Methods in language teaching

#methods #language #teaching

1. Methods in Language Teaching

2. 1. Grammar-Translation Method

3. Grammar-Translation Method Classes are taught in the mother tongue with little active use of the target language. Much vocabulary is taught in the form of lists of isolated words. Long elaborate explanations of the intricacies of grammar are given. 3

4. Grammar-Translation Method Grammar provides the rules for putting words together and instruction often focuses on the form and inflection of words. Reading of difficult classical texts is begun early. Little or no attention is given to pronunciation. 4

5. Grammar-Translation Method Little attention is paid to the content of texts which are treated as exercises in grammatical analysis. Often, the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. 5

6. Requirements for Optimal Input 6 a. Comprehensible  b. Interesting/relevant  c. Not grammatically sequenced  d. Quantity  e. Affective filter level  f. Tools for conversational management 

7. Learning Conscious control of grammar is necessary for mastery. Learning needs to precede acquisition. The implicit assumption that all students will be able to use all the rules all the time. 7

8. Summary Results in a very low amounts of acquired competence High affective filter comprehensible input Learning is vastly overemphasized. 8

9. 2 . Direct Method

10. Direct Method Second language learning should be more like first language learning – lots of oral interaction, no translation and no analysis of grammatical rules. Classroom instruction was conducted in the target language. 10

11. Direct Method Only everyday vocabulary and sentences were taught. Oral communication classes were built up in a carefully trades progression organized around Q&A exchanges between teachers and students in small, intensive classes. 11

12. Direct Method Grammar was taught inductively. New teaching points were taught through modeling and practice. Concrete vocabulary was taught through modeling and practice. 12

13. Direct Method Concrete vocabulary was taught through demonstration, objects and pictures. Abstract vocabulary was taught through association of ideas. Both speech and listening were taught. Correct pronunciation and grammar were emphasized. 13

14. Requirements for Optimal Input 14 a. Comprehensible  b. Interesting/relevant  c. Not grammatically sequenced  d. Quantity  e. Affective filter level  f. Tools for conversational management 

15. Learning Conscious control is necessary for acquisition Encourages overuse of grammar 15

16. Summary Provides greater amounts of comprehensible input but grammar-based Successful, according to other reports Teacher-centered 16

17. 3 . Audio-Lingual Method

18. Audio-Lingual Method Advocated conditioning and habit-formation models of learning (mimicry drills and pattern practices) New material is presented in dialogue form. There is dependence on mimicry, memorization of set phrases and overlearning. 18

19. Audio-Lingual Method Structures are sequenced by means of contrastive analysis and taught at one time. Structural patterns are taught using repetitive drills. There is little or no grammatical explanations. Vocabulary is strictly limited and learned in context. 19

20. Audio-Lingual Method Great importance is attached to pronunciation. Very little use of the mother tongue by teachers is permitted. Successful responses are immediately reinforced. There is great effort to get students to produce error-free utterances. 20

21. Audio-Lingual Method It didn’t teach long-term communicative proficiency. 21

22. Requirements for Optimal Input 22 a. Comprehensible  b. Interesting/relevant  c. Not grammatically sequenced  d. Quantity  e. Affective filter level  f. Tools for conversational management 

23. Learning Students have to overlearn a variety of patterns to be used directly in performance. Results in inductive learning Encourages monitor use at all times 23

24. Summary May cause some acquisition A stock of sentences and patterns that will be of occasional use in real contexts Inductive learning is implicitly encouraged. 24

25. 4 . Cognitive-Code Method

26. Cognitive-Code Method Quite similar to grammar-translation Attempts to help in the development of the four macroskills Posits that competence precedes performance Learning becomes acquisition. 26

27. Cognitive-Code Method Grammar lessons Active use of the “monitor” The presence of meaningful activities 27

28. Requirements for Optimal Input 28 a. Comprehensible  b. Interesting/relevant  c. Not grammatically sequenced  d. Quantity  e. Affective filter level  f. Tools for conversational management 

29. Learning Conscious control can be accomplished by everyone. All rules are learnable. Conscious knowledge should be available at all times. Encourages overuse of the monitor 29

30. Summary Should provide greater quantities of comprehensible input and more acquisition Learning is overemphasized. 30

31. 5 . The Natural Approach

32. The Natural Approach Developed by Tracy Terrell Class time is devoted primarily to providing input for acquisition. The teacher speaks only the target language in the classroom. Students may use either the first or second language. 32

33. The Natural Approach Homework may include formal grammar work. The goals of the lessons are semantic. 33

34. The Natural Approach Believes that learners would be benefited if production is delayed until speech emerges. Learners should be relaxed as possible. Focus on a great amount of communication and acquisition 34

35. The Natural Approach Three stages: Preproduction stage Early production stage Extending production 35

36. The Natural Approach Most question aspect is on the delay of oral production (silent period) It reminds language teachers not to insist on students’ speaking right away. 36

37. Requirements for Optimal Input 37 a. Comprehensible  b. Interesting/relevant  c. Not grammatically sequenced  d. Quantity  e. Affective filter level  f. Tools for conversational management 

38. Learning The absence of error correction in the classroom Can be adapted for variations in monitor use, with varying amounts of homework, or different types of homework assignments 38

39. Summary Makes a deliberate effort to fit all requirements for both learning and acquisition Remains a classroom method (weakness) Prohibits the communication of interesting and relevant topics 39

40. 6 . Total Physical Response

41. Total Physical Response Developed by James Asher Consists of obeying commands from the instructor that involve an overt physical response Anchored on “Trace Theory” of learning which claims that memory is increased if it is stimulated with physical activity 41

42. Total Physical Response Demands listening and acting Embed vast amounts of syntax into the form of a command. No verbal response is necessary. The commands progress in complexity. 42

43. Total Physical Response Three principles: Delay speech from students until understanding of spoken language has been extensively internalized. Achieve understanding of spoken language through utterances by the instructor in the imperative. 43

44. Total Physical Response Three principles: At some point, students will indicate a readiness to talk. 44

45. Total Physical Response Effective only at the beginning levels of language proficiency (weakness) Theatrical and dramatic appeal to language learning (strength) 45

46. Requirements for Optimal Input 46 a. Comprehensible  b. Interesting/relevant  c. Not grammatically sequenced  d. Quantity  e. Affective filter level  f. Tools for conversational management 

47. Learning Grammar will be learned inductively. The emphasis on listening comprehension and the delay of speech will prevent misuse of conscious learning. 47

48. Summary Substantial language acquisition Should not encourage overuse of the conscious monitor Active learning 48

49. 7 . Suggestopedia

50. Suggestopedia Developed by Georgi Lozanov Believes that the human brain could process great quantities of material if given the right conditions for learning Courses are given to small groups. Intensive classes 50

51. Suggestopedia Three parts: Review Presentation of new material Active and passive séance Baroque music – increases alpha brain waves and decreases blood pressure and pulse rate 51

52. Suggestopedia Three elements: An attractive classroom and a pleasant classroom atmosphere A teacher with a dynamic personality A state of relaxed alertness in the students 52

53. Suggestopedia Named as such because students become “suggestible” – encouraged to be “childlike” as possible Each member of the class is given a new name and role to play – to overcome inhibitions. Impractical for an educational system where there is scarcity of comfortable chairs and music 53

54. Requirements for Optimal Input 54 a. Comprehensible  b. Interesting/relevant  c. Not grammatically sequenced  d. Quantity  e. Affective filter level  f. Tools for conversational management 

55. Learning Content precedes form. Accurate pronunciation and grammar are to come in due course. Grammar use does not interfere with communication. 55

56. Summary Comes very close to completely matching the requirement for optimal input Conditions that lower the affective filter Allows the subconscious language acquisition system to operate at full or near full capacity and efficiency Seems to put grammar in its proper place 56

57. 8 . Communicative Language Teaching

58. Communicative Language Teaching Aims for students to acquire proficiency through pragmatic uses of the target language Aims to make communicative competence the goal of language teaching 58

59. Communicative Language Teaching Five features: Emphasis on learning to communicate through interaction in the target language The introduction of authentic texts into the learning situation The provision of opportunities for learners to focus on the language and on the process 59

60. Communicative Language Teaching Five features: Enhancement of the learner’s own personal experiences Attempts to link classroom language learning to real world situations 60

61. Communicative Language Teaching Students need knowledge of the linguistic forms, meanings, and functions. Teacher facilitates communication in the classroom. Activities are carried out by students in small groups. The use of authentic materials 61

62. Communicative Language Teaching Lacks closely prescribed classroom techniques Uses functional syllabus 62

63. Communicative Language Teaching Three features of communicative activities: Information gap Choice Feedback 63

64. Communicative Language Teaching Related principles: Learner-centered teaching Cooperative learning Interactive learning Whole language education Content-centered education Task-based learning 64

65. 9 . The Silent Way

66. The Silent Way Capitalized on discovery learning Assumes that learning is facilitated if the learner discovers or creates what is to be learned Assumes that learning is facilitated by accompanying physical objects Assumes that learning is facilitated by problem solving involving the materials to be learned 66

67. The Silent Way Use language for self-expression Students become independent by relying on themselves. The teacher provides minimal corrective feedback. The teacher works with the student; the student works on the language. 67

68. The Silent Way Uses a language-specific sound-colored chart and colored rods Attention is on the structures of the language (pronunciation and vocabulary) Uses students’ errors for improvements 68

69. The Silent Way 69

70. 10. Community Language Learning

71. Community Language Learning Developed by Charles Curran Focuses on whole-person learning Adults feel threatened by a new learning situation. Teachers become language counselors. Learners are regarded as a “group”. 71

72. Community Language Learning How to use the target language communicatively Learn about their own learning, take increasing responsibility for it, and learn from one another Focus on both accuracy and fluency 72

73. Community Language Learning Students have a conversation in their native tongue and teacher helps them by giving them the target language translation in chunks. 73

74. Community Language Learning Six elements: Security Aggression Attention Reflection Retention discrimination 74

75. Community Language Learning At first, students generate the material. Then, teachers prepare materials like published textbooks. Particular grammar points, pronunciation patterns and vocabulary are worked with. 75

76. Community Language Learning Threat of making mistakes in foreign language learning is removed. Demands translation expertise on the teacher’s part 76

77. 11. Content-Based Instruction

78. Content-Based Instruction Content learning is integrated in language learning. The study of language and subject matter at the same time The form and sequence of language presentation depends on content materials The content can be themes of general interest. 78

79. Content-Based Instruction Delay of students’ academic study or language study is avoided. Teachers need to set clear objective for both content and language. Scaffold the language needed for study of the content. 79

80. Content-Based Instruction Understand authentic texts Use of realia s and lots of examples Activities highlighting how language is used in a particular subject Student interaction and the development of thinking skills 80

81. Content-Based Instruction Specifies the target language form to work on How do the different language aspects contribute to discourse organization of texts Macroskills are integrated in authentic contexts. 81

82. 12. Task-Based Language Teaching

83. Task-Based Language Teaching Learning is focused on tasks. A set of communicative tasks Provides clear outcomes – relevant and meaningful Interaction and checking own understanding is emphasized. 83

84. Task-Based Language Teaching The teacher chooses the tasks. Students’ needs and differences are considered.. The teacher monitors student performance, and intervenes when necessary. Macroskills are developed and utilized. 84