ELT Methods and Approaches Techniques PPT.pptx

Methods of English language teaching

1. Approaches and Methods in Language Teaching Jack C. Richards & Theodore S. Rodgers Dr. E. Krishna Chaitanya Associate Professor Department of English Central University of Kashmir [email protected]

2. Traditional Method The Grammar Translation Method Johann Sedenstuker Karl Plotz H.S.Ollendorf Johann Meidinger It was known as the Prussian Method in The USA

3. Principle Characteristics of Grammar Translation Method Goal of foreign language study is to read its literature Reading & writing major focus; speaking & listening generally ignored

4. Vocabulary based on reading text Sentence is the basic unit of teaching & learning practice

5. Accuracy emphasized Grammar taught deductively (usually the terminology used for studying Latin Grammar) Student’s native language medium of instruction

6. The Reform Movement (Based on Applied Linguistics) Beginning of a scientific approach In 1880s: Linguists Henry Sweet (England); Wilhelm Vietor (Germany); & Paul Passy (France) In 1886 the International Phonetic Association formed & its International Phonetic Alphabet (IPA) designed

7. It advocated: The study of spoken language Phonetic training Use of conversation texts Inductive approach for teaching grammar Focus only on target language (mother tongue avoided)

8. Direct Method Parallel to the Reform Movement A “natural method” based on naturalistic principles in language learning In 1860 L. Sauver’s Boston language school: Natural Method Maxmilian Berlitz’s “Berlitz Method”: Natural Method

9. Berlitz M ethod (Theory) Classroom instruction in target language Everyday vocabulary & sentences taught Graded oral communication for small classes Inductive grammar teaching New teaching points introduced orally Concrete vocabulary: demonstration Abstract vocabulary: association of ideas Speech & Comprehension taught Correct pronunciation & grammar emphasized

10. Berlitz School Guidelines (Strategy) Never translate: demonstrate Never explain: act Never m ake a speech: ask questions Never imitate mistakes: correct Never speak with single words: use sentences Never speak too much: make students speak much

11. Never use the book: use your lesson plan Never jump around: follow your plan Never go too fast: keep the pace of the student Never speak too slowly: speak normally Never speak too quickly: speak normally Never speak too loudly: speak naturally Never be impatient: take it easy Limitation of the method: Teacher should be very competent

12. Major Trends in 20 th Century Language Teaching Language teaching became professional in the 20 th century.

13. Drew form Linguistics & Psychology To develop principles & procedures for the design of teaching methods & materials The method concept in teaching: teaching practices based on particular theory of language & language learning was adopted

14. Language Teaching Approaches & Methods : Assumptions An approach or method refers to a theoretically consistent set of teaching procedures that define best practice in language teaching

15. Particular approaches and methods, if followed precisely, will lead to more effective levels of language learning than alternative ways of teaching The quality of language teaching will improve if teachers use the best available approaches and methods

16. Why Study ELT Approaches & Methods? The study of approaches and methods provides teachers with a view of how the field of language teaching has evolved

17. Approaches & methods can be studied not as prescriptions for how to teach but as a source of well-used practices, which teachers can adapt or implement based on their own needs

18. Experience in using different teaching approaches and methods can provide teachers with basic teaching skills that they can later add to or supplement as they develop teaching experience

19. Approach, Method & Technique (Edward Anthony, 1963) An approach is a set of correlative assumptions dealing with the nature of language teaching & learning. It is axiomatic.

20. Method is an overall plan for the orderly presentation of language material based upon the selected approach. It is procedural.

21. A technique is implementational—that which actually takes place in a classroom. Techniques must be consistent with a method, and therefore in harmony with an approach as well.

22. Approach is the level at which assumptions and beliefs about language and language learning are specified Method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught and the order in which the content will be presented Technique is the level at which classroom procedures are described

23. Format of Approach & Methods ( A) Approach (assumptions) Theory of language Theory of language learning

24. (B) Design Objectives Content choice and organization: The syllabus Types of learning & teaching activities Learner roles Teacher roles The role of instructional materials

25. Role of instructional material The primary goal of material: To present content To practice content To facilitate communication between learners To enable learners to practice content without the teacher’s help

26. The form of materials: Textbook Audiovisuals Computer software

27. The relation of materials to other sources of input Whether they serve as the major source of input or only as a minor component of it

28. The abilities of teachers Their competence in the language or degree of training & experience

29. (C) Procedure Three dimensions of a method: (a) the use of teaching activities (drills, dialogues, information-gap activities, etc.) to present new language and to clarify and demonstrate formal, communicative, or other aspects of target language

30. (b) the ways in which particular teaching activities are used for practicing language (c) the procedures & techniques used in giving feedback to learners concerning the form or content of their utterances or sentences

31. Communicative Language Teaching (CLT) Theory of language Language as communication Linguistic theory must incorporate communication & culture (Hymes in contrast to Chomsky’s theory on competence) Competences: Grammatical; Sociolinguistic; Discourse; & Strategic (Henry Widdowson)

32. Theory of Learning 1. C ommunication principle : Activities that involve real communication promote learning 2. Task principle : Activities in which language is used for carrying out meaningful tasks promote learning

33. 3. Meaningfulness principle : Language that is meaningful to the learner supports the learning process Note : Language activities are consequently selected according to how well they engage the learner in meaningful & authentic language use (rather than merely mechanical practice of language pattern)

34. The cognitive aspect [of learning] involves the internalisation of plans for creating appropriate behaviour. (From grammatical rules; vocabulary; & social conventions governing speech) The behavioural aspect [of learning] involves the automation of these plans to be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance

35. Design Objectives To reflect specific aspects of communicative competence according to the learner’s proficiency level & communicative needs

36. The Syllabus A purely procedural syllabus which lists, in more or less detail, the types of tasks to be attempted in the classroom and suggests an order of complexity for tasks of the same kind

37. Types of learning & teaching activities Functional communication activities (comparing, sequencing, discovering, solving problems from shared clues) Social interaction activities (conversation/discussion sessions; dialogues/role plays; simulations; skits; improvisations & debates)

38. Learner roles Should acknowledge cooperative approach; successful communication is an accomplishment jointly achieved & acknowledged

39. Teacher roles Facilitator Organizer Guide Researcher Needs analyst Counselor Group process manager

40. The role of instructional materials Text-based materials: theme, task oriented thematic development, practice situation, stimulus presentation, comprehension & paraphrase Task-based materials: games, role plays, simulations Realia : signs, magazines, advertisements, newspapers, maps, pictures, symbols, graphs & charts

41. Procedure Presentation of brief dialogue Oral practice of the dialogue Questions & answers on the dialogue Question & answer on related personal experiences Study of one communicative structure Learner discovery of rules Oral production Written homework assignment Evaluation: oral

42. The Oral Approach & Situational Language Teaching

43. Developed by British applied linguists from 1930s to 1960s. Harold Palmer, A.S. Hornby & West They attempted to develop a more scientific method for an oral approach to teaching English Vocabulary control : a) vocabulary was an important aspect in learning a foreign language b) increased emphasis on reading skills as the goal of foreign language study

44. Grammar control : Palmer viewed grammar as the underlying sentence patterns of the spoken language “substitution tables” were evolved by the linguists which could be used to help internalize the rules of English sentence structure

45. They developed an approach to methodology that involved systematic principles of Selection : The procedures by which lexical & grammatical content was chosen Gradation : Principles by which the organization & sequencing of content were determined Presentation : Techniques used for presentation & practice of items in a course

46. In 1960s Australian George Pittman and his colleagues, especially, Gloria Tate were responsible for developing an influential set of teaching materials based on the Situational Approach

47. Approach Theory of Language : A type of British “structuralism”—different from American structuralism—the notion of “situation”; Pittman declared: “Our principal classroom activity in the teaching of English structure will be the oral practice of structures. This oral practice of controlled sentence patterns should be given in situations designed to give the greatest amount of practice in English speech to the pupil.”

48. Theory of Learning : (Process oriented) It adopts an inductive approach to the teaching of grammar. The meanings of words or structures is not to be given through explanation in either the native language or the target language but is to be induced from the way the form is used in a situation. The learner is then expected to apply the language learned in the classroom to situations outside the classroom.

49. Design Objectives : To teach a practical command of the four basic skills of language taught through structure. Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.

50. The Syllabus : Uses a structural syllabus & word list. A structural syllabus is a list of the basic structures & sentence patterns of English, arranged according to their presentation. Eg . :This is …/That is … book/pencil/ruler/desk. Note: “Situation” refers to the manner of presenting & practicing sentence patterns

51. Types of learning & teaching activities : The situation will be controlled carefully to teach the new language material in such way that there can be no doubt in the learner’s mind of the meaning of what he hears. The practice techniques employed generally consist of guided repetition & substitution activities, including chorus repetition, dictation, drills, & controlled oral-based reading & writing tasks including pair practice & group work

52. Learner Roles : In the initial stages of learning, the learner is required simply to listen & repeat what the teacher says & to respond to questions & commands. [Learner has no control over the content.] Later, more active participation like learners initiating responses & asking each other questions.

53. Teacher roles : The teacher’s function is threefold: a ) in the presentation stage the teacher serves as a model, setting up situations in which the need for the target structure is created & then modeling the new structures to repeat b) the teacher is required to be a skillful manipulator, using questions, commands, & other cues to elicit correct sentences from the learners c) during the practice phase the teacher corrects errors

54. The role of instructional materials : Situational Language Teaching is dependent upon a textbook (containing tightly organized lessons planned around different grammatical structures) & visual aids (like wall charts, flashcards, pictures, stick figures, etc.). Note : The teacher is expected to be the master of his textbook.

55. Procedure Classroom procedures move from controlled to freer practice of structures & from oral use of sentence patterns to their automatic use in speech, reading & writing The sequence of activities are: 1) Listening practice 2) Choral imitation 3) Individual imitation

56. 4) Isolation of sounds, words, word groups 5) Building up to a new model 6) Elicitation 7) Substitution drilling 8) Question & Answer drilling 9) Correction 10) Supplemented by reading & writing

57. The Audio-lingual Method

58. In 1929 the Coleman Report recommended a reading-based approach to foreign language teaching for use in American schools & colleges. This emphasized teaching the comprehension of texts. Sentence patterns, grammar & vocabulary were introduced without any standardization at the whim of the textbook writer.

59. After the Second World War, the government commissioned American universities to develop foreign language programs for military personnel. Thus the Army Specialized Training Program (ASTP) was established in 1943.

60. Leonard Bloomfield at Yale University had developed the “informant method”. A native speaker would be an informant, who served as a source of phrases, vocabulary & sentences for imitation in the presence of a linguist trainer (training was given for linguists & anthropologists).

61. The students & the linguist were able to take part in guided conversation with the informant thus learning to speak the foreign language & understanding much of its basic grammar. Students studied 10 hrs. a day for 6 days a week: 15 hrs. drill with native speakers; 20 to 30 hrs. of private study spread over two or three 6-week sessions. Was very effective. It was adopted by the army and came to be also known as the “Army Method”.

62. The methodology of the Army Method derived from the intensity of contact with the target language rather than from any well-developed methodological base. The linguists who developed this method for the army were not really interested in language teaching. The glamour of this method slowly faded away & new innovative methods were adopted.

63. Charles Fries of the English Language Institute of Michigan University applied the principles of structural linguistics to language teaching. For Fries, grammar or “structure” was the starting point. The structure of the language was identified with its basic sentence patterns & grammatical structures. The language was taught by systematic attention to pronunciation & by intensive oral drilling. Pattern practice was a basic classroom technique.

64. The American linguists used the method of contrastive analysis of their native language & the target foreign language to enhance the learning process. The approach developed by them became variously known the Oral Approach, the Aural-Oral Approach & the Structural Approach.

65. In the mid-1950s, the linguistic principles of the Aural-Oral Approach were incorporated with the state-of-the-art psychological learning theory which came to be known as Audiolingualism . Audiolingual Method combined structural linguistic theory, contrastive analysis, aural-oral procedures & behaviorist psychology. (Term Audiolingualism coined by Professor Nelson Brooks in 1964.)

66. Approach Theory of language : Structural linguistics had developed as a reaction to traditional grammar which was linked to logic & philosophy. In Structural Linguistics, Linguistic levels were thought of as systems within systems pyramidally structured: phonemic systems (sounds) led to morphemic systems (stems, prefixes, suffixes) leading to higher level syntactic systems (phrases, clauses, & sentence types).

67. Another important tenet of Structural Linguistics was that the primary medium of language is oral: Speech is language.

68. Theory of learning Behaviorism, like structural linguistics, is an empirically based approach to the study of human behavior. Three crucial elements in learning: stimulus, response & reinforcement. (Harvard behaviorist B. F. Skinner.)

69. Design Includes short-range & long-range objectives (Brooks) Short-range: First, control of structures of sound, form & order in the new language; second, acquaintance with vocabulary items that bring content into these structures; & third, meaning, in terms of the significance these verbal symbols have for those who speak the language natively.

70. Long-range objectives: Must be language as the native speaker uses it. There must be some knowledge of a second language as it is possessed by a true bilingualist .

71. Syllabus The starting point is a linguistic syllabus, which contains the key items of phonology, morphology, and syntax of the language arranged according to their order of presentation. These may have been derived from a contrastive analysis of the native & target languages in order to remove the major difficulties encountered by the learner.

72. When reading & writing are introduced, students are taught to read & write what they have already learned to say orally. An attempt is made to minimize the possibilities for making mistakes in both speaking & writing by using a tightly structured approach to the presentation of new language items. At more advanced levels, more complex reading & writing tasks are introduced.

73. The role of instructional materials Course begins with listening, repeating & responding. The teacher’s book would contain structured lessons mainly dialogues for practice. Books are provided for drills & exercises

74. Conclusion Chomsky’s theory of transformational grammar proposed that the fundamental properties of language derive from innate aspects of the mind & how humans process experience through language. Chomsky argued that such a learning theory could not serve as a model of how humans learn a language since much of human language use is not

75. i mitated behavior but is created anew from underlying knowledge of abstract rules. Sentences are not learned by imitation & repetition but “generated” from learner’s underlying “competence”. This theoretical shift has reduced the importance of this approach though it is still relevant in language learning.

76. Task-Based Language Teaching (TBLT) Assumptions Activities that involve real communication are essential for language learning Activities in which language is used for carrying out meaningful tasks promote learning Language that is meaningful to the learner supports the learning process

77. Approach Theory of language Language is primarily a means of making meaning Multiple models of language inform TBI Lexical units are central in language use and language learning “Conversation” is the central focus of language & the keystone of language acquisition

78. Theory of learning Tasks provide both the input and output processing necessary for language acquisition Task activity & achievement are motivational Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes

79. Design Objective To give the learner the ability to communicate accurately & effectively in the most common English-language activities they may be involved in

80. Syllabus Course content includes: Language structures Functions Topics & themes Macro-skills: lsrw Competencies Text types Vocabulary targets

81. Two types of tasks Real-world tasks, which are designed to practice or rehearse those tasks that are found to be important in a needs analysis and turn out to be important & useful in the real world Pedagogical tasks, which have a psycholinguistic basis in SLA theory & research but do not necessarily reflect real-world tasks

82. Task type Diagram & formations Naming parts of a diagram with numbers & letters of the alphabets as instructed Drawing Drawing geometrical figures/formations from sets of verbal instructions

83. Theme: planning a vacation Decide where you can go Booking a flight Choosing a hotel Booking a room Theme: application to a university Applying to the university Corresponding with the department Inquiring about financial support Selecting the courses Registering by phone Calculating paying your fees

84. Types of learning & teaching activities Tasks to generate types of interaction Jigsaw tasks Information-gap tasks Problem-solving tasks Decision-making tasks Opinion exchange tasks

85. Characteristics of tasks One-way or two-way Convergent or divergent Collaborative or competitive Single or multiple outcomes Concrete or abstract language Simple or complex processing Simple or complex language Reality based or not reality based

86. Learner roles Group participant Monitor Risk-taker & innovator Teacher roles Selector & sequence of tasks Preparing learner for tasks Consciousness-raising

87. The role of instructional materials Pedagogic materials: teacher resource books Realia : Newspapers, Television, Internet,

88. Procedure Pretask activity Task activity Posttask activity

89. Willis model Introduction to topic & task The task cycle: Task, Planning, Report, Posttask listening Language focus: Analysis, Practice