Language teaching methods p.pptx

Language teaching methods

1. Language Teaching Methods Dr. VMS

2. An approach is a set of correlative assumptions dealing with the nature of language (i.e. linguistic) and the nature of language teaching and learning; it describes the nature of the subject matter to be taught; it is more theoretical and forms the basis of any method to be formulated; an approach is axiomatic .- Edward Anthony A method is an overall plan for the orderly presentation of language material; no part of the method evolved contradicts the principles of the approach on which it is based; a method is more procedural; within any approach, there can be several methods. A technique represents implementation; it is the actual implementation of a method in the classroom. It is the particular way of doing things to accomplish an immediate objective. Techniques must be consistent with a method, which in turn must be in harmony with an approach Edward. M (1963:66). Approach, Method and Technique in Language Teaching

3. Teaching a language involves a proper approach, method and execution of the desired content. There are various language teaching methods available today especially for teaching second/foreign languages. Evolution of the language teaching paved the way for inclusion of special features in the activities especially in accordance with the needs of the learners. Advanced developments in Computer, engineering and technology supports the language teaching activity as more innovative, appropriate, cost effective, easy access and novel. Language teachers use various teaching methods based on the need and appropriateness of the curriculum learners. Teachers prefer not just one single language teaching method in their classroom activities rather they use several so as to make the activity as effective and complete. Amalgamation of teaching methods based on the suitability of the learners help creating learner cantered curriculum. The following section provides the various language teaching methods being practiced by the teachers from the past to present. Language Teaching Methods

4. Grammar Translation Method Direct Method Audio-Lingual Method Silent Way Suggestopedia Community Language Learning The Natural Approach Total Physical Response (TPR) Communicative Language Teaching Content-based Instruction Task-based Language Teaching Cooperative Learning Various Language Teaching Methods

5. In language teaching the Grammar-Translation Method is not new and it is used in various names for a prolonged time, once it was called as the ‘Classical Method’ since it was first used to teach the classical languages, Latin and Greek. During the early 20th century the grammar translation method was primarily used to teach the foreign languages to the students through reading practices. This method has the strong motive that by teaching the grammar of the target language the second language learners can learn the error free second language. Moreover this method prefers to teach the target language through the grammatical patterns of the first language. The grammar translation method of teaching concerns that the familiarity and achievement made by the learners in the first language also be received in the foreign language. Grammar Translation Method

6. i . creating the students so as to read the literature of the target language ii. Providing exercises in the target languages will be good idea to develop the linguistic, cognitive and intellectual calibres of the learners iii. Helping the leaners familiarise and memorise the grammatical structure of the first language and there by apply the similar structures in other contexts iv. Enhancing the students teacher interaction in a more traditional way v. literary language is given more importance and same is considered as superior to other language skills Grammar translation method

7. Similar to the Grammar-Translation Method, the Direct Method is also not a new one in language teaching history. Since the Grammar Translation Method was not very effective in teaching the students to use the target language with communicative competencies, the Direct Method became popular as an alternative. The method itself belongs to the natural approach of language teaching aiming at the learners more communicative in the target language. The recent developments in the method of instruction became easier and help students to communicate freely in the target language. The Direct Method does not encourage the translation activates rather it focuses on conveying the intended meaning directly to the receiver. This method encourages the learners to receive the content as it is in the target language and the learners by means of repetitive listening acquire the pronunciation, grammatical and syntactical patterns. Direct Method ascertains that the natural way of receiving language through listening activities help the learners achieve the fluency. Direct Method

8. i. learners directly associate with the target language vocabulary items, grammar and syntactical structures and make meaning of their own ii. Leaners probably have more chances to think and decide on the meaning and logic of the second language directly iii. Learners have more opportunities to listen to the foreign language and there by improve their pronunciation iv. Activities designed in the target language may be helpful for the learners to use them in real contexts v. Target language activities and practices can be arranged at larger extents and leaners will have more possibilities to speak and act Direct Method

9. The Audio-Lingual Method was developed in the United States during WW II . It is based on the oral language practices similar to the Direct Method of teaching. At the same time it is very different, in approach, process and function rather than emphasizing the vocabulary acquisition through exposure to its use in situations, the Audio-Lingual Method trains students in the use of grammatical and syntactical patterns . Charles Fries (1945) of the University of Michigan streamlined the way in applying principles from structural linguistics in developing the method, and for this reason, it is also referred as ‘Michigan Method’. Later in its development, principles, approaches and methods from behavioural psychology (Skinner 1957) also were incorporated. Audio-Lingual Method

10. Teaching spoken language in dialogue forms. ii. Direct choral response by all or parts of the class for a holistic improvement. iii. Teaching the use of structure through pattern practices. iv. Guiding the students in choosing and learning vocabulary items of various lexical categories. v. Show how words relate to meaning in the target language and practice them. Audio-Lingual Method

11. Repetition- The student repeats an utterance aloud as soon as he has heard it. He does this without looking at a printed text. The utterance must be brief enough to be retained by the ear. Sound is as important as form and order. 2. Inflection- One word in an utterance appears in another form when repeated. 3. Replacement-One word in an utterance is replaced by another. 4. Restatement-The student rephrases an utterance and addresses it to someone else, according to instructions . 5. Completion- The student hears an utterance that is complete except for one word, and then repeats the utterance in completed form. Audio-Lingual Method

12. The Silent Way is one of the methods of language teaching devised and executed by Caleb Gattegno . In this method the colored wooden sticks called Cuisenaire rods are used for the series Words in Color , an approach to the teaching of initial reading in which sounds are coded by specific colors . The Silent Way belongs to the tradition followed by Direct and Audio Lingual Methods of teaching, which views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a passive listener. A massive number of people around the world learned languages through the Audio-Lingual Method, and indeed the same method is still practiced today several curriculum across the world. Even though it is practiced for a prolonged period it has its own shortcoming like the students’ inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. Moreover the idea that learning a language meant forming a set of habits was seriously challenged in the early 1960s. Silent Way

13. the teacher just oversee and conduct the activities whereas the learners only perform in all the possible ways and means to utilise the language skills in practice ii. in the teacher-students interaction the teacher is seemingly silent but very active to make the students perform and to monitor their activities iii. This method provides only language clues for the learners to perform and not the complete language content iv. the language activities focus on the learners use of pronunciation, vocabulary, grammar and syntactical patterns v. learners are not discouraged for the language content they produce since this activity mainly focus on their language use Silent Way

14. Suggestopedia is one of the language teaching methods developed by the Bulgarian psychiatrist-educator Georgi Lozanov , which is a specific set of learning recommendations are derived from Suggestology , which Lozanov describes as a "science ... concerned with the systematic study of the non rational and/or non conscious influences" that human beings are constantly responding to ( Stevick 1976: 42). Lozanov asserts that the psychological barriers and fear of the learners on learning are the reasons for their inefficiency. The major aim of the method is to accelerate the process by which students learn to use a foreign language for everyday communication. This is to be done by breaking down the psychological barriers learners bring with them to the learning situation. Results show that learners do not use their full mental powers due to their lack of confidence in language performance . According to Lozanov and others, people use only five to ten percent of their mental capacity and they need to break the limitation of their thoughts in order to make full use. The learning atmosphere and classroom ambience along with the teachers’ instruction play crucial role in language teaching activities. Suggestopedia

15. 1. Show absolute confidence in the method. 2. Display fastidious conduct in manners and dress. 3. Organize properly and strictly observe the initial stages of the teaching process -this includes choice and play of music, as well as punctuality. 4. Maintain a solemn attitude towards the session. 5. Give tests and respond tactfully to poor papers (if any). Suggestopedia

16. The Community Language Learning method takes its principles and approaches from the general Counselling-Learning approach developed by Charles A. Curran. He found that the adult learners often feel threatened by a new learning situation that highly affects their learning potentials. This method considers the learners as whole persons rather mere students so as to provide them certain level of motivational strength. This method has a strong hold that by understanding students’ fears and being sensitive to them can help students overcome their negative feelings and turn them into positive energy to further their learning. Community Language Learning

17. Translation- Learners form a small circle. A learner whispers a message or meaning he or she wants to express, the teacher translates it into (and may interpret it in) the target language, and the learner repeats the teacher's translation. 2. Group Work -Learners may engage in various group tasks, such as small-group discussion of a topic, preparing a conversation, preparing a summary of a topic for presentation to another group, preparing a story that will be presented to the teacher and the rest of the class. 3. Recording-Students record conversations in the target language. Transcription-Students transcribe utterances and conversations they have recorded for practice and analysis of linguistic forms. 5. Analysis-Students analyze and study transcriptions of target language sentences in order to focus on particular lexical usage or on the application of particular grammar rules. Community Language Learning

18. The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell. This method has base of teaching language naturally and make it more communicative rather than concentrating too much on vocabulary and grammar practices. It was found that the naturalistic principles are similar to that of second language acquisition in several aspects. Krashen and Terrell note that such "approaches have been called natural, psychological, phonetic, new, reform, direct, analytic, and imitative and so forth" ( Krashen and Terrell 1983: 9). This was an attempt to develop a language teaching proposal that incorporated the "naturalistic" principles researchers had identified in studies of second language acquisition . This approach aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasises communication, and places decreased importance on conscious grammar study and explicit correction of student errors. The Natural Approach

19. i. Teaching according to the Natural Approach focuses on communicative abilities of the students. ii. This approach is to help beginners to become intermediate. iii. Vocabulary is considered prior to syntactic structures. iv. Natural Approach employs lot of comprehensible input must be provided. v. Use of visual aids and tools help improve the comprehension of the students. The Natural Approach

20. Total Physical Response (TPR) method of teaching in general was considered as the Comprehension Approach in foreign language teaching learning practices. It is called so due to the importance it gives to listening comprehension practice . In most of the other methods it is witnessed that students have speaking activities in the target language from the first day. In the 1960s, James Asher’s research gave rise to the hypothesis that language learning starts first with understanding and ends with production . It was strongly believed that only after the learner internalizes an extensive map of how the target language works, speaking will appear spontaneously. Asher reasoned that the fastest, least stressful way to achieve understanding of any target language is to follow directions uttered by the instructor (without native language translation). Total Physical Response (TPR)

21. The students naturally develop fluencies in the productive skills in due course of practices the same as seen exactly how an infant acquires its native language. A baby spends many months listening to the people around it and imitates the same for some time and eventually able to utter words. The child takes his time to practice and make sense out of the sounds it hears. It is the natural phenomenon of the child to imitate and speak and makes it fluent upon attaining the necessary skills even without any instruction from others . The major aim of TPR is to have the students enjoy their experience in learning to communicate in a foreign language. Learners in Total Physical Response have the dual roles as listener and performer. Students listen actively and respond physically to the commands delivered by the teacher. Learners of TPR are required to respond both individually and collectively in accordance with the instruction put forth by the teacher. Total Physical Response (TPR)

22. The communicative approach in language teaching starts from the theory of language as communication. The goal of language communicative language teaching (CLT) is to develop the communicative competencies of the learners. During 1970s the educator began to observe all the existing methods of language teaching and found that the students could produce sentences accurately in a lesson, but could not use them appropriately when genuinely communicating outside of the classroom. Still some others noted that being able to communicate required more than mastering linguistic structure, due to the fact that language was fundamentally social ( Halliday 1973). Learners need to understand the culture, behaviour, custom and societal manners of the target language culture to certain extent to make the communication better. Within a social context, language users needed to perform certain functions, such as promising, inviting, and declining invitations (Wilkins 1976). Communicative Language Teaching

23. Within a social context, language users needed to perform certain functions, such as promising, inviting, and declining invitations (Wilkins 1976). Students may know the rules of linguistic usage, but be unable to use the language ( Widdowson 1978). Knowing the linguistic knowledge of the language and social behaviour of the group needs to be taught to the students at least in the primary level. In short, being able to communicate required more than linguistic competence; it required communicative competence ( Hymes 1971) knowing when and how to say what to whom. Such observations contributed to a shift in the field in the late 1970s and early 1980s from a linguistic structure-cantered approach to a Communicative Approach ( Widdowson 1990; Savignon 1997). Communicative Language Teaching

24. Content-based Instruction(CBI) is an approach in which students acquire the target language through content. Richards and Rodgers (2001) say that “Content-Based Instruction refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus” (Richards & Rodgers, 2001, p. 204). CBI is an effective method of combining language and content in learning. This approach has more positive impacts in foreign language learning contexts. Snow (1991) characterizes content-based instruction as a ‘method with many faces’—both to make the case for content-based instruction as a method of language teaching and to portray the great variety of forms and settings in which it takes place . In CBI the students will acquire specific contextual knowledge, and not around the linguistic or other type of syllabus. CBI method is based on the principles of Communicative Language Teaching. Apart from teaching language for academic purposes teaching content language for other specific disciplines also practised. Content-based Instruction

25. i. Base instructional decisions on content rather than language criteria. ii. Involve students actively in all phases of the learning process. One of the main characteristics of the CBI classroom is that it is learner-centred, not teacher-centred. iii. Choose content for its relevance to students’ lives, interests, and/or academic goals. iv. Select authentic texts and tasks. Content-based Instruction

26. Task-based Learning (TBL) approach has close connection with the Communicative Language Teaching method, where the teaching process is done entirely through communicative tasks. Task-based Language Teaching is another form of the communicative approach, where language is acquired through use. Skehan (1998), drawing on a number of other writers, puts forward five key characteristics of a task: I. Meaning is primary II. Learners are not given other people’s meaning to regurgitate III. There is some sort of relationship to comparable real-world activities IV. Task completion has some priority V. The assessment of the task is in terms of outcome. Task-based Language Teaching

27. I. A needs-based approach to content selection. II. An emphasis on learning to communicate through interaction in the target language. III. The introduction of authentic texts into the learning situation. IV. The provision of opportunities for learners to focus not only on language but also on the learning process itself. V. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. Task-based Language Teaching

28. Cooperative Learning is an innovative instructional strategy that involves a lot of motivational strategies to make instruction relevant to the students and get them involved. Several definitions of cooperative learning have been offered by educationists based on its theory, function and practice. Felder and Brent (2010) define cooperative learning (CL) as students working in teams on an assignment or project under conditions in which certain criteria are satisfied. Johnson, Johnson & Holubec (2013) defined cooperative learning as the instructional use of small groups so that students work together to maximize their own and each other’s learning. It is an instructional programme in which students work in small groups to help one another master academic content in foreign language. Cooperative learning essentially involves students learning from each other in groups regardless their previous learning achievements. Cooperative Learning

29. 1. Positive Interdependence: Team members are obliged to rely on one another to achieve their goal. 2. Individual Accountability: All students in a group are held accountable for doing their share of the work. 3. Face-to-Face Promotive Interaction: Group assignments should be constructed so that the work cannot be simply parcelled out and done individually. Assignments must include work that has to be done interactively. 4. Appropriate Collaborative Skills: Students are encouraged and helped to develop and practice trust building, leadership, decision-making, communication and conflict management. 5. Group Processing: Team members set up group goals, periodically assess whether they are doing well as a team, and identify changes they will make to function more effectively in the future. Cooperative Learning

30. Computer Assisted Language Teaching (CALT) is one of the approaches through which teaching is done by making use of computer technologies. CALT methods are mostly used for class room presentation, testing and evaluation of the students’ performance, recording the scoring patterns and progress of the learners. CALT Packages help utilising the Information and Communication Technologies in best possible way. Recent developments made in CALT programs provide a good interactive platform for the learners of second and foreign languages. The teachers of ESL/EFL can make the computer oriented teaching and testing as a best resource eliminating the effort and time significantly. CALT Programs

31. Developments in computer software technologies to teach and learn languages are inevitable in recent times. Online classrooms serve as a good source to teach the students of different locations and also act as alternatives to the traditional classrooms. One of the significant advantages of using computer technologies is due to easy access and availability of learning sources. Computer assisted language teaching (CALT ) method will be the most important priorities of the future generation. Due to the impact of recent researches on classroom teaching and learning the language teaching activities become more valid and appropriate to meet the current needs of the learners. Language learners are from multifaceted disciplines and professions which make difficulties to follow one single method to teach all. Online classrooms are the best alternatives for teaching massive number of students with various modules to suit the learners of all disciplines. Online classrooms

32. Thank You