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Course: Teaching Methodology

Book: Techniques and Principles in
 Language Teaching
Author: Diana Larsen-Freeman
Second Edition, 12 chapters
Language
    Teaching:GT
Grammar Translation (GT) is the
first method we discuss.
GT appeared in the first half of
the 19th century and was one of
the nonscientific methods.
Language
    Teaching:GT
Why is GT a classical method?
GT was to help students
appreciate L2 literature.
L2 grammar helps them learn Ll
grammar & grow mentally.
Language
     Teaching:GT
Principles
2. Learning to read L2 literature
   – written language is superior
   to spoken language. L2
   culture was literature and fine
   arts.
Language
    Teaching:GT
2. Translation from L2 to L1 and
 vise versa: a central goal
3. Communication:not
 emphasized
4. Reading and writing: superior
5. Authority and fussy
 corrections
Language
     Teaching:GT
6. L1 equivalents for L2 words
7. L1/ L2 similarities: emphasized
8. Form superior to content
9. Deduction over Induction
10. L2 learning: a mental
 exercise
Language
    Teaching:GT
11. Explicit and conscious
 knowledge of L2 Grammar
12. Memorization of grammatical
 paradigms
Language
     Teaching:DM
The Direct Method (DM) rose to
 prominence at the beginning of
 the 20th century and it is one of
 the nonscientific methods,
 similar to Grammar Translation.
Language
    Teaching:DM
DM is a movement toward a
 scientific method. Gouin
 started a method based on
 child language acquisition.
Language
    Teaching:DM
The weaknesses of GT made DM
 very popular.
Basic principle:The use of L1 is
 sin and the connection between
 L2 and meaning should be
 direct.
Language
     Teaching:DM
Principles
1. Language is mainly speech.
   Culture includes more than
   fine arts. Reading is taught
   from the beginning.
Language
    Teaching:DM
2. Concrete objects are used to
   make the direct link between
   form (language) and meaning.
3. Mother tongue has almost no
   role.
Language
     Teaching:DM
4. Demonstration is preferred to
   explanation and translation.
5. Vocabulary in use is
   emphasized to boost thinking
   in English. (Real use in real
   sentences)
Language
     Teaching:DM
6. Oral communication is the
   goal.
7. Pronunciation receives
   primary attention - focus on
   form.
8. Self correction is preferred to
   teacher’s correction.
Language
    Teaching:DM
9. Lessons should provide the
   chances for real life
   conversation.
10. Grammar is taught
   inductively or implicitly.
Language
    Teaching:DM
11. Like reading,writing is
   practiced from
   beginning.Four language
   skills are together.
12. Lessons are topic based and
   not structurally designed.
Language
    Teaching:DM
13. Language and culture are
 interwoven.
Notes on Direct Method:
Fluency over accuracy
 (unlike GT)
Language
   Teaching:DM
Immediate correction by self
correction or teacher’s indirect
correction. An error is like a
sin.
Students’ knowledge about L2
is not evaluated (as it was in
GT).
Language
    Teaching:DM
The weaknesses of Direct
 Method
Overemphasized natural
 language acquisition usage for
 classroom learning situation.
Language
    Teaching:DM
Lacking a firm basis in Applied
 Linguistics and psychology of
 learning.
Placing so much emphasis on
 the teacher rather than
 textbook.
Language
     Teaching:DM
By 1920s, Direct Method (Berlitz
 Method in the U. S.) started to
 decline. DM led to Audio-lingual
 Method (ALM) in the United
 States.
Language
    Teaching:DM
At the same time Situational
 Language Teaching (Oral
 Approach) was popular in
 Europe and Contrastive
 Analysis gained importance.
Language
    Teaching:DM
About the same time Eclecticism
 – the idea that language
 teaching should undergo
 ongoing reform – was also
 proposed and supported.
Language
     Teaching:ALM
GT and Direct Method were
 popular until World War II. The
 Audio-lingual Method (ALM)
 was developed in the U. S.
 during World War II. Why?
Language
     Teaching:ALM
Audio-Lingual Method (ALM) is
 the first scientific method since
 it has roots in both psychology
 and linguistics.
Language Teaching:ALM
Psychology:   Linguistics:
Skinner       Bloomfield
(1930s-50s)   (1930s-50s)
Behaviorism   Structuralism
Language
     Teaching:ALM
Principle:
2. Form appears inside the
   context, not in isolation. For
   example, a dialogue is used to
   introduce a new structure.
Language
  Teaching:ALM
L1 and L2 have two systems
and they are treated differently
to avoid interference.
The teacher is the model. His
native-like accent does matter.
Language
     Teaching:ALM
1. Language learning is habit
   formation and habits should
   be repeated to get fixed in
   mind.
2. Errors are barriers for habit
   formation (inhibition).
Language
    Teaching:ALM
1. Communication is the prior
   goal.
2. A sentence includes several
   slots and each slot needs a
   special part of speech.
Language
    Teaching:ALM
8. Positive reinforcement is
 preferred to no/negative
 reinforcement.
Note: Behaviorism: stimulus,
 response and reinforcement.
Language
   Teaching:ALM
    Stimulus → Organism →
      Response Behavior →
  1. Positive Reinforcement, or
2. No / Negative Reinforcement
Language
     Teaching:ALM
Stimulus = a dialogue, a passage, …
Organism = L2 learner
Response Behavior= verbal behavior
Positive Reinforcement = 1.approval
 by teacher/peers, 2.self
 satisfaction
Language
     Teaching:ALM
9. Stimuli can be
 verbal/nonverbal
Note: Behaviorism, like linguistic
 Structuralism, is an anti-
 mentalist, empirically based
 approach.
Language
     Teaching:ALM
10. Language is a set of patterns
 or structures. Pattern practice
 leads to the over-learning of a
 desired verbal behavior (habit
 formation).
Language
    Teaching:ALM
Linguistic Structuralism :
A. Language is a system of
 forms, from smaller units such
 as sounds to bigger units such
 as sentences.
Language
     Teaching:ALM
B. Structuralism studies the
 distribution of units within the
 system (e.g., phoneme vs.
 allophone).
Language
     Teaching:ALM
C. Structuralism is a reaction to
 mentalist and traditional
 approach to grammar.
D. In Structuralism all languages
 are equally developed.
Language
    Teaching:ALM
E. Language is equal to speech.
F. Language can be learned by
 mastering the building blocks
 (elements) of the Form system.
Language
     Teaching:ALM
G. Rule-ordered processes
 involve addition, deletion, and
 transposition of grammatical
 elements.
Language
     Teaching:ALM
11. Automatic repetition is the
 result of overlearning - Drilling
 and mechanical repetition.
12.The teacher is an orchestra
 leader.
Language
     Teaching:ALM
From the three language learning
 activities – 1. Mechanical drills,
 2. meaningful exercises, and 3.
 communicative activities – the
 first one is practiced.
Language
    Teaching:ALM
13. Learning the structural
 patterns comes before
 vocabulary. Students
 sometimes repeat unknown or
 meaningless words (Form is
 more important).
Language
    Teaching:ALM
14. L2 learning is equal to L1
 acquisition. Rules are induced
 (implicit) from examples.
15. Contrastive analysis of L1
 and L2 shows the areas of
 difficulty.
Language
     Teaching:ALM
16. The “Natural Order” is to be
 adopted for L2 acquisition.
Note: In ALM acquisition is
 preferred to learning. The
 former is implicit.
Language Teaching:ALM
17. Culture is discussed within
 the context of language.
Language Teaching:ALM
Techniques:
 Dialogue memorization
 Backward build up drills
 Repetition drills
 Chain drills
Language Teaching:ALM
Single-slot substitution drills
Multiple slot substitution drills
Transformation drills
Question and answer drills
Use of minimal pairs
Language Teaching:ALM
Completing the dialogue
Grammar game
Language
       Teaching:SW
The Silent Way: Although
 Audiolingualism is widely used
 all over the world, it was
 heavily criticized in the early
 1960s.
Language
      Teaching:SW
Both Behaviorism (psychological
 foundation) and Structuralism
 (linguistic foundation) were
 attacked by linguists and
 psychologists.
Language
     Teaching:SW
Behaviorism was followed by
Cognitive Psychology.
Structuralism was followed by
Transformational-generative
linguistics.
Language
       Teaching:SW
Basic concepts:
1. Human is creative, so mimicry,
 memorization, repetition and
 parrot learning (Behaviorism)
 do not lead to real learning.
Language
       Teaching:SW
2. Language is not confined to a
 limited number of structures
 (as opposed to Structuralism).
 Best evidence: new sentences
 that children make in early life.
Language
       Teaching:SW
3. Language learning is not the
 outcome of habit formation
 (Behaviorism). It is the process
 of creative rule formation
 (Cognitive Psychology).
Language
      Teaching:SW
4. Cognitive psychology puts
 more emphasis on thoughtful,
 mentalist and creative
 processes. Learners form
 hypothesis to discover the
 rules of L2
Language
      Teaching:SW
5. Language learning is not the
 passive process of stimulus →
 response → behavior. Learners
 are actively involved in
 discovering L2 rules.
Language
       Teaching:SW
Note: In general, Cognitive
 science deals with the scientific
 study of thinking, reasoning
 and the intellectual processes
 of the mind.
Language
       Teaching:SW
6.a. Generative Transformational
 theory (proposed by Chomsky
 in 1957) is a model for the
 description of all languages.
Language
       Teaching:SW
6.b. GT theory, with a system of
 rules, shows the knowledge
 that a native speaker uses in
 forming grammatical
 sentences.
Language
       Teaching:SW
6.c. In GT theory internalized
 grammar of a language –
 Competence – enables one to
 create and understand totally
 new sentences.
Language
       Teaching:SW
6.d. Competence enables us to
 tell what are and what are not
 possible sentences in a
 language (implicit knowledge).
Language
       Teaching:SW
6.e. Competence is different from
 Performance which is the
 actual use of the language by
 individuals.
Language
       Teaching:SW
7. Errors are inevitable, natural
 signs of learning/acquisition.
 They show the learner is
 testing his hypotheses.The
 progress is gradual and step by
 step.
Language
       Teaching:SW
8. All four skills are worked on
 from the beginning. In addition.
 Form and meaning are both
 important.
Language
       Teaching:SW
Gattegno’s “Silent Way” was not
 the outcome of Cognitive
 Psychology, but in line with the
 theory. That is, both assign an
 active role to the learner.
Language
       Teaching:SW
In both Silent way and Cognitive
  Psychology, teaching is
  subordinate to learning: Both
  of them are learning and
  learner centered, not teaching
  centered.
Language
       Teaching:SW
Principles:
1. The teacher goes from familiar
 to unfamiliar. For example, he
 starts with L2 sounds which are
 similar to L1 sounds.
Language
       Teaching:SW
2. The teacher speaks very little,
 only when needed. His silence
 motivates the learners to
 participate more and be active.
Language
       Teaching:SW
3. The teacher is not the model.
 His gestures work.Student’s
 “self criteria” for correctness
 are emphasized. The student
 takes the responsibility of
 learning.
Language
       Teaching:SW
4. Students’ actions show if they
 have learned.
5. Students help each other.
6. The teacher uses gestures and
 L1 to help them learn.
Language
       Teaching:SW
7. & 8. Students’ familiar
 knowledge (old context) helps
 them learn the unfamiliar (new
 context). The teacher’s
 interference is very little.
Language
       Teaching:SW
9. Reading is worked on from the
 beginning but after speaking.
10. The teacher's silence leads to
 the student's autonomy: learner
 centeredness.
Language
       Teaching:SW
11. Meaning is achieved through
 perceptions (senses), not
 translation.
12.Group cooperation is the
 norm.
13. Little praise and punishment.
Language
       Teaching:SW
14. Errors are important. They
 are the road signs.
15. Self correction over teacher’s
 correction.
16. Students listen to each other.
Language
       Teaching:SW
17. Learning rates are different.
 Perfection is not the target.
18. The teacher frees his time by
 his silence.
19. Students are attentive.
Language
       Teaching:SW
20. Meaningful practice is
 preferred to repetition.
21. Logical presentation of
 language elements from
 familiar to unfamiliar.
Language
       Teaching:SW
22. & 23. Autonomy is gained by
 exploring and making choices.
24. Feedback from students
 informs the teacher.
25.No homework:sleeping
 practice
Language
       Teaching:SW
26. Syllabus is structure based.
27. Structures are not presented
 in a linear way.
28. Skills (speaking, reading and
 writing) reinforce one another.
Language
      Teaching:SUG
Suggestopedia (Superlearning):
 psychological barriers are the
 main causes of failure in
 language learning. These
 barriers should be removed.
Language
      Teaching:SUG
These barriers are fear of bad
 performance, limited ability to
 learn, and failure, so our full
 mental powers are not
 revealed.
Language
      Teaching:SUG
Suggestology: how to harness
 and redirect mental capacity
 foe maximum learning. It is
 based on Desuggestion and
 Suggestion
Language
      Teaching:SUG
Desuggestion: unloading mental
 reserves of unwanted
 memories.
Suggestion: loading the reserves
 with facilitating memories.
Language
      Teaching:SUG
Basics of Suggestology:
1. Authority: the teacher’s C. V.,
 his belief in the method and his
 manner are valued (the placebo
 effect).
Language
      Teaching:SUG
2. Infantalization: students take
 the role of a child (games,
 songs, gymnastic exercises,
 … ).
Language
      Teaching:SUG
Principles:
2. Learning is facilitated in
   comfort.
3. Peripheral learning is valued.
Language
      Teaching:SUG
3. Students must respect and
 trust the teacher’s authority.
4. The teacher “desuggests” the
 barriers: L2 learning is fun.
Language
      Teaching:SUG
5. Students’ imagination is
 activated (Suggestion).
6. Students’ confidence is raised
 (Suggestion).
Language
      Teaching:SUG
7. Choosing new names and
 biographies enhances feeling
 of security (suggestion).
8. Easy to handle dialogs come
 first.
Language
      Teaching:SUG
9. Students’ attention is off the
 Form (structure) and on
 communication.
10. The lessons indirectly
 enhance positive Suggestions.
Language
      Teaching:SUG
11. Grammar and vocabulary are
 taught very superficially.
12. Mother tongue and
 translation are used to transfer
 meaning.
Language
      Teaching:SUG
13. Double planedness: language
 message is the conscious
 level; music is the
 subconscious level. They go
 together. Decoration of the
 environment is so important.
Language
      Teaching:SUG
14. To overcome the barriers, a
 pseudo-passive state is
 needed.
15. Homework is done at night
 and in the morning.
Language
      Teaching:SUG
16. Dramatization and fantasy
 reduce the barriers to learning.
17. The arts (music, drama, … )
 should be part of the process
 of learning.
Language
       Teaching:SUG
18. Novelty is the to motivation
 (learning activities are varied).
19. Infantalization is the key
 factor. A childlike attitude to
 learning helps a lot.
Language
      Teaching:SUG
20. In some activities the
 conscious attention focuses on
 using L2, not on the structure
 and form.
21.Errors are tolerated and
 corrected indirectly later.
Language
      Teaching:SUG
Two kinds of materials:
1. Direct support: texts and tapes
2. Indirect support: classroom
 decoration and music
Language
      Teaching:SUG
Zero beginners are different
 from false beginners.
Students are required to talk ex
 tempore (not from memorized
 lines).
Language
      Teaching:SUG
Students are immersed in the
 method and forget their past
 (new names).
Words are taught in word pairs.
Language
      Teaching:SUG
The texts should be
 emotionally and motivationally
 powerful. They have literary
 value.
Musical background leads to
 relaxed body and alert mind.
Language
       Teaching:CLL
Community Language Learning:
Students as “whole persons”
  feelings + intellect + physical
reactions + instinctive protective
   reactions + desire to learn
Language
    Teaching:CLL
   Counseling Learning →
Community Language Learning
   (By: Charles A. Curran)
 His theory is based on adult
           learning.
Language
      Teaching:CLL
Adults feel frightened in a new
 learning situation: the inherent
 change and chances of making
 mistakes frightens them. So the
 teacher should play a
 counselor.
Language
       Teaching:CLL
CLL is a humanistic approach
 taken from Carl Rodger’s
 approach (1950): the focus is
 on Affective (emotional)
 Domain; it is client (learner)
 centered.
Language
      Teaching:CLL
Factors of Affective Domain:
 Empathy, self-esteem, attitude
 extroversion, inhibition,
 imitation, anxiety, and so on.
Language
     Teaching:CLL
Language process is not just:
sender → message → receiver
   It is interactional and
 communicative. It is a social
            process.
Language
     Teaching:CLL
 CLL is a holistic approach:
 Cognitive + Affective factors
   Classroom interaction is
between peers (symmetrical) or
learner-knower (asymmetrical)
Language
       Teaching:CLL
Principles:
2. The teacher starts a friendly
   relationship.
3. The teacher’s explanation of
   the activities brings security.
Language
      Teaching:CLL
3. Language is for
 communication.
4. The teacher’s standing
 position can be effective in
 reducing tension and fostering
 interaction.
Language
       Teaching:CLL
5. The teacher is caring about
 the students limitations and
 fears. They learn with different
 paces.
6. Time limits are revealed;
 security follows!
Language
      Teaching:CLL
7. The teacher and students are
 whole persons (Affective +
 Cognitive factors).
Language
       Teaching:CLL
8. Learners have different
 strategies, paces and styles of
 learning. The teacher makes
 them feel relaxed (Affective
 factors).
Language
      Teaching:CLL
9. The teacher is a counselor.
 Negative feelings block
 learning.
10. L1 is part of the process of
 learning. Understanding should
 be guaranteed.
Language
       Teaching:CLL
11. Activities should be clear
 /clarified (Affective factors).
12. The tasks are given one by
 one to reduce the barriers.
Language
      Teaching:CLL
13. Students go from total
 dependence on the teacher to
 independence and initiative.
14. Relaxed reflection and
 thinking fosters the process.
Language
       Teaching:CLL
15. Having a choice results in
 developing an inner wisdom.
16. Careful listening is needed to
 learn to discriminate and see
 the similarities and differences.
Language
      Teaching:CLL
17. Group work and cooperation
 is preferred to competition.
18. Indirect correction reduces
 tension.
Language
      Teaching:CLL
19. Interaction among the peers
 (students) leads to trust and
 less threat.
20. Learning takes place if the
 task neither too new nor too
 familiar.
Language
       Teaching:CLL
21. Thinking about learning
 experiences is as positive as
 reflecting on L2.
22. In early stages, the syllabus
 is learner dependent (oriented).
Language
       Teaching:CLL
Curran: there are six elements
for nondefensive learning:
Security, aggression
(assertiveness),
attention, reflection, retention
(integration), discrimination
Language
       Teaching:CLL
Evaluation in CLL is not fixed,
 but it should be in line with the
 principles. The test is mainly
 integrative, not discrete point.
 Self evaluation is also valued.
Language
      Teaching:CLL
In CLL culture and language are
  inseparable. The teacher and
  students form a community
  (learning is persons). They
  trust each other and the
  process.
Language
   Teaching:TPR
Total Physical Response is an
 example of “Comprehension
          Approach”.
 The importance is given to
  Listening Comprehension.
Language
    Teaching:TPR
   The idea of Comprehension
   Approach comes from child
language acquisition. Speaking
is a natural product of listening.
Language
    Teaching:TPR
Many methods are based on L1
 acquisition. Krashen and
 Terrell’s “natural Approach”:
Language
    Teaching:TPR
communication through pictures
 and words is fostered, but L1 is
 also used. Natural Approach is
 similar to Direct Method, but in
 former L1 is allowed.
Language
    Teaching:TPR
In Winitz and Reed’s self
  instructional program and in
  Winitz’ The Learnables,
  students listen and look at
  relevant pictures.
Language
    Teaching:TPR
In Asher’s TPR students listen
  and respond in actions.
Language
   Teaching:TPR
TP is based on “Trace Theory”:
 the more a memory connection
     is traced, the storage of
 memory associations is easier
           (Heb’s Law).
Language
    Teaching:TPR
Tracing and retracing can be
 both verbal (language) and
 motor (actions). The
 combination of the two fosters
 the recall.
Language
    Teaching:TPR
TPR is humanistic in saying that
 gamelike movements reduce
 stress. TPR is basically
 structuralist (imperative verbs
 at the center).
Language
    Teaching:TPR
TPR claims that nonabstractions
 (verbs and concrete nouns)
 help us learn abstractions.
Language
     Teaching:TPR
Language chunks are practiced
 rather than single items.
No grammar explanation is
 given
Language
    Teaching:TPR
The theory of psychology is
 Bahaviorist:
Verbal Stimulus → Response
Language
    Teaching:TPR
The learning hypotheses:
1. Innate bio program: listening
 before speaking (Natural
 Approach) and synchronized
 with body.
Language
    Teaching:TPR
2. Affective Filter: meaning
 through movements
3. Brain Lateralization: motor
 activities are right brain
 centered (following Piaget).
Language
    Teaching:TPR
Students master L2 through right
 hemisphere motor activities
 while the left one (language
 center!) is watching and
 learning.
Language
    Teaching:TPR
Principles:
1. Meaning is transferred
 through actions. Right brain
 (nonverbal center) is involved.
 Chunks are preferred to single
 words.
Language
    Teaching:TPR
2. Listening before speaking.
3. Actions accompany the
 language. The teacher acts
 first.
4. The basic structure is
 imperative (only volunteers
 act).
Language
    Teaching:TPR
5. Students first observe and
 then perform the actions.
6. Feeling of success and little
 anxiety facilitate learning.
Language
    Teaching:TPR
7.Changing order of commands
 blocks sheer memorization.
8. Correction should be indirect
 and through actions.
Language
    Teaching:TPR
9. Novelty of commands can be
 motivating.
10. Language learning should be
 fun (funny commands).
Language
    Teaching:TPR
11. Spoken language comes first.
12. Speaking emerges very
 naturally. They choose to
 speake.
Language
     Teaching:TPR
13. The teacher is tolerant of the
 errors. Delicate points and
 details are put off for later and
 higher levels.
Language Teaching:
        CLT
The Communicative Language
        Teaching
         UNIT 9
Language Teaching:CLT
This is a British Approach that
 followed Oral Approach or
 Situational Language Teaching
 (simultaneous with Direct
 Method).
Language Teaching:CLT
The decline of SLT – similar to
 Direct Method – was due to
 Chomsky’s influence.In Britain
 functional and communicative
 aspects gained prominence.
Language Teaching:CLT
While in the U.S. innateness and
 Generativity of language were
 important (under Chomsky’s
 influence), in Britain
 communication was important
Language Teaching:CLT
Many methods claim to be
 communicative.
They also say that structure and
 vocabulary are important.
Language Teaching:CLT
Communicative Approach:these
 are good but not enough. We
 can not get ready for
 communication if just
 vocabulary and structure are
 worked on.
Language Teaching:CLT
Communication includes
 functions. Functions are what
 we do with the language:
 arguing, persuading,
 promising, rejection or
 accepting an invitation, …
Language Teaching:CLT
All these functions happen
 inside a social context. Wilkin’s
 Functional Notional Approach
 formed the basis of
 Communicative Approach.
Language Teaching:CLT
Functions are what we do with
 the language, but Notional
 categories are: time, sequence,
 quantity, location, frequency.
Language Teaching:CLT
Communicative Approach,
Communicative Language
Teaching, functional Approach
and Notional Functional
Approach have almost the same
goals.
Language Teaching:CLT
Knowledge of forms, meanings
 and functions can be positive if
 they help the learner in the
 process of meaning exchange .
Language Teaching:CLT
There are two versions of
 Communicative Approach:
1. Weak Version (standard): the
 goal is to provide chances to
 use English for communication.
Language Teaching:CLT
This is called ‘learning to use’ or
 ‘language for communication’.
2. Strong Version: language as
 communication – using
 language to learn.
Language Teaching:CLT
The linguistic theory behind
 Communicative Approach is
 Dell Hymes’ communicative
 competence (1972).
Language Teaching:CLT
He believed that Chomsky’s
 ‘linguistic competence’ was too
 limited. Linguistic competence
 doesn't justify social and
 functional rules of the
 language.
Language Teaching:CLT
Hymes’ competence deals with
 both knowledge (usage) and
 use.
Language Teaching:CLT
Principles:
1. Authentic language in real
 context:sports columns from a
 recent newspaper
Language Teaching:CLT
2. Ability to figure out someone’s
 intentions:communicative
 competence
Language Teaching:CLT
3.Language: a vehicle for
 communication, not the object
 of study (language for
 communication).
Language Teaching:CLT
4. One function in different
 linguistic forms (the goal is to
 convey meaning with a ny
 possible and suitable form).
Language Teaching:CLT
5. Language use at higher levels
 (supra sentential, text or
 discourse level).
Language Teaching:CLT
Note: Discourse or
communication has three
elements: 1. Real communication
(information gap), 2. Task based
activities, 3. Meaningfulness
(authenticity).
Language Teaching:CLT
In discourse analysis: cohesion
  (physical connectedness) and
  coherence (connectedness in
  meaning)
Language Teaching:CLT
6. The importance of games as
 real communication (task
 based activities)
Note: Immediate feedback
 ensures the learner of the
 result.
Language Teaching:CLT
7. Opportunities for self
 expression
8. Errors as natural outcome of
 development of communication
 skills.
Language Teaching:CLT
9. Establishment of situations to
 promote communication (strip
 story).
Language Teaching:CLT
10. Cooperation and team work
 as a chance to negotiate
 meaning.
11. Role play as an example of
 social context (language for
 communication)
Language Teaching:CLT
12. Language forms with respect
 to social communicative norms
 (talking to your boss vs. talking
 to your colleague)
Language Teaching:CLT
13. The teacher as an advisor
 giving guidelines to groups
14. A choice about what to say
 (linguistic competence) and
 how to say (communicative
 one).
Language Teaching:CLT
15. Grammar and vocabulary
 from functions, situational
 context and roles.
Language Teaching:CLT
16. Listening to authentic
 language as homework.
Language Teaching:CLT
What is the goal of the teacher?
To develop communicative
 competence in the learners.
 Form, meaning and function
 are all critical.
Language Teaching:CLT
What are the roles of the
 teacher?
1. Facilitator of learning process,
 2. Manager of classroom
 activities, 3. Advisor, 4. Co-
 communicator
Language Teaching:CLT
What is the role of the student?
The learner is a communicator,
 actively engaged in transferring
 meaning and a responsible
 manager of the social activities.
Language Teaching:CLT
Characteristics of the process?
Usage and use are both
 important. Activities – role play,
 problem solving tasks, games –
 are communication oriented.
Language Teaching:CLT
Note: information gap is a critical
 issue: a real interaction is made
 to exchange meaning – to
 reveal make unknown
 information.
Language Teaching:CLT
The nature of student-teacher
 interaction?
The teacher is the initiator of
 activities. The interaction is
 basically student-student.
Language Teaching:CLT
How about the student’s
 feelings?
The students are more motivated
 if they do something real and
 purposeful with the language.
Language Teaching:CLT
Note: Team work and
 cooperation also fosters the
 feeling of security. They
 integrate L2 with their
 personality.
Language Teaching:CLT
How are language/culture
 viewed?
Language: form, meaning and
 function. Culture is part of real
 communication (e.g., the use of
 nonverbal behavior).
Language Teaching:CLT
The important areas of
 language?
Functions over forms. The
 syllabus is functional and a
 variety of form are introduced
 in each function.
Language Teaching:CLT
Note: at first easier functions are
 used to introduce easier forms.
 In general function determines
 form not the other way round.
Language Teaching:CLT
Note: the students learn about
 cohesion and coherence in real
 communication, not in an
 explicit way (by scrambling and
 unscrambling the text).
Language Teaching:CLT
What is the role of L1?
L1 has almost no role.
 Communication happens in L2
 context.
Language Teaching:CLT
How is evaluation
 accomplished?
Both accuracy and fluency are
 evaluated. The ideal learner is a
 the best communicator. The
 use of forms is not valuable by
 itself.
Language Teaching:CLT
Note: Evaluation here is informal
 and happens in the process of
 acting communicatively. But
 the test is a communicative test
 which deals with functions.
Language Teaching:CLT
Note: the tests are integrative
 such as writing a letter to a
 friend which is a function and
 conveys meaning. It si also a
 social activity.
Language Teaching:CLT
How are the errors treated?
Errors of form are tolerated as a
 natural outcome. Linguistic
 knowledge is not very critical
 for communicative ability.
Language Teaching:CLT
Techniques and materials:
1. Authentic materials (real
 world)
2, scrambled sentences
 (cohesion and coherence)
Language Teaching:CLT
3. Language games (information
 gap, choice and feedback)
4. Picture strip story (information
 gap, team work, problem
 solving and negotiating
 meaning)
Language Teaching:CLT
5. Role play (different social
 contexts lead to different roles
 and each role uses certain
 forms for each function).
Language Teaching:CLT
The goals of the teacher?
To accelerate the process of
 learning for communication.
 The learner’s mental powers
 must be trapped by
 dessuggesting.
Language Teaching:CLT
The role of the teacher?
He is the authority. He should be
 trusted and respected (placebo
 effect).
Language Teaching:CLT
Features of teaching/learning?
A. Students are comfortable.
 Furniture and decoration are
 important. Music accompanies.
Language Teaching:CLT
B. Posters displaying
 grammatical information are on
 the wall (peripheral learning).
 New names and biographies
 (new identities)
Language Teaching:CLT
C. lengthy dialogs in L2 with L1
 translation and notes on
 vocabulary and grammar. In the
 first major phase (receptive) the
 teacher reads the dialog along
 the music.
Language Teaching:CLT
D. Now the whole brain (left and
 right) is involved (similar to
 TPR). The students also see he
 translation.
Language Teaching:CLT
In the second major phase
  (activation) the students
  engage in various activities:
  dramatization, games, songs,
  question and answer exercises.
Language Teaching:CLT
The nature of interaction?
The teacher initiates. The when
 they feel relaxed the students
 also initiate interaction.
Language Teaching:CLT
How are the feelings dealt with?
They have to be relaxed and
 confident. Learning comes
 naturally not by force
 (suggestion and desuggestion).
Language Teaching:CLT
How is language/culture viewed?
A. Communication is a two plane
 activity. In the first plane
 language happens. In the
 second nonverbal factors
 affect.
Language Teaching:CLT
B. culture includes the life of L2
 speakers and the fine arts.
Language Teaching:CLT
What areas/skills are
 emphasized?
Vocabulary is emphasized.
 Grammar is dealt with explicitly
 (conscious attention) but
 minimally. Speaking is valued.
Language Teaching:CLT
The role of L1?
L1 makes the dialog clear and
 easy so the students get
 relaxed.
Language Teaching:CLT
How is evaluation done?
It is done on the class activities
  not through formal tests
  (Suggestology).
Language Teaching:CLT
How are the errors treated?
At the early stages no direct
 correction happens. Later they
 receive indirect correction on
 form.
Language Teaching:CLT
The goals of the teacher?
Natural communication, learning
 about their own learning and
 taking responsibility for it,
 acting nondefensively:as whole
 persons.
Language Teaching:CLT
The teacher’s role?
He is a counselor first. He is caring
 and supportive.
Language Teaching:CLT
The student’s role?
At first they are totally
 dependent like a client to a
 counselor. Five stages to move
 from dependence to
 independence.
Language Teaching:CLT
Features of teaching and
 learning?
A. At first they speak in L1 and
 the teacher gives L2 translation
 in chunks.
Language Teaching:CLT
B. Later a transcript is made of
 the dialog and L1 words are
 written under that. Activities
 follow: grammar points, making
 new sentences, pronunciation.
Language Teaching:CLT
The nature of interaction?
A. The nature changes over time.
 Sometimes the teacher
 removes himself from the circle
 to encourage them to interact.
Language Teaching:CLT
B. Sometimes he gives L1
 translation.At later time
 students take more
 responsibility. Both are
 decision makers (student-
 teacher centeredness).
Language Teaching:CLT
How are the feelings treated?
Precise instructions,L1
 equivalents, establishing time
 limits,easy to handle lessons,
 and taking responsibility bring
 security.
Language Teaching:CLT
How is language/culture viewed?
Language is for communication.
 Culture is integrated with
 language.
Language Teaching:CLT
What areas are emphasized?
In early stages the students
  design the syllabus. The most
  important skills are
  understanding and speaking
  the language.
Language Teaching:CLT
What is the role of L1?
Security is initially enhanced by
 having L1 equivalents.
Language Teaching:CLT
How is evaluation
 accomplished?
There is no particular mode of
 evaluation. But teacher made
 integrative tests is more
 common than discrete point
 tests.
Language Teaching:CLT
How are the errors responded?
Without calling everyone’s
 attention to error, the teacher
 corrects it indirectly.
Language Teaching:Content based...


          Chapter 10
Content-based, task-based, and
   Participatory Approaches
Language Teaching:Content based...

 Three approaches that make
 communication central
 Content based instruction
 Task-based approach
 Participatory approach
Language Teaching:Content based...

 These approaches do not focus
 on form or function.
 They give more importance to
 process of learning over linguistic
 content.
Language Teaching:Content based...

 Here instead of ‘learning to use
 English’ we try to ‘use English to
 learn’.
 Here instead of ‘English for
 communication’ we try to gain
 ‘English as communication’.
Language Teaching:Content based...

 ESP (English for special purposes) is
 content oriented or content based. English
 for pilots, nurses, businessmen are some
 examples.
Language Teaching:Content based...

 What is the special contribution of ESP?
 It integrates language and content.
Language Teaching:Content based...

 What was the purpose of ‘language
 across the curriculum’ movement?
 It was for native speakers in England
 (1970s) to integrate reading and writing
 into all other subjects.
Language Teaching:Content based...

 In ESP, the selection and sequence of
 language items arise from communicative
 needs, not predetermined syllabi (plural of
 syllabus).
Language Teaching:Content based...

   OBSERVATIONS AND
       PRINCIPLES
Language Teaching:Content based...

 The subject matter (content) is the
 platform for language learning. Language
 learning is not happening in general
 English text and discourse.
Language Teaching:Content based...

 Previous knowledge is the basis. It helps
 them learn better. So if the text is about
 geography we begin with Iran.
Language Teaching:Content based...

 Relevance of language to the students’
 academic needs motivates them. For
 example, nurses like to know the
 terminology of their major. This is a means
 to an end, not an end in iteself.
Language Teaching:Content based...

 In other words, here the language is the
 medium of instruction and not the purpose
 (end) of that.
Language Teaching:Content based...

 If the content of communication is
 interesting to the students, learning
 happens with greater speed and depth.
Language Teaching:Content based...

 With the presence of contextual clues,
 vocabulary learning is easier. (cloze test
 and fill in the blanks)
Language Teaching:Content based...

 Authenticity means content + use.
 Even with authentic texts, the learners
 need support by providing examples.
Language Teaching:Content based...

 Learners work with meaningful, cognitively
 demanding, and authentic texts and tasks
 (learning by doing).
Language Teaching:Content based...

 They work within the framework of all
 language skills, not just conversationally.
 This is what real communication is. This is
 an example of an immersion program.
Language Teaching:Content based...

 ADJUNCT MODEL:
 In adjunct model, the students take a
 normal academic course and a language
 course related to that academic course.
 Content teacher and language teacher
 teach their courses in a way to help the
 other course too.
Language Teaching:Content based...

 Sheltered language instruction (content
 based):
 Both native and non native speakers of a
 language take academic courses but for
 non native speakers ‘sheltered’ instruction
 is provided to help them through the
 difficult process of studying content in a
 foreign language.
Language Teaching:Content based...

 All what we said is also applicable if we
 combine language and vocational/job
 purposes.
Language Teaching:Content based...

 Whole Language Approach:
 Language is taught holistically not in
 pieces like grammar and vocabulary (it
 comes from Gestalt psychology where the
 whole is emphasized rather than the
 pieces and segments).
Language Teaching:Content based...

 Holistic approaches are ‘top down’ in the
 sense that they work from meaning to
 linguistic form.
Language Teaching:Content based...

 In ‘bottom up’ methods, the students start
 with pieces and then try to put the pieces
 together to make a whole
 (audiolingualism).
Language Teaching:Content based...

 In ‘whole language learning’ errors are
 natural parts of learning process. Here
 Vygotsky’s idea about social nature of
 learning is encouraged.
Language Teaching:Content based...

 In ‘language experience approach’, which
 is an example of ‘holistic learning’,
 students read texts about their own life
 experience. Students mention their stories
 in the first language and the teacher
 converts them into L2. This is done to
 facilitate learning.
Language Teaching:Content based...

 Process writing and journal keeping are
 also examples of Whole Learning. In the
 former, writing is seen as a process in
 which the teacher and students
 collaborate to build up ideas. It is not just
 an assignment to be done by students.
Language Teaching:Content based...

 The latter is like keeping a diary in which
 students write their feelings and anything
 else they want to communicate with the
 teacher. The teacher ‘dialogues’ with the
 writings and writes responses on them but
 does not correct the form.
Language Teaching:Content based...




   Task-Based Instruction
Language Teaching:Content based...

 Task based approach also uses natural
 context. ‘Do to Learn’ is the basic concept.
 You learn better while you perform and
 interact with other students. ‘problem
 solving’ is the key concept. In problem
 solving you develop new knowledge by
 focusing on the old.
Language Teaching:Content based...




      Observations and
        experiences
Language Teaching:Content based...

 The tasks in the class are clear and
 purposeful.
 The task needs to be challenging.
 The task develops by teacher-learner
 interaction.
Language Teaching:Content based...

 The teacher uses normal language with
 normal speed.
 The teacher helps them find correct
 answers.
 Language is used to perform a task, not
 just for linguistic development.
Language Teaching:Content based...

 Authentic activity through authentic
 language use is encouraged.
 The focus is on meaning.
 They receive feedback for what they did.
Language Teaching:Content based...

 Three types of tasks (Probhu)
 1. Information gap activity: exchanging
 information to perform a task (students
 exchange information about their weekly
 schedules)
Language Teaching:Content based...

 2. Opinion gap activity: students give their
 feelings to perform (finding solutions for
 unemployment)
Language Teaching:Content based...

 3. Reasoning gap activity: students derive
 new information from the data they were
 given (finding he best way to a city by
 looking at and discussing a map)
Language Teaching:Content based...

 The last type - reasoning gap – involves
 more engagement and is more
 challenging.
Language Teaching:Content based...

 Long and Crooks (1993): three other types
 of tasks (syllabi)
 1. Procedural: the example is the lesson
 given in the book
Language Teaching:Content based...

 2. Communication interaction: the
 students along with the teacher decide
 upon the task to do.
 3. Meaningful interaction: working on
 meaning while drawing attention to form.
Language Teaching:Content based...

 What is ‘Project Work Approach’?
 Here the students elect a project to do, for
 example they decide to publish a school
 news paper.
Language Teaching:Content based...

 The first step is planning through
 collaboration.
 The second step is collecting information.
 The final step is reviewing their report.
Language Teaching:Content based...

 In all stages, the teacher acts as a
 counselor and consultant not as a project
 director.
Language Teaching:Content based...




   Participatory Approach
      By: Paula Freire
Language Teaching:Content based...

 It begins with meaningful content. Form
 emerges from content.
 The content is not about subject matter,
 but about issues of interest.
Language Teaching:Content based...

 Freire engaged the students with
 immediate social problems
 (unemployment, low income, addiction).
Language Teaching:Content based...

 The purpose is not just linguistic
 development, but for taking actions and
 thinking about the problems.
 Education is not value free (it is value
 loaded where feelings are involved)
Language Teaching:Content based...

 As an example: compare discussing
 addiction with talking about the use of
 elevators in carrying things.
Language Teaching:Content based...




Observations and Principles
Language Teaching:Content based...

 The class activity is tuned to outside world
 events.
 The syllabus is not predetermined or
 apriori. It is a posteriori, determined
 through discussion.
Language Teaching:Content based...

 For example, the first session they tak and
 read about addiction and they find out that
 the main reason is unemployment, so the
 next session they discuss unemployment.
Language Teaching:Content based...

 Education is very effective if it is
 experience oriented. This also motivates
 them.
 Students see themselves as active
 participants in the social life.
Language Teaching:Content based...

 Language form follows and is geared to
 content. Form is not dealt with in isolation.
 Students can create materials to be used
 in the following session.
Language Teaching:Content based...

 Self evaluation is encouraged. The
 students see the outcome and evaluate
 the process of learning.
Language Teaching:Learning Strategy...




           Chapter 11
Language Teaching:Learning Strategy...




 Learning Strategy Training,
  Cooperative Learning, and
    Multiple Intelligences
Language Teaching:Learning Strategy...

These are three methodological
innovations.
The focus of all is on the learner; they are
learner oriented (opposite of teacher
oriented methods such as Grammar
translation).
Language Teaching:Learning Strategy...




 Learning Strategy Training
Language Teaching:Learning Strategy...

What is a learning strategy?
The techniques or devices a learner may
use to acquire knowledge. (Rubin 1975)
Language Teaching:Learning Strategy...

What are the features of good language
learners?
They are willing and accurate guessers.
They have great desire to communicate
although they may look foolish.
Language Teaching:Learning Strategy...

They pay attention to both meaning and
form.
They practice and monitor their own and
others’ speech.
Language Teaching:Learning Strategy...

These strategies should be taught.
Learning strategies training is as important
as language training. (Wenden 1985)
Language Teaching:Learning Strategy...




 Observations and Principles
Language Teaching:Learning Strategy...

Prior knowledge and experiences are
used to build up new knowledge.
Studying strategies of learning leads to
academic success.
Learning should be taught, as well as
language.
Language Teaching:Learning Strategy...

Autonomy is encouraged: students should
become independent and self regulated
learners. Self assessment-evaluating
one’s own progress- also helps autonomy.
Language Teaching:Learning Strategy...

Learners should be capable of transferring
strategies to new learning situations. If
they are trained to use prefixes to
understand meaning, they need to
practice it at home.
Language Teaching:Learning Strategy...

Remember that the methodological trends
in chapter 11 complement the ones
presented in chapter 10.
Language Teaching:Learning Strategy...

For example, strategies should be taught
within the framework of content area texts.
Language Teaching:Learning Strategy...

The strategies we practiced in chapter 11
are ‘metacognitive strategies’ according to
Chamot and O’Malley (1994).
Language Teaching:Learning Strategy...

Metacognitive strategies are used to plan,
monitor, and evaluate a learning task.
They also include: arranging the
conditions that boost learning; setting long
and short term goals; checking one’s
comprehension during listening or
reading.
Language Teaching:Learning Strategy...

Chamot and O’Malley also identify two
other categories: cognitive strategies
which involve learners’ interaction and
manipulation of materials, and ...
Language Teaching:Learning Strategy...

Social / affective strategies where learners
interact with other persons. Affective
factors include feelings and attitudes.
Language Teaching:Learning Strategy...




     Cooperative Learning
Language Teaching:Learning Strategy...

Cooperative learning means learning in
group (an affective/social strategy). The
way they cooperate is important.
Language Teaching:Learning Strategy...




 Observations and Principles
Language Teaching:Learning Strategy...

‘positive interdependence’ is encouraged.
Each students helps the other to learn
vocabulary items. Cooperation instead of
competition and individualistic learning.
Language Teaching:Learning Strategy...

Groups are fixed for some time and
include people of different ethnic,
religious, social background and mixed
gender.
Language Teaching:Learning Strategy...

By working in groups they take different
roles and learn to cooperate in different
circumstances.
Language Teaching:Learning Strategy...

Self evaluation and assessment and
judgment about others’ work is urged.
Social skills-asking for apology, repetition,
help, ...- are taught.
Language Teaching:Learning Strategy...

They take the test individually to learn to
accept the outcome of cooperative effort.
Teachers teach language and
cooperation.
Language Teaching:Learning Strategy...




      Multiple Intelligences
Language Teaching:Learning Strategy...

In addition to different strategies of
learning, students have different strengths
and weaknesses. In other words, they
have different learning or cognitive
styles.
Language Teaching:Learning Strategy...

For instance, visual learners vs. aural
learners.
Data gatherers vs. rule formers ( the
former have fluency with little accuracy;
the latter have the reverse)
Language Teaching:Learning Strategy...

Students have seven different intelligences
   that can be developed:
2. Logical/mathematical (ability to use
   numbers and reasoning)
3. Visual/spatial (awareness of size,
   dsitance, color, movement, ...)
Language Teaching:Learning Strategy...

1. Body/kinesthetic (the ability to use one’s
   body to express oneself and solve
   problems).
2. Musical/rhythmic (the ability to cope with
   melody and rhythm).
3. Interpersonal (cooperation and mutual
   understanding).
Language Teaching:Learning Strategy...

1. Intrapersonal (understanding oneself and
   practicing self discipline.
2. Verbal/linguistic (using language
   effectively and creatively).
Language Teaching:Learning Strategy...

It is assumed that everyone has all these
abilities but at different levels. Each
activity may be built up by using one or
more of these intelligences and teachers
should be aware of them.
Language Teaching:Learning Strategy...

Christison (1996) and Armstrong (1994)
   provide examples that fit each type of
   intelligence:
2. Logical/mathematical (puzzles and
   games, logical, sequential presentations,
   classifications and categorizations
Language Teaching:Learning Strategy...

1. Visual/spatial (charts and grids, videos,
   drawing)
2. Body/kinesthetic (hands-on activities,
   field trips, pantomime)
3. Musical/rhythmic (singing, playing music,
   jazz chants)
Language Teaching:Learning Strategy...

1. Interpersonal (pair work, project work,
   group problem solving)
2. Intrapersonal (self evaluation, journal
   keeping, options for homework)
3. Verbal/linguistic (note-taking, story
   telling, debates)
Language Teaching:Learning Strategy...

A teacher may develop special lessons to
develop each intelligence. For example,
providing vocabulary lessons in the form
of puzzles and games to develop
logical/mathematical intelligence.
Language Teaching:Learning Strategy...

Gardner (1999) has added the 8th
intelligence-the naturalist- someone
knowledgeable about and comfortable in
the natural world.
Language Teaching:Learning Strategy...

In conclusion, teachers should be aware of
  the unique qualities of each student.
Language Teaching: Conclusion



        Chapter 12
        Conclusion
Language Teaching: Conclusion
After discussing methods individually, we
try to deal with the m collectively.
Each method and approach is
summarized according to three aspects of
language/culture, language learning and
language teaching (page 178) which were
fully discussed in the related chapters.
Language Teaching: Conclusion
All these methods and approaches are
practiced today but with different weights
and distributions.
Language Teaching: Conclusion
In the present century the use of
technology , strategies, styles,
innovations, interaction, cooperation, and
affective factors are given primary
attention.
Language Teaching: Conclusion
The greatest similarity among methods is
the goal to communicate in the second
language.
All methods have been practiced in
classes; in future virtual education and
technology based instruction will gain
importance.
Language Teaching: Conclusion
Most methods deal with the issue of
culture very implicitly. It is sometimes
referred to as the fifth skill plus reading,
writing, listening and speaking.
Language Teaching: Conclusion
Differences among the methods: (two types)
Complementary differences: the differences
  that do not contradict each other. Being a
  drill conductor and a counselor as teacher
  roles do not contradict but complement
  each other.
Language Teaching: Conclusion
Contradictory differences:
For example, in Grammar translation the
 use of L1 is prescribed while in
 Comprehension Approach and Direct
 Method it is proscribed (forbidden).
Language Teaching: Conclusion
What is the best method ad how does a
teacher choose one?
A teacher should consider the values,
experiences, goals, fundamental views
about teaching, learning, learners and
teachers, use of technology and similar
factors to decide.
Language Teaching: Conclusion
The best method is eclectic method.
Eclectic method is not a method by itself.
It means using different methods and
different techniques of different methods
depending on the age, gender, goal (short
term and long term), ....
Language Teaching: Conclusion
... available audio visual devices, available
materials, learners’ needs, defined
objectives of the course, views about
learning and teaching, and views about
dealing with strategies and styles.
Language Teaching: Conclusion
For example, although Grammar
Translation looks outdated, a teacher may
decide to work on translation as an
integrative skill. Repetition and drill work
from audio lingual method is very useful
for children.
Language Teaching: Conclusion
Rule description in brief works best for
adults since adults are rule formers.
Some methods work better at a special
level f language proficiency.
Relativism: for each situation one method
should be applied.
Language Teaching: Conclusion
Pluralism (eclecticism): there is some
value to each method. Different methods
or parts of methods should be practiced in
the same context.
Principled eclecticism happens when a
teacher makes method of his own by
combining different parts of methods.
Language Teaching: Conclusion
Teachers as managers of classroom
should know that a number of
methodological options exist which are
guided by a number of factors such as
values, experience and commitment to a
set of learning outcomes.
Language Teaching: Conclusion
If they are asked, ‘Do you use, for
example, translation or mechanical
drilling?, they say: IT DEPENDS. It
depends on many factors.
Language Teaching: Conclusion
The main point here is that teaching as a
profession is not a product but a process;
we learn to teach and also we teach to
learn. It might be a lifelong process.
Language Teaching



   The End

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Applied linguistics

  • 1. Course: Teaching Methodology Book: Techniques and Principles in Language Teaching Author: Diana Larsen-Freeman Second Edition, 12 chapters
  • 2. Language Teaching:GT Grammar Translation (GT) is the first method we discuss. GT appeared in the first half of the 19th century and was one of the nonscientific methods.
  • 3. Language Teaching:GT Why is GT a classical method? GT was to help students appreciate L2 literature. L2 grammar helps them learn Ll grammar & grow mentally.
  • 4. Language Teaching:GT Principles 2. Learning to read L2 literature – written language is superior to spoken language. L2 culture was literature and fine arts.
  • 5. Language Teaching:GT 2. Translation from L2 to L1 and vise versa: a central goal 3. Communication:not emphasized 4. Reading and writing: superior 5. Authority and fussy corrections
  • 6. Language Teaching:GT 6. L1 equivalents for L2 words 7. L1/ L2 similarities: emphasized 8. Form superior to content 9. Deduction over Induction 10. L2 learning: a mental exercise
  • 7. Language Teaching:GT 11. Explicit and conscious knowledge of L2 Grammar 12. Memorization of grammatical paradigms
  • 8. Language Teaching:DM The Direct Method (DM) rose to prominence at the beginning of the 20th century and it is one of the nonscientific methods, similar to Grammar Translation.
  • 9. Language Teaching:DM DM is a movement toward a scientific method. Gouin started a method based on child language acquisition.
  • 10. Language Teaching:DM The weaknesses of GT made DM very popular. Basic principle:The use of L1 is sin and the connection between L2 and meaning should be direct.
  • 11. Language Teaching:DM Principles 1. Language is mainly speech. Culture includes more than fine arts. Reading is taught from the beginning.
  • 12. Language Teaching:DM 2. Concrete objects are used to make the direct link between form (language) and meaning. 3. Mother tongue has almost no role.
  • 13. Language Teaching:DM 4. Demonstration is preferred to explanation and translation. 5. Vocabulary in use is emphasized to boost thinking in English. (Real use in real sentences)
  • 14. Language Teaching:DM 6. Oral communication is the goal. 7. Pronunciation receives primary attention - focus on form. 8. Self correction is preferred to teacher’s correction.
  • 15. Language Teaching:DM 9. Lessons should provide the chances for real life conversation. 10. Grammar is taught inductively or implicitly.
  • 16. Language Teaching:DM 11. Like reading,writing is practiced from beginning.Four language skills are together. 12. Lessons are topic based and not structurally designed.
  • 17. Language Teaching:DM 13. Language and culture are interwoven. Notes on Direct Method: Fluency over accuracy (unlike GT)
  • 18. Language Teaching:DM Immediate correction by self correction or teacher’s indirect correction. An error is like a sin. Students’ knowledge about L2 is not evaluated (as it was in GT).
  • 19. Language Teaching:DM The weaknesses of Direct Method Overemphasized natural language acquisition usage for classroom learning situation.
  • 20. Language Teaching:DM Lacking a firm basis in Applied Linguistics and psychology of learning. Placing so much emphasis on the teacher rather than textbook.
  • 21. Language Teaching:DM By 1920s, Direct Method (Berlitz Method in the U. S.) started to decline. DM led to Audio-lingual Method (ALM) in the United States.
  • 22. Language Teaching:DM At the same time Situational Language Teaching (Oral Approach) was popular in Europe and Contrastive Analysis gained importance.
  • 23. Language Teaching:DM About the same time Eclecticism – the idea that language teaching should undergo ongoing reform – was also proposed and supported.
  • 24. Language Teaching:ALM GT and Direct Method were popular until World War II. The Audio-lingual Method (ALM) was developed in the U. S. during World War II. Why?
  • 25. Language Teaching:ALM Audio-Lingual Method (ALM) is the first scientific method since it has roots in both psychology and linguistics.
  • 26. Language Teaching:ALM Psychology: Linguistics: Skinner Bloomfield (1930s-50s) (1930s-50s) Behaviorism Structuralism
  • 27. Language Teaching:ALM Principle: 2. Form appears inside the context, not in isolation. For example, a dialogue is used to introduce a new structure.
  • 28. Language Teaching:ALM L1 and L2 have two systems and they are treated differently to avoid interference. The teacher is the model. His native-like accent does matter.
  • 29. Language Teaching:ALM 1. Language learning is habit formation and habits should be repeated to get fixed in mind. 2. Errors are barriers for habit formation (inhibition).
  • 30. Language Teaching:ALM 1. Communication is the prior goal. 2. A sentence includes several slots and each slot needs a special part of speech.
  • 31. Language Teaching:ALM 8. Positive reinforcement is preferred to no/negative reinforcement. Note: Behaviorism: stimulus, response and reinforcement.
  • 32. Language Teaching:ALM Stimulus → Organism → Response Behavior → 1. Positive Reinforcement, or 2. No / Negative Reinforcement
  • 33. Language Teaching:ALM Stimulus = a dialogue, a passage, … Organism = L2 learner Response Behavior= verbal behavior Positive Reinforcement = 1.approval by teacher/peers, 2.self satisfaction
  • 34. Language Teaching:ALM 9. Stimuli can be verbal/nonverbal Note: Behaviorism, like linguistic Structuralism, is an anti- mentalist, empirically based approach.
  • 35. Language Teaching:ALM 10. Language is a set of patterns or structures. Pattern practice leads to the over-learning of a desired verbal behavior (habit formation).
  • 36. Language Teaching:ALM Linguistic Structuralism : A. Language is a system of forms, from smaller units such as sounds to bigger units such as sentences.
  • 37. Language Teaching:ALM B. Structuralism studies the distribution of units within the system (e.g., phoneme vs. allophone).
  • 38. Language Teaching:ALM C. Structuralism is a reaction to mentalist and traditional approach to grammar. D. In Structuralism all languages are equally developed.
  • 39. Language Teaching:ALM E. Language is equal to speech. F. Language can be learned by mastering the building blocks (elements) of the Form system.
  • 40. Language Teaching:ALM G. Rule-ordered processes involve addition, deletion, and transposition of grammatical elements.
  • 41. Language Teaching:ALM 11. Automatic repetition is the result of overlearning - Drilling and mechanical repetition. 12.The teacher is an orchestra leader.
  • 42. Language Teaching:ALM From the three language learning activities – 1. Mechanical drills, 2. meaningful exercises, and 3. communicative activities – the first one is practiced.
  • 43. Language Teaching:ALM 13. Learning the structural patterns comes before vocabulary. Students sometimes repeat unknown or meaningless words (Form is more important).
  • 44. Language Teaching:ALM 14. L2 learning is equal to L1 acquisition. Rules are induced (implicit) from examples. 15. Contrastive analysis of L1 and L2 shows the areas of difficulty.
  • 45. Language Teaching:ALM 16. The “Natural Order” is to be adopted for L2 acquisition. Note: In ALM acquisition is preferred to learning. The former is implicit.
  • 46. Language Teaching:ALM 17. Culture is discussed within the context of language.
  • 47. Language Teaching:ALM Techniques: Dialogue memorization Backward build up drills Repetition drills Chain drills
  • 48. Language Teaching:ALM Single-slot substitution drills Multiple slot substitution drills Transformation drills Question and answer drills Use of minimal pairs
  • 49. Language Teaching:ALM Completing the dialogue Grammar game
  • 50. Language Teaching:SW The Silent Way: Although Audiolingualism is widely used all over the world, it was heavily criticized in the early 1960s.
  • 51. Language Teaching:SW Both Behaviorism (psychological foundation) and Structuralism (linguistic foundation) were attacked by linguists and psychologists.
  • 52. Language Teaching:SW Behaviorism was followed by Cognitive Psychology. Structuralism was followed by Transformational-generative linguistics.
  • 53. Language Teaching:SW Basic concepts: 1. Human is creative, so mimicry, memorization, repetition and parrot learning (Behaviorism) do not lead to real learning.
  • 54. Language Teaching:SW 2. Language is not confined to a limited number of structures (as opposed to Structuralism). Best evidence: new sentences that children make in early life.
  • 55. Language Teaching:SW 3. Language learning is not the outcome of habit formation (Behaviorism). It is the process of creative rule formation (Cognitive Psychology).
  • 56. Language Teaching:SW 4. Cognitive psychology puts more emphasis on thoughtful, mentalist and creative processes. Learners form hypothesis to discover the rules of L2
  • 57. Language Teaching:SW 5. Language learning is not the passive process of stimulus → response → behavior. Learners are actively involved in discovering L2 rules.
  • 58. Language Teaching:SW Note: In general, Cognitive science deals with the scientific study of thinking, reasoning and the intellectual processes of the mind.
  • 59. Language Teaching:SW 6.a. Generative Transformational theory (proposed by Chomsky in 1957) is a model for the description of all languages.
  • 60. Language Teaching:SW 6.b. GT theory, with a system of rules, shows the knowledge that a native speaker uses in forming grammatical sentences.
  • 61. Language Teaching:SW 6.c. In GT theory internalized grammar of a language – Competence – enables one to create and understand totally new sentences.
  • 62. Language Teaching:SW 6.d. Competence enables us to tell what are and what are not possible sentences in a language (implicit knowledge).
  • 63. Language Teaching:SW 6.e. Competence is different from Performance which is the actual use of the language by individuals.
  • 64. Language Teaching:SW 7. Errors are inevitable, natural signs of learning/acquisition. They show the learner is testing his hypotheses.The progress is gradual and step by step.
  • 65. Language Teaching:SW 8. All four skills are worked on from the beginning. In addition. Form and meaning are both important.
  • 66. Language Teaching:SW Gattegno’s “Silent Way” was not the outcome of Cognitive Psychology, but in line with the theory. That is, both assign an active role to the learner.
  • 67. Language Teaching:SW In both Silent way and Cognitive Psychology, teaching is subordinate to learning: Both of them are learning and learner centered, not teaching centered.
  • 68. Language Teaching:SW Principles: 1. The teacher goes from familiar to unfamiliar. For example, he starts with L2 sounds which are similar to L1 sounds.
  • 69. Language Teaching:SW 2. The teacher speaks very little, only when needed. His silence motivates the learners to participate more and be active.
  • 70. Language Teaching:SW 3. The teacher is not the model. His gestures work.Student’s “self criteria” for correctness are emphasized. The student takes the responsibility of learning.
  • 71. Language Teaching:SW 4. Students’ actions show if they have learned. 5. Students help each other. 6. The teacher uses gestures and L1 to help them learn.
  • 72. Language Teaching:SW 7. & 8. Students’ familiar knowledge (old context) helps them learn the unfamiliar (new context). The teacher’s interference is very little.
  • 73. Language Teaching:SW 9. Reading is worked on from the beginning but after speaking. 10. The teacher's silence leads to the student's autonomy: learner centeredness.
  • 74. Language Teaching:SW 11. Meaning is achieved through perceptions (senses), not translation. 12.Group cooperation is the norm. 13. Little praise and punishment.
  • 75. Language Teaching:SW 14. Errors are important. They are the road signs. 15. Self correction over teacher’s correction. 16. Students listen to each other.
  • 76. Language Teaching:SW 17. Learning rates are different. Perfection is not the target. 18. The teacher frees his time by his silence. 19. Students are attentive.
  • 77. Language Teaching:SW 20. Meaningful practice is preferred to repetition. 21. Logical presentation of language elements from familiar to unfamiliar.
  • 78. Language Teaching:SW 22. & 23. Autonomy is gained by exploring and making choices. 24. Feedback from students informs the teacher. 25.No homework:sleeping practice
  • 79. Language Teaching:SW 26. Syllabus is structure based. 27. Structures are not presented in a linear way. 28. Skills (speaking, reading and writing) reinforce one another.
  • 80. Language Teaching:SUG Suggestopedia (Superlearning): psychological barriers are the main causes of failure in language learning. These barriers should be removed.
  • 81. Language Teaching:SUG These barriers are fear of bad performance, limited ability to learn, and failure, so our full mental powers are not revealed.
  • 82. Language Teaching:SUG Suggestology: how to harness and redirect mental capacity foe maximum learning. It is based on Desuggestion and Suggestion
  • 83. Language Teaching:SUG Desuggestion: unloading mental reserves of unwanted memories. Suggestion: loading the reserves with facilitating memories.
  • 84. Language Teaching:SUG Basics of Suggestology: 1. Authority: the teacher’s C. V., his belief in the method and his manner are valued (the placebo effect).
  • 85. Language Teaching:SUG 2. Infantalization: students take the role of a child (games, songs, gymnastic exercises, … ).
  • 86. Language Teaching:SUG Principles: 2. Learning is facilitated in comfort. 3. Peripheral learning is valued.
  • 87. Language Teaching:SUG 3. Students must respect and trust the teacher’s authority. 4. The teacher “desuggests” the barriers: L2 learning is fun.
  • 88. Language Teaching:SUG 5. Students’ imagination is activated (Suggestion). 6. Students’ confidence is raised (Suggestion).
  • 89. Language Teaching:SUG 7. Choosing new names and biographies enhances feeling of security (suggestion). 8. Easy to handle dialogs come first.
  • 90. Language Teaching:SUG 9. Students’ attention is off the Form (structure) and on communication. 10. The lessons indirectly enhance positive Suggestions.
  • 91. Language Teaching:SUG 11. Grammar and vocabulary are taught very superficially. 12. Mother tongue and translation are used to transfer meaning.
  • 92. Language Teaching:SUG 13. Double planedness: language message is the conscious level; music is the subconscious level. They go together. Decoration of the environment is so important.
  • 93. Language Teaching:SUG 14. To overcome the barriers, a pseudo-passive state is needed. 15. Homework is done at night and in the morning.
  • 94. Language Teaching:SUG 16. Dramatization and fantasy reduce the barriers to learning. 17. The arts (music, drama, … ) should be part of the process of learning.
  • 95. Language Teaching:SUG 18. Novelty is the to motivation (learning activities are varied). 19. Infantalization is the key factor. A childlike attitude to learning helps a lot.
  • 96. Language Teaching:SUG 20. In some activities the conscious attention focuses on using L2, not on the structure and form. 21.Errors are tolerated and corrected indirectly later.
  • 97. Language Teaching:SUG Two kinds of materials: 1. Direct support: texts and tapes 2. Indirect support: classroom decoration and music
  • 98. Language Teaching:SUG Zero beginners are different from false beginners. Students are required to talk ex tempore (not from memorized lines).
  • 99. Language Teaching:SUG Students are immersed in the method and forget their past (new names). Words are taught in word pairs.
  • 100. Language Teaching:SUG The texts should be emotionally and motivationally powerful. They have literary value. Musical background leads to relaxed body and alert mind.
  • 101. Language Teaching:CLL Community Language Learning: Students as “whole persons” feelings + intellect + physical reactions + instinctive protective reactions + desire to learn
  • 102. Language Teaching:CLL Counseling Learning → Community Language Learning (By: Charles A. Curran) His theory is based on adult learning.
  • 103. Language Teaching:CLL Adults feel frightened in a new learning situation: the inherent change and chances of making mistakes frightens them. So the teacher should play a counselor.
  • 104. Language Teaching:CLL CLL is a humanistic approach taken from Carl Rodger’s approach (1950): the focus is on Affective (emotional) Domain; it is client (learner) centered.
  • 105. Language Teaching:CLL Factors of Affective Domain: Empathy, self-esteem, attitude extroversion, inhibition, imitation, anxiety, and so on.
  • 106. Language Teaching:CLL Language process is not just: sender → message → receiver It is interactional and communicative. It is a social process.
  • 107. Language Teaching:CLL CLL is a holistic approach: Cognitive + Affective factors Classroom interaction is between peers (symmetrical) or learner-knower (asymmetrical)
  • 108. Language Teaching:CLL Principles: 2. The teacher starts a friendly relationship. 3. The teacher’s explanation of the activities brings security.
  • 109. Language Teaching:CLL 3. Language is for communication. 4. The teacher’s standing position can be effective in reducing tension and fostering interaction.
  • 110. Language Teaching:CLL 5. The teacher is caring about the students limitations and fears. They learn with different paces. 6. Time limits are revealed; security follows!
  • 111. Language Teaching:CLL 7. The teacher and students are whole persons (Affective + Cognitive factors).
  • 112. Language Teaching:CLL 8. Learners have different strategies, paces and styles of learning. The teacher makes them feel relaxed (Affective factors).
  • 113. Language Teaching:CLL 9. The teacher is a counselor. Negative feelings block learning. 10. L1 is part of the process of learning. Understanding should be guaranteed.
  • 114. Language Teaching:CLL 11. Activities should be clear /clarified (Affective factors). 12. The tasks are given one by one to reduce the barriers.
  • 115. Language Teaching:CLL 13. Students go from total dependence on the teacher to independence and initiative. 14. Relaxed reflection and thinking fosters the process.
  • 116. Language Teaching:CLL 15. Having a choice results in developing an inner wisdom. 16. Careful listening is needed to learn to discriminate and see the similarities and differences.
  • 117. Language Teaching:CLL 17. Group work and cooperation is preferred to competition. 18. Indirect correction reduces tension.
  • 118. Language Teaching:CLL 19. Interaction among the peers (students) leads to trust and less threat. 20. Learning takes place if the task neither too new nor too familiar.
  • 119. Language Teaching:CLL 21. Thinking about learning experiences is as positive as reflecting on L2. 22. In early stages, the syllabus is learner dependent (oriented).
  • 120. Language Teaching:CLL Curran: there are six elements for nondefensive learning: Security, aggression (assertiveness), attention, reflection, retention (integration), discrimination
  • 121. Language Teaching:CLL Evaluation in CLL is not fixed, but it should be in line with the principles. The test is mainly integrative, not discrete point. Self evaluation is also valued.
  • 122. Language Teaching:CLL In CLL culture and language are inseparable. The teacher and students form a community (learning is persons). They trust each other and the process.
  • 123. Language Teaching:TPR Total Physical Response is an example of “Comprehension Approach”. The importance is given to Listening Comprehension.
  • 124. Language Teaching:TPR The idea of Comprehension Approach comes from child language acquisition. Speaking is a natural product of listening.
  • 125. Language Teaching:TPR Many methods are based on L1 acquisition. Krashen and Terrell’s “natural Approach”:
  • 126. Language Teaching:TPR communication through pictures and words is fostered, but L1 is also used. Natural Approach is similar to Direct Method, but in former L1 is allowed.
  • 127. Language Teaching:TPR In Winitz and Reed’s self instructional program and in Winitz’ The Learnables, students listen and look at relevant pictures.
  • 128. Language Teaching:TPR In Asher’s TPR students listen and respond in actions.
  • 129. Language Teaching:TPR TP is based on “Trace Theory”: the more a memory connection is traced, the storage of memory associations is easier (Heb’s Law).
  • 130. Language Teaching:TPR Tracing and retracing can be both verbal (language) and motor (actions). The combination of the two fosters the recall.
  • 131. Language Teaching:TPR TPR is humanistic in saying that gamelike movements reduce stress. TPR is basically structuralist (imperative verbs at the center).
  • 132. Language Teaching:TPR TPR claims that nonabstractions (verbs and concrete nouns) help us learn abstractions.
  • 133. Language Teaching:TPR Language chunks are practiced rather than single items. No grammar explanation is given
  • 134. Language Teaching:TPR The theory of psychology is Bahaviorist: Verbal Stimulus → Response
  • 135. Language Teaching:TPR The learning hypotheses: 1. Innate bio program: listening before speaking (Natural Approach) and synchronized with body.
  • 136. Language Teaching:TPR 2. Affective Filter: meaning through movements 3. Brain Lateralization: motor activities are right brain centered (following Piaget).
  • 137. Language Teaching:TPR Students master L2 through right hemisphere motor activities while the left one (language center!) is watching and learning.
  • 138. Language Teaching:TPR Principles: 1. Meaning is transferred through actions. Right brain (nonverbal center) is involved. Chunks are preferred to single words.
  • 139. Language Teaching:TPR 2. Listening before speaking. 3. Actions accompany the language. The teacher acts first. 4. The basic structure is imperative (only volunteers act).
  • 140. Language Teaching:TPR 5. Students first observe and then perform the actions. 6. Feeling of success and little anxiety facilitate learning.
  • 141. Language Teaching:TPR 7.Changing order of commands blocks sheer memorization. 8. Correction should be indirect and through actions.
  • 142. Language Teaching:TPR 9. Novelty of commands can be motivating. 10. Language learning should be fun (funny commands).
  • 143. Language Teaching:TPR 11. Spoken language comes first. 12. Speaking emerges very naturally. They choose to speake.
  • 144. Language Teaching:TPR 13. The teacher is tolerant of the errors. Delicate points and details are put off for later and higher levels.
  • 145. Language Teaching: CLT The Communicative Language Teaching UNIT 9
  • 146. Language Teaching:CLT This is a British Approach that followed Oral Approach or Situational Language Teaching (simultaneous with Direct Method).
  • 147. Language Teaching:CLT The decline of SLT – similar to Direct Method – was due to Chomsky’s influence.In Britain functional and communicative aspects gained prominence.
  • 148. Language Teaching:CLT While in the U.S. innateness and Generativity of language were important (under Chomsky’s influence), in Britain communication was important
  • 149. Language Teaching:CLT Many methods claim to be communicative. They also say that structure and vocabulary are important.
  • 150. Language Teaching:CLT Communicative Approach:these are good but not enough. We can not get ready for communication if just vocabulary and structure are worked on.
  • 151. Language Teaching:CLT Communication includes functions. Functions are what we do with the language: arguing, persuading, promising, rejection or accepting an invitation, …
  • 152. Language Teaching:CLT All these functions happen inside a social context. Wilkin’s Functional Notional Approach formed the basis of Communicative Approach.
  • 153. Language Teaching:CLT Functions are what we do with the language, but Notional categories are: time, sequence, quantity, location, frequency.
  • 154. Language Teaching:CLT Communicative Approach, Communicative Language Teaching, functional Approach and Notional Functional Approach have almost the same goals.
  • 155. Language Teaching:CLT Knowledge of forms, meanings and functions can be positive if they help the learner in the process of meaning exchange .
  • 156. Language Teaching:CLT There are two versions of Communicative Approach: 1. Weak Version (standard): the goal is to provide chances to use English for communication.
  • 157. Language Teaching:CLT This is called ‘learning to use’ or ‘language for communication’. 2. Strong Version: language as communication – using language to learn.
  • 158. Language Teaching:CLT The linguistic theory behind Communicative Approach is Dell Hymes’ communicative competence (1972).
  • 159. Language Teaching:CLT He believed that Chomsky’s ‘linguistic competence’ was too limited. Linguistic competence doesn't justify social and functional rules of the language.
  • 160. Language Teaching:CLT Hymes’ competence deals with both knowledge (usage) and use.
  • 161. Language Teaching:CLT Principles: 1. Authentic language in real context:sports columns from a recent newspaper
  • 162. Language Teaching:CLT 2. Ability to figure out someone’s intentions:communicative competence
  • 163. Language Teaching:CLT 3.Language: a vehicle for communication, not the object of study (language for communication).
  • 164. Language Teaching:CLT 4. One function in different linguistic forms (the goal is to convey meaning with a ny possible and suitable form).
  • 165. Language Teaching:CLT 5. Language use at higher levels (supra sentential, text or discourse level).
  • 166. Language Teaching:CLT Note: Discourse or communication has three elements: 1. Real communication (information gap), 2. Task based activities, 3. Meaningfulness (authenticity).
  • 167. Language Teaching:CLT In discourse analysis: cohesion (physical connectedness) and coherence (connectedness in meaning)
  • 168. Language Teaching:CLT 6. The importance of games as real communication (task based activities) Note: Immediate feedback ensures the learner of the result.
  • 169. Language Teaching:CLT 7. Opportunities for self expression 8. Errors as natural outcome of development of communication skills.
  • 170. Language Teaching:CLT 9. Establishment of situations to promote communication (strip story).
  • 171. Language Teaching:CLT 10. Cooperation and team work as a chance to negotiate meaning. 11. Role play as an example of social context (language for communication)
  • 172. Language Teaching:CLT 12. Language forms with respect to social communicative norms (talking to your boss vs. talking to your colleague)
  • 173. Language Teaching:CLT 13. The teacher as an advisor giving guidelines to groups 14. A choice about what to say (linguistic competence) and how to say (communicative one).
  • 174. Language Teaching:CLT 15. Grammar and vocabulary from functions, situational context and roles.
  • 175. Language Teaching:CLT 16. Listening to authentic language as homework.
  • 176. Language Teaching:CLT What is the goal of the teacher? To develop communicative competence in the learners. Form, meaning and function are all critical.
  • 177. Language Teaching:CLT What are the roles of the teacher? 1. Facilitator of learning process, 2. Manager of classroom activities, 3. Advisor, 4. Co- communicator
  • 178. Language Teaching:CLT What is the role of the student? The learner is a communicator, actively engaged in transferring meaning and a responsible manager of the social activities.
  • 179. Language Teaching:CLT Characteristics of the process? Usage and use are both important. Activities – role play, problem solving tasks, games – are communication oriented.
  • 180. Language Teaching:CLT Note: information gap is a critical issue: a real interaction is made to exchange meaning – to reveal make unknown information.
  • 181. Language Teaching:CLT The nature of student-teacher interaction? The teacher is the initiator of activities. The interaction is basically student-student.
  • 182. Language Teaching:CLT How about the student’s feelings? The students are more motivated if they do something real and purposeful with the language.
  • 183. Language Teaching:CLT Note: Team work and cooperation also fosters the feeling of security. They integrate L2 with their personality.
  • 184. Language Teaching:CLT How are language/culture viewed? Language: form, meaning and function. Culture is part of real communication (e.g., the use of nonverbal behavior).
  • 185. Language Teaching:CLT The important areas of language? Functions over forms. The syllabus is functional and a variety of form are introduced in each function.
  • 186. Language Teaching:CLT Note: at first easier functions are used to introduce easier forms. In general function determines form not the other way round.
  • 187. Language Teaching:CLT Note: the students learn about cohesion and coherence in real communication, not in an explicit way (by scrambling and unscrambling the text).
  • 188. Language Teaching:CLT What is the role of L1? L1 has almost no role. Communication happens in L2 context.
  • 189. Language Teaching:CLT How is evaluation accomplished? Both accuracy and fluency are evaluated. The ideal learner is a the best communicator. The use of forms is not valuable by itself.
  • 190. Language Teaching:CLT Note: Evaluation here is informal and happens in the process of acting communicatively. But the test is a communicative test which deals with functions.
  • 191. Language Teaching:CLT Note: the tests are integrative such as writing a letter to a friend which is a function and conveys meaning. It si also a social activity.
  • 192. Language Teaching:CLT How are the errors treated? Errors of form are tolerated as a natural outcome. Linguistic knowledge is not very critical for communicative ability.
  • 193. Language Teaching:CLT Techniques and materials: 1. Authentic materials (real world) 2, scrambled sentences (cohesion and coherence)
  • 194. Language Teaching:CLT 3. Language games (information gap, choice and feedback) 4. Picture strip story (information gap, team work, problem solving and negotiating meaning)
  • 195. Language Teaching:CLT 5. Role play (different social contexts lead to different roles and each role uses certain forms for each function).
  • 196. Language Teaching:CLT The goals of the teacher? To accelerate the process of learning for communication. The learner’s mental powers must be trapped by dessuggesting.
  • 197. Language Teaching:CLT The role of the teacher? He is the authority. He should be trusted and respected (placebo effect).
  • 198. Language Teaching:CLT Features of teaching/learning? A. Students are comfortable. Furniture and decoration are important. Music accompanies.
  • 199. Language Teaching:CLT B. Posters displaying grammatical information are on the wall (peripheral learning). New names and biographies (new identities)
  • 200. Language Teaching:CLT C. lengthy dialogs in L2 with L1 translation and notes on vocabulary and grammar. In the first major phase (receptive) the teacher reads the dialog along the music.
  • 201. Language Teaching:CLT D. Now the whole brain (left and right) is involved (similar to TPR). The students also see he translation.
  • 202. Language Teaching:CLT In the second major phase (activation) the students engage in various activities: dramatization, games, songs, question and answer exercises.
  • 203. Language Teaching:CLT The nature of interaction? The teacher initiates. The when they feel relaxed the students also initiate interaction.
  • 204. Language Teaching:CLT How are the feelings dealt with? They have to be relaxed and confident. Learning comes naturally not by force (suggestion and desuggestion).
  • 205. Language Teaching:CLT How is language/culture viewed? A. Communication is a two plane activity. In the first plane language happens. In the second nonverbal factors affect.
  • 206. Language Teaching:CLT B. culture includes the life of L2 speakers and the fine arts.
  • 207. Language Teaching:CLT What areas/skills are emphasized? Vocabulary is emphasized. Grammar is dealt with explicitly (conscious attention) but minimally. Speaking is valued.
  • 208. Language Teaching:CLT The role of L1? L1 makes the dialog clear and easy so the students get relaxed.
  • 209. Language Teaching:CLT How is evaluation done? It is done on the class activities not through formal tests (Suggestology).
  • 210. Language Teaching:CLT How are the errors treated? At the early stages no direct correction happens. Later they receive indirect correction on form.
  • 211. Language Teaching:CLT The goals of the teacher? Natural communication, learning about their own learning and taking responsibility for it, acting nondefensively:as whole persons.
  • 212. Language Teaching:CLT The teacher’s role? He is a counselor first. He is caring and supportive.
  • 213. Language Teaching:CLT The student’s role? At first they are totally dependent like a client to a counselor. Five stages to move from dependence to independence.
  • 214. Language Teaching:CLT Features of teaching and learning? A. At first they speak in L1 and the teacher gives L2 translation in chunks.
  • 215. Language Teaching:CLT B. Later a transcript is made of the dialog and L1 words are written under that. Activities follow: grammar points, making new sentences, pronunciation.
  • 216. Language Teaching:CLT The nature of interaction? A. The nature changes over time. Sometimes the teacher removes himself from the circle to encourage them to interact.
  • 217. Language Teaching:CLT B. Sometimes he gives L1 translation.At later time students take more responsibility. Both are decision makers (student- teacher centeredness).
  • 218. Language Teaching:CLT How are the feelings treated? Precise instructions,L1 equivalents, establishing time limits,easy to handle lessons, and taking responsibility bring security.
  • 219. Language Teaching:CLT How is language/culture viewed? Language is for communication. Culture is integrated with language.
  • 220. Language Teaching:CLT What areas are emphasized? In early stages the students design the syllabus. The most important skills are understanding and speaking the language.
  • 221. Language Teaching:CLT What is the role of L1? Security is initially enhanced by having L1 equivalents.
  • 222. Language Teaching:CLT How is evaluation accomplished? There is no particular mode of evaluation. But teacher made integrative tests is more common than discrete point tests.
  • 223. Language Teaching:CLT How are the errors responded? Without calling everyone’s attention to error, the teacher corrects it indirectly.
  • 224. Language Teaching:Content based... Chapter 10 Content-based, task-based, and Participatory Approaches
  • 225. Language Teaching:Content based... Three approaches that make communication central Content based instruction Task-based approach Participatory approach
  • 226. Language Teaching:Content based... These approaches do not focus on form or function. They give more importance to process of learning over linguistic content.
  • 227. Language Teaching:Content based... Here instead of ‘learning to use English’ we try to ‘use English to learn’. Here instead of ‘English for communication’ we try to gain ‘English as communication’.
  • 228. Language Teaching:Content based... ESP (English for special purposes) is content oriented or content based. English for pilots, nurses, businessmen are some examples.
  • 229. Language Teaching:Content based... What is the special contribution of ESP? It integrates language and content.
  • 230. Language Teaching:Content based... What was the purpose of ‘language across the curriculum’ movement? It was for native speakers in England (1970s) to integrate reading and writing into all other subjects.
  • 231. Language Teaching:Content based... In ESP, the selection and sequence of language items arise from communicative needs, not predetermined syllabi (plural of syllabus).
  • 232. Language Teaching:Content based... OBSERVATIONS AND PRINCIPLES
  • 233. Language Teaching:Content based... The subject matter (content) is the platform for language learning. Language learning is not happening in general English text and discourse.
  • 234. Language Teaching:Content based... Previous knowledge is the basis. It helps them learn better. So if the text is about geography we begin with Iran.
  • 235. Language Teaching:Content based... Relevance of language to the students’ academic needs motivates them. For example, nurses like to know the terminology of their major. This is a means to an end, not an end in iteself.
  • 236. Language Teaching:Content based... In other words, here the language is the medium of instruction and not the purpose (end) of that.
  • 237. Language Teaching:Content based... If the content of communication is interesting to the students, learning happens with greater speed and depth.
  • 238. Language Teaching:Content based... With the presence of contextual clues, vocabulary learning is easier. (cloze test and fill in the blanks)
  • 239. Language Teaching:Content based... Authenticity means content + use. Even with authentic texts, the learners need support by providing examples.
  • 240. Language Teaching:Content based... Learners work with meaningful, cognitively demanding, and authentic texts and tasks (learning by doing).
  • 241. Language Teaching:Content based... They work within the framework of all language skills, not just conversationally. This is what real communication is. This is an example of an immersion program.
  • 242. Language Teaching:Content based... ADJUNCT MODEL: In adjunct model, the students take a normal academic course and a language course related to that academic course. Content teacher and language teacher teach their courses in a way to help the other course too.
  • 243. Language Teaching:Content based... Sheltered language instruction (content based): Both native and non native speakers of a language take academic courses but for non native speakers ‘sheltered’ instruction is provided to help them through the difficult process of studying content in a foreign language.
  • 244. Language Teaching:Content based... All what we said is also applicable if we combine language and vocational/job purposes.
  • 245. Language Teaching:Content based... Whole Language Approach: Language is taught holistically not in pieces like grammar and vocabulary (it comes from Gestalt psychology where the whole is emphasized rather than the pieces and segments).
  • 246. Language Teaching:Content based... Holistic approaches are ‘top down’ in the sense that they work from meaning to linguistic form.
  • 247. Language Teaching:Content based... In ‘bottom up’ methods, the students start with pieces and then try to put the pieces together to make a whole (audiolingualism).
  • 248. Language Teaching:Content based... In ‘whole language learning’ errors are natural parts of learning process. Here Vygotsky’s idea about social nature of learning is encouraged.
  • 249. Language Teaching:Content based... In ‘language experience approach’, which is an example of ‘holistic learning’, students read texts about their own life experience. Students mention their stories in the first language and the teacher converts them into L2. This is done to facilitate learning.
  • 250. Language Teaching:Content based... Process writing and journal keeping are also examples of Whole Learning. In the former, writing is seen as a process in which the teacher and students collaborate to build up ideas. It is not just an assignment to be done by students.
  • 251. Language Teaching:Content based... The latter is like keeping a diary in which students write their feelings and anything else they want to communicate with the teacher. The teacher ‘dialogues’ with the writings and writes responses on them but does not correct the form.
  • 252. Language Teaching:Content based... Task-Based Instruction
  • 253. Language Teaching:Content based... Task based approach also uses natural context. ‘Do to Learn’ is the basic concept. You learn better while you perform and interact with other students. ‘problem solving’ is the key concept. In problem solving you develop new knowledge by focusing on the old.
  • 254. Language Teaching:Content based... Observations and experiences
  • 255. Language Teaching:Content based... The tasks in the class are clear and purposeful. The task needs to be challenging. The task develops by teacher-learner interaction.
  • 256. Language Teaching:Content based... The teacher uses normal language with normal speed. The teacher helps them find correct answers. Language is used to perform a task, not just for linguistic development.
  • 257. Language Teaching:Content based... Authentic activity through authentic language use is encouraged. The focus is on meaning. They receive feedback for what they did.
  • 258. Language Teaching:Content based... Three types of tasks (Probhu) 1. Information gap activity: exchanging information to perform a task (students exchange information about their weekly schedules)
  • 259. Language Teaching:Content based... 2. Opinion gap activity: students give their feelings to perform (finding solutions for unemployment)
  • 260. Language Teaching:Content based... 3. Reasoning gap activity: students derive new information from the data they were given (finding he best way to a city by looking at and discussing a map)
  • 261. Language Teaching:Content based... The last type - reasoning gap – involves more engagement and is more challenging.
  • 262. Language Teaching:Content based... Long and Crooks (1993): three other types of tasks (syllabi) 1. Procedural: the example is the lesson given in the book
  • 263. Language Teaching:Content based... 2. Communication interaction: the students along with the teacher decide upon the task to do. 3. Meaningful interaction: working on meaning while drawing attention to form.
  • 264. Language Teaching:Content based... What is ‘Project Work Approach’? Here the students elect a project to do, for example they decide to publish a school news paper.
  • 265. Language Teaching:Content based... The first step is planning through collaboration. The second step is collecting information. The final step is reviewing their report.
  • 266. Language Teaching:Content based... In all stages, the teacher acts as a counselor and consultant not as a project director.
  • 267. Language Teaching:Content based... Participatory Approach By: Paula Freire
  • 268. Language Teaching:Content based... It begins with meaningful content. Form emerges from content. The content is not about subject matter, but about issues of interest.
  • 269. Language Teaching:Content based... Freire engaged the students with immediate social problems (unemployment, low income, addiction).
  • 270. Language Teaching:Content based... The purpose is not just linguistic development, but for taking actions and thinking about the problems. Education is not value free (it is value loaded where feelings are involved)
  • 271. Language Teaching:Content based... As an example: compare discussing addiction with talking about the use of elevators in carrying things.
  • 273. Language Teaching:Content based... The class activity is tuned to outside world events. The syllabus is not predetermined or apriori. It is a posteriori, determined through discussion.
  • 274. Language Teaching:Content based... For example, the first session they tak and read about addiction and they find out that the main reason is unemployment, so the next session they discuss unemployment.
  • 275. Language Teaching:Content based... Education is very effective if it is experience oriented. This also motivates them. Students see themselves as active participants in the social life.
  • 276. Language Teaching:Content based... Language form follows and is geared to content. Form is not dealt with in isolation. Students can create materials to be used in the following session.
  • 277. Language Teaching:Content based... Self evaluation is encouraged. The students see the outcome and evaluate the process of learning.
  • 279. Language Teaching:Learning Strategy... Learning Strategy Training, Cooperative Learning, and Multiple Intelligences
  • 280. Language Teaching:Learning Strategy... These are three methodological innovations. The focus of all is on the learner; they are learner oriented (opposite of teacher oriented methods such as Grammar translation).
  • 281. Language Teaching:Learning Strategy... Learning Strategy Training
  • 282. Language Teaching:Learning Strategy... What is a learning strategy? The techniques or devices a learner may use to acquire knowledge. (Rubin 1975)
  • 283. Language Teaching:Learning Strategy... What are the features of good language learners? They are willing and accurate guessers. They have great desire to communicate although they may look foolish.
  • 284. Language Teaching:Learning Strategy... They pay attention to both meaning and form. They practice and monitor their own and others’ speech.
  • 285. Language Teaching:Learning Strategy... These strategies should be taught. Learning strategies training is as important as language training. (Wenden 1985)
  • 286. Language Teaching:Learning Strategy... Observations and Principles
  • 287. Language Teaching:Learning Strategy... Prior knowledge and experiences are used to build up new knowledge. Studying strategies of learning leads to academic success. Learning should be taught, as well as language.
  • 288. Language Teaching:Learning Strategy... Autonomy is encouraged: students should become independent and self regulated learners. Self assessment-evaluating one’s own progress- also helps autonomy.
  • 289. Language Teaching:Learning Strategy... Learners should be capable of transferring strategies to new learning situations. If they are trained to use prefixes to understand meaning, they need to practice it at home.
  • 290. Language Teaching:Learning Strategy... Remember that the methodological trends in chapter 11 complement the ones presented in chapter 10.
  • 291. Language Teaching:Learning Strategy... For example, strategies should be taught within the framework of content area texts.
  • 292. Language Teaching:Learning Strategy... The strategies we practiced in chapter 11 are ‘metacognitive strategies’ according to Chamot and O’Malley (1994).
  • 293. Language Teaching:Learning Strategy... Metacognitive strategies are used to plan, monitor, and evaluate a learning task. They also include: arranging the conditions that boost learning; setting long and short term goals; checking one’s comprehension during listening or reading.
  • 294. Language Teaching:Learning Strategy... Chamot and O’Malley also identify two other categories: cognitive strategies which involve learners’ interaction and manipulation of materials, and ...
  • 295. Language Teaching:Learning Strategy... Social / affective strategies where learners interact with other persons. Affective factors include feelings and attitudes.
  • 296. Language Teaching:Learning Strategy... Cooperative Learning
  • 297. Language Teaching:Learning Strategy... Cooperative learning means learning in group (an affective/social strategy). The way they cooperate is important.
  • 298. Language Teaching:Learning Strategy... Observations and Principles
  • 299. Language Teaching:Learning Strategy... ‘positive interdependence’ is encouraged. Each students helps the other to learn vocabulary items. Cooperation instead of competition and individualistic learning.
  • 300. Language Teaching:Learning Strategy... Groups are fixed for some time and include people of different ethnic, religious, social background and mixed gender.
  • 301. Language Teaching:Learning Strategy... By working in groups they take different roles and learn to cooperate in different circumstances.
  • 302. Language Teaching:Learning Strategy... Self evaluation and assessment and judgment about others’ work is urged. Social skills-asking for apology, repetition, help, ...- are taught.
  • 303. Language Teaching:Learning Strategy... They take the test individually to learn to accept the outcome of cooperative effort. Teachers teach language and cooperation.
  • 304. Language Teaching:Learning Strategy... Multiple Intelligences
  • 305. Language Teaching:Learning Strategy... In addition to different strategies of learning, students have different strengths and weaknesses. In other words, they have different learning or cognitive styles.
  • 306. Language Teaching:Learning Strategy... For instance, visual learners vs. aural learners. Data gatherers vs. rule formers ( the former have fluency with little accuracy; the latter have the reverse)
  • 307. Language Teaching:Learning Strategy... Students have seven different intelligences that can be developed: 2. Logical/mathematical (ability to use numbers and reasoning) 3. Visual/spatial (awareness of size, dsitance, color, movement, ...)
  • 308. Language Teaching:Learning Strategy... 1. Body/kinesthetic (the ability to use one’s body to express oneself and solve problems). 2. Musical/rhythmic (the ability to cope with melody and rhythm). 3. Interpersonal (cooperation and mutual understanding).
  • 309. Language Teaching:Learning Strategy... 1. Intrapersonal (understanding oneself and practicing self discipline. 2. Verbal/linguistic (using language effectively and creatively).
  • 310. Language Teaching:Learning Strategy... It is assumed that everyone has all these abilities but at different levels. Each activity may be built up by using one or more of these intelligences and teachers should be aware of them.
  • 311. Language Teaching:Learning Strategy... Christison (1996) and Armstrong (1994) provide examples that fit each type of intelligence: 2. Logical/mathematical (puzzles and games, logical, sequential presentations, classifications and categorizations
  • 312. Language Teaching:Learning Strategy... 1. Visual/spatial (charts and grids, videos, drawing) 2. Body/kinesthetic (hands-on activities, field trips, pantomime) 3. Musical/rhythmic (singing, playing music, jazz chants)
  • 313. Language Teaching:Learning Strategy... 1. Interpersonal (pair work, project work, group problem solving) 2. Intrapersonal (self evaluation, journal keeping, options for homework) 3. Verbal/linguistic (note-taking, story telling, debates)
  • 314. Language Teaching:Learning Strategy... A teacher may develop special lessons to develop each intelligence. For example, providing vocabulary lessons in the form of puzzles and games to develop logical/mathematical intelligence.
  • 315. Language Teaching:Learning Strategy... Gardner (1999) has added the 8th intelligence-the naturalist- someone knowledgeable about and comfortable in the natural world.
  • 316. Language Teaching:Learning Strategy... In conclusion, teachers should be aware of the unique qualities of each student.
  • 317. Language Teaching: Conclusion Chapter 12 Conclusion
  • 318. Language Teaching: Conclusion After discussing methods individually, we try to deal with the m collectively. Each method and approach is summarized according to three aspects of language/culture, language learning and language teaching (page 178) which were fully discussed in the related chapters.
  • 319. Language Teaching: Conclusion All these methods and approaches are practiced today but with different weights and distributions.
  • 320. Language Teaching: Conclusion In the present century the use of technology , strategies, styles, innovations, interaction, cooperation, and affective factors are given primary attention.
  • 321. Language Teaching: Conclusion The greatest similarity among methods is the goal to communicate in the second language. All methods have been practiced in classes; in future virtual education and technology based instruction will gain importance.
  • 322. Language Teaching: Conclusion Most methods deal with the issue of culture very implicitly. It is sometimes referred to as the fifth skill plus reading, writing, listening and speaking.
  • 323. Language Teaching: Conclusion Differences among the methods: (two types) Complementary differences: the differences that do not contradict each other. Being a drill conductor and a counselor as teacher roles do not contradict but complement each other.
  • 324. Language Teaching: Conclusion Contradictory differences: For example, in Grammar translation the use of L1 is prescribed while in Comprehension Approach and Direct Method it is proscribed (forbidden).
  • 325. Language Teaching: Conclusion What is the best method ad how does a teacher choose one? A teacher should consider the values, experiences, goals, fundamental views about teaching, learning, learners and teachers, use of technology and similar factors to decide.
  • 326. Language Teaching: Conclusion The best method is eclectic method. Eclectic method is not a method by itself. It means using different methods and different techniques of different methods depending on the age, gender, goal (short term and long term), ....
  • 327. Language Teaching: Conclusion ... available audio visual devices, available materials, learners’ needs, defined objectives of the course, views about learning and teaching, and views about dealing with strategies and styles.
  • 328. Language Teaching: Conclusion For example, although Grammar Translation looks outdated, a teacher may decide to work on translation as an integrative skill. Repetition and drill work from audio lingual method is very useful for children.
  • 329. Language Teaching: Conclusion Rule description in brief works best for adults since adults are rule formers. Some methods work better at a special level f language proficiency. Relativism: for each situation one method should be applied.
  • 330. Language Teaching: Conclusion Pluralism (eclecticism): there is some value to each method. Different methods or parts of methods should be practiced in the same context. Principled eclecticism happens when a teacher makes method of his own by combining different parts of methods.
  • 331. Language Teaching: Conclusion Teachers as managers of classroom should know that a number of methodological options exist which are guided by a number of factors such as values, experience and commitment to a set of learning outcomes.
  • 332. Language Teaching: Conclusion If they are asked, ‘Do you use, for example, translation or mechanical drilling?, they say: IT DEPENDS. It depends on many factors.
  • 333. Language Teaching: Conclusion The main point here is that teaching as a profession is not a product but a process; we learn to teach and also we teach to learn. It might be a lifelong process.
  • 334. Language Teaching The End