presentation1approachesch-200309053259.pptx

Teaching in contexts

1. Chapter 3: On Teaching a language: Principles and Priorities in Methodology Rania Qasrawi –

2. Outline 1. Three Traditional Methods A. Grammar Translation Method D. The Direct Method C. Audiolingual methodology (1940s-1950s). ( Aural-Oral) 2 Two Mentalist Perspectives A . The Cognitive Anti- Method B. The cognitive- code Method 3. A Functional Approach: Communicative Language Teaching ( CLT) by Richards and Rodgers ( 1986) 4. Modern Adaptation of the Direct Method A. Total Physical Response ( TPR) ( Asher,1974) B. The Natural Approach ( Terrell,1982) 5. Humanistic Approaches to Language Learning A. Community Language Learning (CLL) B. The Silent Way: Learning through Self- reliance ( Gattegno,1972) C. Suggestopedia : Tapping Subconscious Resources (Lazonov,1978)

3. Ice- breaker Why do we need to study teaching langauge approaches? Why do we need theories of teaching?

4. Each method will be discussed from 4 main parts: 1. The theoretical and/ or the philosophical premise upon which the methods are based. 2. A list of methods’ major characteristics 3. A preliminary/ introductory assessment of the proficiency orientation. 4. Possible drawbacks ( shortcomings)

5. What are the aspects of language proficiency? Accuracy and Fluency Communication/ Communicative situation Grammar rules Cultural aspects / sociolinguistic aspects Language skills Cognitive and mental engagement.

6. Learning Theories

7. Three Traditional Methods A. Grammar Translation Method B. The Direct Method C. Audiolingual methodology (1940s-1950s). ( Aural-Oral)

8. A. Grammar Translation Method This method was primarily being applied to teach Latin and Greek. It was applied to the teaching of modern languages in the late 19 h and 20 th century Major characteristics: Students first learn the rules of grammar and a bilingual list of vocabulary. Grammar is introduced deductively . When the rules are explained, the translation exercise follows. Learning is achieved when learners could translate the passages well. The native and the target language were constantly compared. Few opportunities for listening and speaking .

9. A. Grammar Translation Method Drawbacks: No oral proficiency is addressed. No communication No personalization No interaction or communicative atmosphere. No cultural aspects/ awareness. Accuracy is a priority. Informative- corrective feedback is needed.

10. B. The Direct Method The Direct Method came by Berlitz in the 19 th century.  Students can learn the language by listening to the large quantities of the language. It is based on the same way children learn their native language. It depends on using actions and objects without the use of native language . 

11. B. The Direct Method Major Characteristics Language learning starts with the here-and-now utilizing classroom objects and simple actions. L1 is prohibited / avoid translation/ no dictionaries It involves using pictures and mimicry. At the beginning, it takes question-answer exchanges. Correct pronunciation is important/ without immediate feedback. Grammar rules are not explicitly taught. Responding to teacher’s questions. The affective needs of the learners are addressed.

12. B. The Direct Method Drawback Inaccurate fluency Unstructured situation for novice. Lack of grammar explanation.

13. Audiolingual Methodology (1940s-1950s). ( Aural-Oral) This method was rooted to two schools: Psychological ( behaviorism ) and linguistics ( Structural). The combination of structural linguistics and behaviorist psychology resulted in a new theory of language learning.

14. Audiolingual methodology (1940s-1950s). ( Aural-Oral) Major characteristics: The audio-lingual method was considered a “ scientific “ approach of language teaching. Lado (1964) proposed the empirical laws of this methodology ( p. 110):

15. Audiolingual methodology (1940s-1950s). ( Aural-Oral) “ when Two experiences have occurred together, the return of one will recall the other” “ The more a response practiced, the better it is learned and the longer it will be remembered” The law of assimilation that learning is a habit formation, The law of intensity. The law of the effects ( reinforcement ).

16. Audiolingual methodology (1940s-1950s). ( Aural-Oral) Five basic Characteristics for Audio- lingual Method: The goal of this method is to develop with students the same types of ability with native speakers. ( native-like ) The native language should be banned from classrooms. Students learn through( S-R) techniques, no time for thinking, practicing without knowing how the language is put together. Patterns DRILLS are without explanation ( no grammar or very brief). The natural sequence followed in the learning native language should be maintained.

17. Audiolingual methodology (1940s-1950s). ( Aural-Oral) Rivers (1981) clarifies these characteristics as: Language is speech, not writing. A language is a set of habits. Teach the language not about the language ( no explanation) A Language is what native speakers say, not what someone thinks . Languages are different ( they reject the notion of the Universal Grammar).

18. Audiolingual methodology (1940s-1950s). ( Aural-Oral) Proficiency Orientation ALM does not encourage the creation in dealing with language( mental engagement). ALM exposes students to the use of the colloquial, sociolinguistic appropriate language. ALM is Oral that improves the pronunciation and the accuracy.

19. Audiolingual methodology (1940s-1950s). ( Aural-Oral) Potential Drawbacks ALM did not achieve the target goals. ALM did not address the diversity among learners ( only by ears auditory, rather than visulal .. etc ). By 1970s, many language practitioners started looking for alternatives for ALM.

20. Two Mentalist Perspectives   In the early 1970s, second language acquisition theorists rejected the behaviorist views of language learning in favor of the rationalist or mentalist perspectives. 1 . The Cognitive Anti- Method 2. The cognitive- code Method

21. 1 . The Cognitive Anti- Method Major characteristics: ( p: 114) It is controlled by the learners not the teachers. Learners have innate abilities. No need to pay attention to the form ( no grammar). errors should be tolerated. L1 interference will disappear with more exposure to the target language.

22. 1 . The Cognitive Anti- Method Drawbacks Too radical . Fragmentary in nature ( contradictory ) ( memorizing dialogues) No grammar is extreme Classroom language is too far from the real language use.

23. 2. The Cognitive- Code Method Major characteristics (p:115) The main assumption is that the meaningful learning is essential to language acquisition, and that the conscious knowledge of grammar is important. - The goal to develop the abilities of learners as native speakers; there is a need that students attain some control over the rules, then they will generate their own language . - In teaching, instructors move from the known to the unknown, competence then performance. Teachers and text books should introduce students to situations that promote creative use of the language. Grammar should be taught in a cognitive classroom. Learning should be meaningful matching students’ differences and styles .

24. 2. The Cognitive-Code Method Proficiency Orientation This depends on how this approach is interpreted in the (textbooks, and by the teachers ). The focus is on the meaning , Communication , Integrated Cultural material, Contextualization, and on the form (accuracy ).

25. A Functional Approach: Communicative Language Teaching ( CLT) by Richards and Rodgers ( 1986). This approach emphasizes the notional functional concepts and the communicative competence .

26. Communicative Language Teaching ( CLT) by Richards and Rodgers ( 1986). Major characteristics (p: 116) Meaning is important in CLT, and contextualization is a basic principle. Students should be encouraged to communicate with the language. Students’ interest in the material should be determined be the content, the function and the meaning. Minor use of the native language is acceptable. Activities and strategies for learning should vary to meet learners’ needs and preferences. The main concern is poured on fluency.

27. Communicative Language Teaching ( CLT) by Richards and Rodgers ( 1986). Some theoretical premise: The communicative principle The task principles The meaningfulness principle.  Sample classrooms Activities (p:117-118) 

28. 4. Modern Adaptation of the Direct Method A. Total Physical Response ( TPR) ( Asher,1974) B. The Natural Approach ( Terrell,1982)

29. 1. Total Physical Response ( TPR) ( Asher,1974) Listening before speaking Tap on the kinesthetic- sensory system. The focus is on the “ here” and “ now” through mime and example.

30. . Total Physical Response ( TPR) ( Asher,1974) Major characteristics p:118 Understanding the spoken language comes before speaking. Understanding and retention is best achieved through the movement of the students’ bodies. Adult’s language can be modeled after the children learn their native language.

31. . Total Physical Response ( TPR) ( Asher,1974) Proficiency Orientation: It is affectively appealing to many students (the atmosphere is warm, low anxiety, ) It is not a comprehensive method, but more as teaching ideas and techniques . ( should not be used alone). Sample classrooms Activities (p:118-119)

32. 2. The Natural Approach ( Terrell,1982) It is based Krashen’s theory of L2 acquisition. Major characteristics: p: 120 Distribution of learning and acquisition activities. Error correction is not necessary.( affective factors) Responses in both L1 and l2

33. The Natural Approach (Terrell,1982) Terrell ( 1977) suggested 4 main principles to guide language teaching : Beginning language instruction should be focusing on the attainment of the communicative competence. Teaching should address improving students’ developing grammar, not one rule at a time. Teachers should afford the opportunity to acquire the language not just learning it. Affective factors are more important than cognitive factors.

34. The Natural Approach ( Terrell,1982) Drawbacks The lack of the corrective feedback in classroom instruction. The lack of the form- focused instruction.  

35. Humanistic Approaches to Language Learning Since 1970s, different approaches suggested that the affective development of the individuals is the first concern A. Community Language Learning (CLL), B. The Silent Way: Learning through Self- reliance ( Gattegno,1972), C. Suggestopedia : Tapping Subconscious Resources ( Lazonov , 1978).

36. Community Language Learning (CLL) It is based on techniques borrowed from psychological counseling. The individual needs need to be understood and fulfilled. Major characteristics T he teachers’ role is passive Teachers provide the language when necessary . Class needs to be 6-12 learners seated in a circle. Techniques that are used to reduce anxiety and promote free expression of ideas and feelings.

37. Community Language Learning (CLL) There are 5 stages can be followed ( p: 124) Drawbacks: Although this approach involves contextualized and personalized learning , creativity, and accuracy , the content or the context is questioned; the content id determined by the participants, which means it may be unnecessary in the target language. Some students may be uncomfortable with the lack of structure or sequence of the introduction.

38. The Silent Way: Learning through Self- reliance ( Gattegno,1972) It assumes that the mind is an active agent capable of constructing its own criteria for learning. The three key words of the philosophy behind this approach are: independence, autonomy, responsibility . Learners must work with their own inner resources, to absorb the language from the environment. Learners are responsible for what they learn.

39. The Silent Way: Learning through Self- reliance ( Gattegno,1972) Major characteristics Teaching should be subordinated to learning. Learning is not primarily imitation or drills. In learning, the mind can revise and correct. Teachers should stop interfere the activities.

40. The Silent Way: Learning through Self- reliance ( Gattegno,1972) Drawbacks One of the drawbacks is that the learners do not work with authentic culturally based materials, or being exposed native speakers’ speech.

41. Suggestopedia : Tapping Subconscious Resources (Lazonov,1978) Relaxation techniques and concentration will help learners tap their subconscious resources and learn more vocabulary and structures. The atmosphere with soft light, music, cheerful room’s decoration and techniques used by teachers. This approach addresses the two hemispheres of brain : the left and the right. Anxiety is a hindrance that severely limits learning potential .

42. Major characteristics (p: 127) Drawbacks : Although, The language is presented in context, The accuracy is addressed, The cultural aspects are presented, and the Affective factors are considered.  The First drawback is that the dialogue- based approach may pedagogically prepared. - the use of authentic material may be limited. - it does not fit the traditional classrooms. Suggestopedia : Tapping Subconscious Resources (Lazonov,1978)

43. Conclusion Today … many teachers are adopting eclectic approach to language learning teaching, believing that the search for one “ true” way can be frustrating, as learning is a complex process with learners and individuals with their different personalities, styles and preferences. Eclecticism

44. Thank you