Historia de la metodologa de la enseanza de lenguas

CONSTRUCTIVISMO

Alumno: Jess Adrin Pedraza Njera

 All human beings construct their own version of reality, and therefore multiple contrasting ways of knowing and describing are equally legitimate.

Constructivist scholarship can focus on individuals engaged in social practices on a collaborative group, (or) on a global community (Spivery 1997: 24)

Constructivist perspectives are a natural successor to cognitivist studies of universal grammar, information processing, memory, artificial intelligence, and interlanguage systematicity.

Schools of thought in second language acquistion.

Time Frame

Schools of Thought

Typical Themes
Description Observable performance Scientific method Empiricism Surface Structure Conditioning, reinforcement Generative Linguistics Acquisition, innateness Interlanguage systematicity Universal Grammar Competence Deep structure Interactive discourse Sociocultural Variables Cooperative group learning Interlanguage variability Interactionist hypotheses

Early 1900s & 1940 & 1950

Structuralism & Behaviorism

1960s &1970s

Rationalism& Cognitive Psychology

1980s & 1990s early 2000

Constructivism

Twelve Principles.
Relatively widely accepted thoretical assumptions about second language
acquisition

Automaticity. Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.

Meaningful learning. Meaningful learning will lead toward better long-term retention than rote learning.

The anticipation of reward. the power of immediate rewards in a language class is undeniable. One of the tasks of the teacher is to create opportunities for those moment-by-moment rewards that can keep classrooms interesting, if not exciting.

Intrinsic Motivation. When behavior stems from needs, wants, or desires within oneself, the behavior itself has the potential to be selfrewarding.

Strategic Investment. Successful mastery of the second language will be, to a large extent, the result of a learners own personal investment of time, effort, and attention to the second language in the form of an individualized battery of strategies for comprehending and producing the language.

Language Ego.
As human beings learn to use a second language, they develop a new mode of thinking, feeling, and acting a second identity. () a sense of fragility, defensiveness, and raising of inhibitions.

Self-Confidence. The eventual success that learners attain in a task is partially a factor of their belief that they indeed are fully capable on accomplishing the task.

Risk Taking.

() to attempt to produce and to interpret language that is a bit beyond their absolute certainty.

The Language-Culture connection. Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.

The native Language Effect. The native language of learners will be a highly significant system on which learners will rely to predict the targetlanguage system. Although that native system will exercise both facilitating and interfering /positive and negative transfer) effects on the productions and comprehension of the new language.

Communicative Competence. () instruction needs to point toward all of its components: organizations, pragmatic, strategic, and psychomotoric. () and to students eventual need to apply classroom learning.

Good language learner characteristics

Lower inhibitions. Encourage risk taking. Build studentsself-confidence. Help students develop intrinsic motivation. Promote cooperative learning. Encourage students to use right-brain processing. Promote ambiguity tolerance. Help students use their intuition. Get students to make their mistakes work for them Get students to set their own goals.

() our profession has emerged into an era of understanding a vast number of language teaching contexts and purposes, and an even larger number of student needs, learning styles, and effective traits.

STAGE Presentacin.

OBJECTIVE

Clase muestra Actividades

DESCRIPTION

MATERIALS Presentacin PowerPoint de aspectos generales de Alemania. Imgenes impresas que representan el nuevo vocabulario.

TIME 10 min

Que el alumno se involucre con El profesor comenzar interrogando a los nociones generales de la alumnos sobre si tienen conocimientos de cultura alemana. la cultura alemana, da comentarios diversos para finalmente mostrarles una presentacin con los monumentos y eventos ms notables en Alemania. Que el alumno aprenda saludos y palabras bsicas en lengua alemana: Hallo, Guten Morgen, Guten Tag, Guten Abend, Gute Nacht, Gut, Wie geths?, Danke, Tschuss, Entschuldigung, eSprache, sDeutsch, eFrage, eAntwort Que el alumno haga uso del vocabulario aprendido y que conozca la conjugacin de los verbos SEIN y HABEN en presente de las tres primeras personas del plural. El profesor muestra una de las imgenes, pronuncia la palabra y todos repiten. (se muestran todas las imgenes) El profesor muestra una imagen al azar y pide alguien que la pronuncie, si no la recuerda, recibe ayuda por parte de sus compaeros.

Practica.

20 min

Produccin.

El maestro reproduce el audio dos veces y los alumnos responden la hoja de trabajo. Se revisan las respuestas grupalmente. El maestro escribe las conjugaciones y los alumnos las practican oralmente haciendo una oracin sencilla: Ich bin Jess, ich habe den Ball, Er ist Juan und sie ist Eydie pasando la bola hasta que todos han dicho su oracin.

Hoja de trabajo.

15 min

Bola de tela.

Alema nia.

Introduction
Full name: Federal Republic of Germany Population: 82.1 million (UN, 2010) Capital: Berlin Area: 357,027 sq km (137,849 sq miles) Major language: German Major religion: Christianity Life expectancy: 78 years (men), 83 years (women) (UN) Monetary unit: 1 euro = 100 cents President: Christian Wulff Germany is Europe's most industrialized and populous country. Famed for its technological achievements, it has also produced some of Europe's most celebrated composers, philosophers and poets.

Lugares
berliner mauer

For 28 years, the Berlin Wall - the most potent symbol of the Cold War - divided not only the city but the world. Construction began shortly after midnight of 13 August 1961, when East German soldiers rolled out miles of barbed wire that would soon be replaced with prefab concrete slabs. The Wall was a desperate measure launched by the German Democratic Republic (GDR) government to stop the sustained brain and brawn drain it had experienced since its founding in 1949. Some 3.6 million people had already left for the West, putting the country on the verge of economic and political collapse.

A symbol of Berlin, the BrandenburgerTor.

The Brandenburg Gate was commisioned by Friedrich Wilhelm II to represent peace. The Gate was designed by Karl Gotthard Langhans, the Court Superintendent of Buildings, and the main architectural design of this landmark hasn't changed since it was first constructed in 1791. Ironically the gate was incorporated into the Berlin wall during the years of Communist government. The Brandenburg gate is probably the most well-known landmark in Berlin, it now stands as a symbol of the reunification of the two sides of this great city.

Reichstagsgebude.

It rises over Germany's resurgent capital, Berlin The Reichstag building is a historical edifice in Berlin, Germany, constructed to house the Reichstag, parliament of the German Empire. It was opened in 1894 and housed the Reichstag until 1933, when it was severely damaged in a fire.
The term Reichstag, when used to connote a parliament, dates back to the Holy Roman Empire. After its completion in 1999, it became the meeting place of the modern German parliament, the Bundestag.

Oktoberfest, Munich

Originated in 1810 as a wedding celebration for two Bavarian royals, Oktoberfest now marks the start of the harvest season each year. Instead of gathering corn, though, participants in the two-week-long festival gather in Munich to consume some 1.8 million gallons (7 million liters) of beer produced by local breweries.

Potsdamer Platz, Berlin

Once Europes liveliest intersection, Potsdamer Platz was reduced to rubble by Allied bombs and bisected by the Berlin Wall. Today, passersby can visit an outdoor exhibit displaying pieces of the wall that used to divide the country's capital.

Katholische Hofkirche, Dresden

After being severely damaged during World War II bombings, the ornately decorated Katholische Hofkirche, or Catholic Court Church, underwent significant reconstructions to restore its roof and upper levels.

Castles

Schloss Neuschwanstein das Mrchenschloss Deutschlands

CLASE MUESTRA ACTIVIDAD

DEUTSCHUNTERRICHT. A) Hren und markieren Sie.
A B C

Dialog Bild

1 (eins) ____________

2 (zwei) ___________

3 (drei) ___________

 B)Ergnzen Sie die Dialoge. Dann hren Sie noch einmal und vergleichen Sie.
Danke, gut Danke, gut Guten Morgen Guten Tag Guten Tag Hallo Hallo hallo Und ihnen Wie geht es Ihnen wie geths

C) Lesen und spielen Sie die Dialoge.

1.__ Hallo __ , Nikos! _____________, Lisa, _____________, Peter! Na, ________________, Nikos? ____________________. 2.____________________. ____________________, Ihren Pass bitte! 3._______________. Mein Name ist Yoshimoto. Sind Sie Frau Bauer?

Ja, Willkommen in Deutschland, Frau Yoshimoto! ________________________? ___________________. __________________? Auch gut, danke.

REFLEXIN
Se observa una evolucin evidente y obvia en cuanto al progreso de las metodologas y teoras de enseanza de segundas lenguas a lo largo del tiempo. El constructivismo es bastante reciente por lo que se trata de un producto del devenir histrico de dichas teorizaciones. Considero que en general se trata de una teora bastante acertada, actualmente el trabajo especializado e individualizacin de tareas se vuelve cada vez ms comn y conviene adecuar las teoras disponibles a las caractersticas y necesidades de los estudiantes. Por supuesto que es necesario considerar especificidades del grupo en cuestin, por lo que, al menos en lo que concierne al constructivismo, resulta muy til en niveles de educacin medio superior y superior, preferentemente. La palabra anterior significa que no importa realmente el nivel acadmico del alumno ya que una vez que ste adquiere una independencia y consciencia para responsabilizarse de su aprendizaje, no es vital, por lo tanto que aparezca una figura docente obligatoriamente. Personalmente, esta teora viene a confirmar mi idea de que no necesitamos ms que nuestra capacidad reflexiva y curiosidad para aprender sobre el mundo que nos rodea, sin necesidad de un pizarrn al frente; por supuesto que la aparicin de modelos a seguir y opiniones externas que nos ayuden a contrastarnos no son para nada intiles, al contrario.

BROWN, Douglas. (2000) Principles of Language Learning and Teaching. U.S.A: Longman. 4th Edition. RICHARDS, Jack. & Renaldyam Wily A. (2002) Methodoly in Language Teaching, An anthology of current practice. U.S.A: Cambridge.