we will approach learning music in this same natural way. If we follow the natural learning approach with music we can learn it just like we learned our first language as children- quickly, easily, without stress and to a high degree of mastery. The primary goal of learning music is communication. Therefore if we make the focus of our learning how to communicate with music our results will be better than focusing on learning the technique of how to use our instruments. Many beginning musicians begin intending to learn to play an instrument. This is a mistake because instruments are only tools. Instead, we should focus on efforts on the art, not the tools. We wouldn’t decide to become a writer and then focus our efforts into improving our skill typing, just as we should not spend our efforts as musicians focusing on our instruments. Instrumental or vocal technique is necessary, of course. It does need to be practiced occasionally, but much of technique will come effortlessly without teaching and practice, if it is in service of a greater musical goal. Just like no one had to teach you how to use your lips and tongue to talk when you were a baby, much technique will come in the same natural way with this method. For exercises on this principle and the whole learning series "You Too can Play Music" please visithttps://lammastudios.com/news/?p=61
Views: 11 Lamma Studios
AUC 510 TEFL Brown's teaching principles 2010
 
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Under the supervision of Dr.Phyllis Wacob.
Principles of Language Learning and Teaching 6th Edition
 
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http://erj-books.club/readonline/?item=0133041948&lan=en
Views: 10 Michelle Howard
Marie Brown, "Beyond the Seven Principles"
 
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Faculty Development workshop offered Friday, February 24, 2017 at John Carroll University. Presenter: Dr. Marie Kendall Brown, from the University of Louisville Center for Teaching and Learning. The topic of this presentation were the "learning principles" outlined in the book "How Learning Works: Seven Research-Based Principles for Smart Teaching" by Marie K. Norman, Marsha C. Lovett, Michael W. Bridges, Michele DiPietro, and Susan A. Ambrose. Read more about the book here: http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470484101.html This professional development workshop was presented for faculty members teaching aligned courses under the First in the World Grant from the U.S. Department of Education. For more information about JCU's FITW grant-funded program, please visit http://sites.jcu.edu/FITW.
Views: 44 Megan Wilson-Reitz
My video.....12 principles of language teaching.wmv
 
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12 principles of language teaching
Views: 73 Somebodyismine
Find your language learning style
 
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http://www.italki.com/?ref=1466880 This teacher did NOT match my language learning stryle. Most of my lessons are 4-10 dollars, deppending if it's a Professional teacher, informal tutoring or language partner (which is free) Philippine Television Appearances Rated K with Karina Sanchez http://bit.ly/2ddzSkU GMA "Magpakailanman" with Mel Tiangco https://youtu.be/WvqigADpt-0
Views: 956 Bud Brown
The Three Principles in Teaching part 1
 
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A story of how our thinking fluctuates and how having this understanding informs our teaching, our lives.
Views: 124 Anni Poole
Dennis Lee Brown General Art Principles
 
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“General Art Principles” teach some different methods of drawing and painting. This will show you how to compile an excellent composition
Views: 15 Dennis Brown
Principles of Assessment
 
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0:20 - Practicality 1:00 - Reliability 10:05 - Validity 17:50 - Validity Issue Examples 21:45 - Relationship between Reliability and Validity 24:20 - Authenticity 29:25 - Washback This lecture publication by Dr. Raychelle Harris for the Masters in Sign Language Education (MASLED) program at Gallaudet University is adapted from H. Douglas Brown and Priyanvada Abeywickrama's Language Assessment: Principles and Classroom Practices, 2nd edition, by permission of Pearson Education. Reference: Brown, H. D. & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. (2nd Ed.). White Plains, NY: Pearson Education, Inc. To cite: Harris, R. L. (2017). Assessing sign language skills. Boulder, CO: ASLChoice.
Views: 801 ASLized!
Behaviorism Skinner theory
 
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Principles of language-learning and teaching H. Douglas Brown Pearson Longman 1941 Chapter 2 - First language acquisition This is a video made for our class of Linguistics at UCC.
Views: 361 Lalu Alvarez
Correcting Mistakes in Language Learning, Does it Work?
 
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Full transcription : https://blog.thelinguist.com/language-learning-techniques-forget-about-corrections "To me, the research appears to indicate that explicit form focused instruction (EFFI) and corrective feedback (CF) as they are commonly practiced don't have a particularly significant effect on learners' underlying linguistic systems (See John Truscott's criticisms of corrective feedback for example)." From a recent post on my blog. Link to post I mentioned: http://blog.thelinguist.com/traditional-language-instruction-doesnt-work Learn a language at: https://bit.ly/2zeo5eg Visit my blog: http://blog.thelinguist.com
Research Literacy for Language Teachers
 
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What is research in language teaching and learning, and how can teachers become more research literate? JD Brown and Christine Coombe provide participants with ideas on how they can develop their own research literacy skills. The webinar explores a number of questions that are important to any language teaching professional: (a) What is research in language teaching and learning? (b) What are the types of research, and, how can we define research so it fits the whole field? (c) What does it mean to be research literate in our field? And, (d) how can teachers become more research literate? In the process of addressing those four questions, they explore the participants’ views and share some of their own with the goal of providing participants with a number of ideas for how they can develop and continue developing their own research literacy skills. JD Brown and Christine Coombe are the editors of the new Cambridge Guide to Research in Language Teaching and Learning: http://cambridge.org/cambridgeenglish/catalog/teacher-training-development-and-research/cambridge-guide-research-language-teaching-and-learning
Fall 2017 Brown Bag Presentation - Dr. Timothy Hall
 
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This AL/TESOL Web Journal-sponsored event took place at Teachers College, Columbia University on Friday, November 10th, 2017. Presentation Title: Learner Chunks in Second Language Acquisition Presentation Summary: Working within a usage-based framework of second language acquisition, Dr. Hall reports on his dissertation study of how three adult English language learners grammaticalized holistically stored chunks of language. Naturalistic oral data was repeatedly elicited and transcribed from three language tasks over ten months. Patterns of chunk use were analyzed to indicate the following: (a) All learners used chunks to communicate a variety of meanings; (b) There were inter-learner differences with regard to chunk use; (c) There were inter- and intra-learner differences in how chunk grammaticalization manifested itself. In addition to providing a brief data analysis activity for the audience, findings and implications are discussed with respect to an emergentist understanding of second language acquisition. About the Speaker: Dr. Timothy Hall received his doctorate in Applied Linguistics with a focus on second language acquisition from Teachers College, Columbia University. He has coordinated and taught in two consecutive, federally funded, five-year projects at The College of New Jersey which extend ESL / Bilingual teacher certification programs to school districts around New Jersey. In addition to developing great teachers, Dr. Hall’s interests lie in usage-based theories of second language acquisition, the relevance of second language acquisition to teacher preparation, and the overlap between vocational training and ESL.
Types of Language Assessment
 
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This lecture publication by Dr. Raychelle Harris for the Masters in Sign Language Education (MASLED) program at Gallaudet University is adapted from H. Douglas Brown and Priyanvada Abeywickrama's Language Assessment: Principles and Classroom Practices, 2nd edition, by permission of Pearson Education. Reference: Brown, H. D. & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. (2nd Ed.). White Plains, NY: Pearson Education, Inc. To cite: Harris, R. L. (2017). Assessing sign language skills. Boulder, CO: ASLChoice.
Views: 759 ASLized!
Chapter 3
 
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This video is an explanation of Chapter 3 of Teaching by Principles.
Views: 167 Adrian Leis
Method of Philosophy
 
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I strongly believe in using different methods of teaching in the classroom. My teaching philosophy is focused on students' learning American Sign Language (ASL). I will use the following three methods and approaches: Content-Based Instruction, Cooperative Language Learning and Learner-Centered Instruction as well as the Direct Method. I feel that these methods and approach are essential because it will assist me in developing better techniques when teaching. Students will accomplish learning ASL. I encourage using Kim Brown-Kurz's 5 C's, "Communication, Culture, Connections, Comparisons and Communities" (National Standards for Foreign Language Education - American Council on the Teaching of Foreign Languages, n.d.). For example, the students will feel comfortable using ASL after communicating with other fluent ASL users and learn about Deaf Culture. They will be able to compare the differences between hearing and Deaf Culture. As previously mentioned, I will expand on each of the teaching methods and approach I will use in the classroom: Content-Based Instruction, Cooperative Language Learning and Learner-Centered Instruction as well as the Direct Method. The Content-Based Instruction is a teaching method that demonstrates objects and pictures in the classroom in accordance to the Direct Method. Students will be able to comprehend sign language in no time including discourse structure. The Cooperative Language Learning (CLL) is a teaching method that will be used in the classroom allowing students to develop their "Interactive" skills. The CLL and Learned-Centered Instruction (LCI) methods are two teaching methods that overlap with one another. By utilizing these methods, I will empower student to develop their own activities in and out of the classroom. Those activities will include ASL as well as Deaf Culture and the Deaf Community. As previously mentioned, the Learner-Centered Instruction is a teaching approach that overlaps with the CLL method. Students will do activities on their own; creating ASL Storyteller, ASL poet, A-Z, #1-5 and their own innovations. They will be divided into groups as well as in pairs to work on the semester project per the teacher's request. Group discussion will be utilized and will include questions and answers. I encourage students to learn each other's home culture and language use as well as their community. I believe when students' socialization in the Deaf Community and Deaf Events will have acquisition skills in learning the sign language and improve their receptive skills. I want to include Gouin's Theory has proved that the language was practiced in full English sentence and ASL sentence will be very briefly; but in the concept of language is same. "The interaction between your approach and your classroom practice is the key to dynamic teaching" (Brown, 2007 p. 43).   References Brown, H. (2007). Teaching by principles: an interactive approach to language pedagogy (2nd ed.). White Plains, NY: Longman. National Standards for Foreign Language Education - American Council on the Teaching of Foreign Languages (n.d.). In Home - American Council on the Teaching of Foreign Languages. Retrieved June 24, 2012, from http://www.actfl.org/i4a/pages/index.cfm?pageid=3392 Richards, J., & Rodgers, T. (2011). Approaches and methods in language teaching: a description and analysis (2nd ed.). Cambridge: Cambridge University Press.
Views: 1517 Carol Nemecek
communicative competence p.1
 
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Chapter 8: Communicative competence part 1 Based on Principles of Language Learning and Teaching textbook by H. Douglas Brown. Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Views: 22 mardhiah azman
Brenda Teaching Philosophy 3
 
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My Teaching Philosophy I'm fascinated with why and how people learn languages, especially American Sign Language (ASL) as a second language. It is inspiring when students' knowledge related to ASL and Deaf culture can expand dramatically in a short time. I strongly believe that a positive learning environment will enhance a learning experience for all. My goal is to ensure students will appreciate ASL and Deaf culture and understand there is a strong relationship between ASL and Deaf culture. Two words will summarize my teaching philosophy: "It depends." Any good teacher will tell you it depends on students' motivation for learning ASL, their ASL level, and their learning styles. It is not possible to apply one teaching method or approach to all learners. I believe in being flexible and adapt to learners' needs and interests. My methods and approaches will be dynamic depending on the goal of each activity. Basically I support the concept in student centered learning. I believe that learning languages needs to be an active learning experience, which can be adapted to needs and learning styles. It is crucial that students have some control of the learning experience, and at the same time encourage creativity and give a sense of accomplishment. I believe that three approaches will assist with learning ASL successfully and they could be under the umbrella of student centered learning. They are: Interactive Learning, Cooperative Learning and Total Physical Response. The Interactive Learning approach will help students acquire language. Classroom activities will provide a foundation. To apply these concepts, interacting with Deaf people in the Deaf community provide the opportunity for students to have an "authentic language input in real-world contexts" (Brown, 2007, p. 54). Having conversations with fluent ASL users will create spontaneous actual and meaningful conversations in target language. Krashen's hypothesis encourages learning one level above their ability level and conversing with native users will achieve that goal. In Cooperative Learning, group activities are strongly emphasized. Teachers can give structured social activities for students and within each group students will have varying strengths and can be complementary, so working together as a group benefits all. This will create a comfortable and a non-competitive environment. Learning will depend on information exchange between learners. Total Physical Response is a method that is ideal for beginners learning ASL, as it helps them retain information on what they've just learned according to Trace theory. As an example of one activity involving commands, the teacher can encourage students to touch things and actually do the commands. My teaching philosophy may not remain the same as mentioned above as they may change with new research findings related to effective teaching practices in the ASL classroom. I hope to do actual research myself and integrate that new information in my ASL classes. My ultimate goal is to inspire students to learn ASL and Deaf culture. Brown, Douglas H. 2007. Teaching by Principles. Englewood Cliffs, New Jersey: Prentice Hall/Regents. Richards, J and T. Rodgers. 2001. Approaches and Methods in Language Teaching. (2nd ed.). New York, NY: Cambridge University Press.
Views: 82 Brenda Schertz
TMM 06 AgeDifferences
 
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TESOL Methods: This mini-lecture considers the age differences of students and how it can impact the development of course materials- adapted from H.D. Brown - "Teaching by Principle"
Views: 1544 F Tuzi
Teaching Speaking
 
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Second assignment of TEFL courses English Education Department, Ahmad Dahlan University III/B References https://tiniechayoo.wordpress.com/example-of-lesson-plan-about-speaking-for-seventh-grade-students-in-junior-high-scholl/ Brown, Douglas. 2000. Teaching by Principles An Interactive approach to Language Pedagogy. California: San Fraciso State University.
Views: 195 Fatatun Mubarokah
Diane Larsen-Freeman on Techniques & Principles in Language Teaching (3rd ed.)
 
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Diane Larsen-Freeman discusses the newly-released 3rd edition of the influential teacher development title Techniques and Principles in Language Teaching, published by Oxford University Press. This classic guide has been an essential resource to new and experienced teachers worldwide, and Professor Larsen-Freeman describes the need to consider a range of methods in language teaching, and how methods continue to evolve.
Jack C. Richards on Teaching Principles
 
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In this video cast, Professor Jack C. Richards discusses teaching principles.
Principles of Language Assessment
 
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By : Group 3 of Regular Education'15 B Class English Education, State University of Medan 1. Elly Anggriani Nasution ( Ig: el_anggriani ) 2. Fauziyah Riyan Putri ( Ig: fauziyahrp ) 3. Jikti khairina ( Ig: jikti_khairina ) 4. Dicky Darmawan ( Ig: ikcidarmawan )
Views: 405 elly nasution
Mobile Assisted Language Learning: Theory and Practice
 
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The introduction and now ubiquitous use of smartphones has had a profound effect on social practices, including those related to second and foreign language learning. A key new affordance is that of mobility. This can refer to mobility in physical space, mobility of technology, mobility in conceptual space, mobility in social space, and the dispersion of learning over time. All of these different kinds of mobility create connections between various kinds of language learning experiences, across both formal and informal learning spaces. In this presentation, I will review some key principles of mobile-assisted language learning. I will then demonstrate how these principles are relevant to two innovative langua ge learning projects conducted in the Department of English at the City University of Hong Kong. The first of these is an implementation of project-based learning on a course in English for science, in which students were tasked with creating a digital video scientific documentary, involving a range of connected, mobile learning experiences. The second is a collaborative, interdisciplinary project to create video-based learning materials for law students, which can be accessed through mobile technologies, again extending learning to a range of connected spaces. I will conclude by considering the implications of these projects for the future of mobile-assisted language learning.

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