1 BASIC PRINCIPLES of Language Teaching.ppt

BASIC PRINCIPLES of Language Teaching

1. SOME BASIC
PRINCIPLES OF
TEACHING LANGUAGE

2. 1. Learning is more important
than teaching.
TEACHINGisNOTtheterminal
objectiveofwhathappensinthe
classroom,butTHECHANGESIN
THESTUDENTS’ BEHAVIOUR
uponwhichsuccessandfailure
depend.

3. Teachersshouldnotalways
focusontheirownroleinthe
classroom.
Studentsandtheirlearningare
moreimportantthanthe
syllabus,thebookandthe
teacher.

4. 2. Teach the students , not the
book.
The teacher the textbook
the syllabus
[Finishing the book in a certain time]

5. Itmaybenecessary;
1.To prepare additional
practicesonparticolarpoints.
2.Togobackandstudyagaina
unitwhich hascaused
particulardifficulties.
3.Toabandontheday’slesson
planbecausesome problems
occur,whichneitherthe
teachernorthebookhas
foreseen.

6. 3. Involve the students in
the learning process.
Ifthestudentsareinvolvedin
whathappensorwillhappen
intheclassroom,theyare
morelikelytoenjoythe
subject.
Questionarieswillwork.

7. Motivation
Whenthepurposeofan
activityiscleartothe
students,theyaremore
motivated.Theyshouldknow
whysomeparticularthings
arehappening.

8. 4. Do not tell students what
they can tell you .
•When it is neccessary to remind
of the previous lesson, it should
not be the teacher who does this ;
the students could be questioned.
•Students should be given
opportunity to give alternative
language of their own.

9. Afterstudyingatext,instead
ofexpainingwords,students
shouldbeaskedfirst,using
conceptquestions.
Whenstudentsareshown
somepictures,letthemtalk
aboutthepicture.

10. 5. Show your reactions to what
students say.
Yourreactionstowhatstudents
saymustbenatural.

11. T : So, haveyouseenthefilm ‘life
is beautiful’ ?
Ali: Yes, but onlyon television.
T: Andwhataboutyou, Can?
Can: No, I don’tlikedramas.
T : Oh, don’tyou? Haveyouseen
it, Ayşe ?
Ayşe: Yes, I have. –18 times.
T: Yes, andwhataboutyou,… ?


12. 6. Students need practice, not
you.
Teachers should avoid doing
the following:
1. Explaining when it is not
necessary
2. Repeating themselves
unnecessarily.
3. Answering for students,
without waiting for long

13. 4 Correcting too much and too
quickly.
5. Talking unnecessarily about
the process of the lesson
Teacher talk should be minimazed
in most cases.

14. 7. Don’t emphasize difficulties .
Teachers should avoid making the
subject seem more difficult.
English is a very difficult language.
English is full of many irregularities
There are no real rules.
Preposition are completely illogical
Phrasal verbs are difficult to
memorize.

15. 8. Vary what you do, and how
you do it.
Teachersshouldavoiddoing
thethingsinamonotonous
manner.(alwaysinthesame
wayandorder,withthesame
material,..etc)

16. 9. Select what you do and how
you do it.
Theremaybenoopportunityto
choosethecoursematerialandto
determinethesyllabus.
However,therearethingsthatthe
teachercoulddecideon.

17. 10. Activities and relationships
in the classroom change.
Forms of intearaction in the
class change

18. 1. Informal use –T
2. The teacher sets a pattern and
replies. T –T
3. The teacher questions the class
and invites them to respond. T –C
4. The teacher questions the
individual students. T –S
5. Students work in pairs. S –S
6. Group work

19. The lesson deveops ;
 * from controlled to free production
*from teacher dominated to student
dominated activity.

20. 11. Students need to learn how
to learn.
Themorestudentsunderstand
abouttheprocessoflearning
theforeignlanguage,themore
theywillbeabletotake
responsibilityfortheirown
learning.

21. 12.Usefulandfunarebetter
thaneitheralone.
StudentsareUNLIKELYtobe
verysuccessfulatlearning
anythingUNLESStheyenjoy
theprocess.

22. 13. Language is a natural
activity.

23. A: Is Peter shorterortallerthan
 Jack?
B: Jackis shorterthanPeter.
A: Ah, soJackis not as tallas
 Peter.
This is an example of language-like
behaviour .

24. 13.Languageisameansof
communication.
Thus,sometimes,focusononly
communicationandinteraction.

25. T:Goodmorningeverybody.Please
sitdown.
C:Goodmorning.
T:Well,didyouwatchthegamelast
night?
S1:Ididn’tgo,butIseeditonTV.
T:Youdidwhattt?
S1:IseeditonTV.
T:...
X

26. T: Seed? Is thatright? .... remember, it’s
irregular... Wesay watch, watched, but we
don’tsay see, seed. Whatdo wesay ... ?
S2: saw
T: That’sright. Saw. Sowhatdidyoudo
S1?
S1: I sawit on TV.
T: Good. Everybodysay thatplease.
C: I sawit on TV.

27. 14. Language is what,how,and
why.

28. Considerthephrase,
milkandsugar
as an utterance.

29. A: Is thereanythingelse weneed?
B: Milkandsugar
A: Milkandsugar?
B: Please.

30. Thinkofcasesinwhichthe
phrasemilkandsugarwitha
fallingandrisingtonecouldbe
used.

31. 15. Use types of activities that can
increase motivation
16. Focus on what students do
correctly.
17. Language learning is cyclical.