L cutrim schmid_euline_eurocall_teacher_education_sig[1]nickyjohnson
The document describes a research study that used video-stimulated reflective dialogues to examine how English as a foreign language (EFL) teachers develop competencies for using interactive whiteboard (IWB) technology in their teaching. The study involved longitudinal case studies of EFL teachers in Germany. Analysis of classroom observations, interviews and reflective dialogues revealed that teachers developed competencies in using the multimodal resources of IWBs, managing technology-mediated interactions, and gradually introducing the new technology to manage stress. Teachers found the reflective dialogues useful for professional development and self-evaluation of their pedagogical practices.
Hopper, peggy f podcasting innovations in an english language arts metho...William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
EnglishAhead's Self Learning Online English Programs with Online Tutor Suppor...Ruchy Lohani
Check the Online English Program Offerings .The Certificate Program are designed using 20+ years old structured International English Course used in more than 40 countries and highly effective . Students get Online login, Tutor sessions , Printed Books , Assessments , Certificate for Completion with Scores .
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
The document discusses various approaches to language teaching that have been used, including grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It analyzes the strengths and weaknesses of each approach based on principles of second language acquisition theory. Overall, it concludes that newer methods that provide more comprehensible input and focus on meaning over form tend to be more effective based on method comparison research and satisfy criteria derived from SLA theory better than older approaches like grammar translation and audio-lingualism.
1. The study aimed to investigate the effect of feedback on improving the speaking skills of 72 grade 5 female students in Oman.
2. Students did a pre-task speaking activity without feedback, then received feedback, and did a post-task speaking activity.
3. The results showed that feedback had a significant positive effect on student speaking skills, as they gained more confidence when speaking after receiving feedback.
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
L cutrim schmid_euline_eurocall_teacher_education_sig[1]nickyjohnson
The document describes a research study that used video-stimulated reflective dialogues to examine how English as a foreign language (EFL) teachers develop competencies for using interactive whiteboard (IWB) technology in their teaching. The study involved longitudinal case studies of EFL teachers in Germany. Analysis of classroom observations, interviews and reflective dialogues revealed that teachers developed competencies in using the multimodal resources of IWBs, managing technology-mediated interactions, and gradually introducing the new technology to manage stress. Teachers found the reflective dialogues useful for professional development and self-evaluation of their pedagogical practices.
Hopper, peggy f podcasting innovations in an english language arts metho...William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
EnglishAhead's Self Learning Online English Programs with Online Tutor Suppor...Ruchy Lohani
Check the Online English Program Offerings .The Certificate Program are designed using 20+ years old structured International English Course used in more than 40 countries and highly effective . Students get Online login, Tutor sessions , Printed Books , Assessments , Certificate for Completion with Scores .
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
The document discusses various approaches to language teaching that have been used, including grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It analyzes the strengths and weaknesses of each approach based on principles of second language acquisition theory. Overall, it concludes that newer methods that provide more comprehensible input and focus on meaning over form tend to be more effective based on method comparison research and satisfy criteria derived from SLA theory better than older approaches like grammar translation and audio-lingualism.
1. The study aimed to investigate the effect of feedback on improving the speaking skills of 72 grade 5 female students in Oman.
2. Students did a pre-task speaking activity without feedback, then received feedback, and did a post-task speaking activity.
3. The results showed that feedback had a significant positive effect on student speaking skills, as they gained more confidence when speaking after receiving feedback.
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
This document discusses the contribution of language specialists to innovation in higher education pedagogy. It notes that English teachers are needed for both language support and interactive pedagogy. It also discusses how linguists can take content lecturers' interests into account in English medium instruction. The document then examines connections between language and non-language pedagogy through various teaching practices used by language and other subject specialists, such as blended learning on Moodle, blogging, videoconferencing, making videos, and project-based learning.
Life in the Desert Technology Lesson Updatedandiehansen
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading and review concepts. The teacher felt technology integration was effective for enhancing student understanding of novel concepts in the text.
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life and make text-to-self connections. Students were able to access the presentation during lessons and review slides independently. The teacher felt technology enhanced the lesson by allowing visual explanation of ideas and engagement of multiple learning styles.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
The document discusses how movies can be used as an effective tool for language teaching. Movies provide real-life language input and combine audio and visual elements to help learners comprehend messages. They expose students to characteristics of natural speech like hesitations and regional variations that are difficult to find in textbooks. Movies can be used to develop students' oral, writing, vocabulary and grammar skills. They also provide opportunities to discuss different cultures and encourage a variety of interactive activities in the classroom.
Redesigning the college English curriculum for flipped learningheyoungkim
Kim, H. (2017, September). Redesigning the college English curriculum for flipped learning. Paper presented at MMSEE Joint International Conference, Inchon, Korea.
The document summarizes a presentation about using authentic materials in world language curriculum. It discusses defining authentic materials, advantages of using them, challenges in finding and integrating them, and provides examples of different types of authentic materials like videos, songs, newspapers and their use. The presentation emphasizes engaging students with various technologies and scaffolding authentic materials for different proficiency levels.
This document presents a study on using Promethean interactive whiteboards to improve listening skills in 7th grade students at Colegio Dr. Ricardo Moreno Cañas. It aims to determine how the boards and ActivInspire software are currently used, assess their impact on listening skills, and develop teacher training materials. The study collected data through tests, questionnaires, and observations of 40 students and teachers. Results showed that interactive boards motivate students and teachers, and the software allows easy access to listening exercises. However, teachers require more training to fully utilize the technology. The document concludes with a proposal to create a guide for installing and using ActivInspire to support listening development.
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
Movie Effects on EFL Learners at Iraqi School in Kuala LumpurHani Shakir
This document summarizes a study that examined the effects of using movies with and without subtitles on English language learning among Iraqi students in Malaysia. The study found that 70% of students preferred movies with Arabic subtitles, as it helped them better understand the content. Students who watched movies with subtitles performed better on vocabulary tests of the movie content compared to those who watched without subtitles. The researchers concluded that using movies with subtitles in the students' native language can improve comprehension and motivation for learning English vocabulary.
This document discusses using short video clips for English language teaching. It outlines the rationale, advantages, and disadvantages of using video clips, as well as selection criteria and specific teaching activities. Some key advantages include motivating students, exposing them to real language interactions and culture. Teachers should select clips based on criteria like comprehension level and appropriateness. Specific pre, during, and post viewing activities are suggested. Implications include having learning objectives and being prepared technically. Resources for finding suitable clips are also provided.
This document summarizes a lesson introducing students to the book "Life in the Desert" through a PowerPoint presentation. The presentation incorporated visual explanations of desert concepts and terms to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading to review concepts. The teacher felt technology enhanced the lesson by allowing novel ideas to be explained visually, and students were engaged and remembered what was discussed from the presentation.
Use of innovative technique in english language 2015 2016Koppula Sheryl
This document provides details about a project submitted for a BA degree course. It includes an introduction, acknowledgements, preface, declaration, contents, and chapters outlining the statement of topic, scope of study, aims and objectives, methodology, techniques used, analysis and findings. The project examines the use of innovative techniques for teaching English language at the middle school level in Eluru, Andhra Pradesh, India. Data was collected through library research, textbooks, and observation. Techniques analyzed include role plays, games, presentations, and developing listening, speaking, reading and writing skills. The project aims to improve English language learning for students.
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
This document discusses the use of audiovisual materials and computers as resources for foreign language learning. It outlines how television, videos, cassette/CD players, the radio, and tape recorders can be used to develop language skills. Computers are described as offering a wide variety of tools for classroom use, including educational software, internet resources, and distance learning courses. Both the advantages and disadvantages of technological resources in language learning are presented.
This document summarizes Shona Whyte's presentation at the 17th International CALL Research Conference in Tarragona exploring how novice teachers design tasks for both technologically mediated and non-technological classroom activities. It discusses the context of pre-service teacher education in France and challenges novice teachers face in implementing innovative teaching methods. It also describes a study conducted with 25 first-year MA students who worked in groups to design, implement, and reflect on a common classroom activity. The groups rated proposed tasks and received feedback. Observations of task implementation in the classroom showed variability in technology use and learner participation. Peer observation and self-reflection revealed differences between task design and real-world implementation.
English (as a second language) learning at rural indiaAmit Jain
As part of the course 'Designing a New Learning Environment ', our group tried to conceptualize a model for teaching English to students in the secondary school in rural India
This document outlines a presentation on mastering the interpretive mode for the AP language exam. It discusses strategies for teaching interpretive skills using authentic materials like interviews, articles and audio passages. Examples are provided of how to scaffold interpretive activities from novice to advanced levels using things like graphic organizers, vocabulary exercises, formative assessments and more. Specific examples are also demonstrated, including a Spanish children's play and a French interview on the changing role of language. The presentation aims to equip teachers with best practices for incorporating interpretive mode practice across their curriculum.
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
Methods Approaches Filang311 Lesson1 Oct 2008guest0c02e6
The document discusses various methods and approaches to teaching English as a foreign language. It describes the Grammar Translation Method, Audio-Lingualism, and the Presentation-Practice-Production approach. It also covers the Communicative Approach, Task-Based Learning, and humanistic methods like Community Language Learning, The Silent Way, Suggestopedia, and Total Physical Response.
This document discusses the contribution of language specialists to innovation in higher education pedagogy. It notes that English teachers are needed for both language support and interactive pedagogy. It also discusses how linguists can take content lecturers' interests into account in English medium instruction. The document then examines connections between language and non-language pedagogy through various teaching practices used by language and other subject specialists, such as blended learning on Moodle, blogging, videoconferencing, making videos, and project-based learning.
Life in the Desert Technology Lesson Updatedandiehansen
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading and review concepts. The teacher felt technology integration was effective for enhancing student understanding of novel concepts in the text.
This document summarizes a lesson introducing students to the book "Life in the Desert" by Melvin Berger. The teacher used a PowerPoint presentation over 4 sessions to visually explain concepts about desert life and make text-to-self connections. Students were able to access the presentation during lessons and review slides independently. The teacher felt technology enhanced the lesson by allowing visual explanation of ideas and engagement of multiple learning styles.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
The document discusses how movies can be used as an effective tool for language teaching. Movies provide real-life language input and combine audio and visual elements to help learners comprehend messages. They expose students to characteristics of natural speech like hesitations and regional variations that are difficult to find in textbooks. Movies can be used to develop students' oral, writing, vocabulary and grammar skills. They also provide opportunities to discuss different cultures and encourage a variety of interactive activities in the classroom.
Redesigning the college English curriculum for flipped learningheyoungkim
Kim, H. (2017, September). Redesigning the college English curriculum for flipped learning. Paper presented at MMSEE Joint International Conference, Inchon, Korea.
The document summarizes a presentation about using authentic materials in world language curriculum. It discusses defining authentic materials, advantages of using them, challenges in finding and integrating them, and provides examples of different types of authentic materials like videos, songs, newspapers and their use. The presentation emphasizes engaging students with various technologies and scaffolding authentic materials for different proficiency levels.
This document presents a study on using Promethean interactive whiteboards to improve listening skills in 7th grade students at Colegio Dr. Ricardo Moreno Cañas. It aims to determine how the boards and ActivInspire software are currently used, assess their impact on listening skills, and develop teacher training materials. The study collected data through tests, questionnaires, and observations of 40 students and teachers. Results showed that interactive boards motivate students and teachers, and the software allows easy access to listening exercises. However, teachers require more training to fully utilize the technology. The document concludes with a proposal to create a guide for installing and using ActivInspire to support listening development.
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
Movie Effects on EFL Learners at Iraqi School in Kuala LumpurHani Shakir
This document summarizes a study that examined the effects of using movies with and without subtitles on English language learning among Iraqi students in Malaysia. The study found that 70% of students preferred movies with Arabic subtitles, as it helped them better understand the content. Students who watched movies with subtitles performed better on vocabulary tests of the movie content compared to those who watched without subtitles. The researchers concluded that using movies with subtitles in the students' native language can improve comprehension and motivation for learning English vocabulary.
This document discusses using short video clips for English language teaching. It outlines the rationale, advantages, and disadvantages of using video clips, as well as selection criteria and specific teaching activities. Some key advantages include motivating students, exposing them to real language interactions and culture. Teachers should select clips based on criteria like comprehension level and appropriateness. Specific pre, during, and post viewing activities are suggested. Implications include having learning objectives and being prepared technically. Resources for finding suitable clips are also provided.
This document summarizes a lesson introducing students to the book "Life in the Desert" through a PowerPoint presentation. The presentation incorporated visual explanations of desert concepts and terms to engage visual and kinesthetic learners. Students were able to access the presentation during independent reading to review concepts. The teacher felt technology enhanced the lesson by allowing novel ideas to be explained visually, and students were engaged and remembered what was discussed from the presentation.
Use of innovative technique in english language 2015 2016Koppula Sheryl
This document provides details about a project submitted for a BA degree course. It includes an introduction, acknowledgements, preface, declaration, contents, and chapters outlining the statement of topic, scope of study, aims and objectives, methodology, techniques used, analysis and findings. The project examines the use of innovative techniques for teaching English language at the middle school level in Eluru, Andhra Pradesh, India. Data was collected through library research, textbooks, and observation. Techniques analyzed include role plays, games, presentations, and developing listening, speaking, reading and writing skills. The project aims to improve English language learning for students.
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
This document discusses the use of audiovisual materials and computers as resources for foreign language learning. It outlines how television, videos, cassette/CD players, the radio, and tape recorders can be used to develop language skills. Computers are described as offering a wide variety of tools for classroom use, including educational software, internet resources, and distance learning courses. Both the advantages and disadvantages of technological resources in language learning are presented.
This document summarizes Shona Whyte's presentation at the 17th International CALL Research Conference in Tarragona exploring how novice teachers design tasks for both technologically mediated and non-technological classroom activities. It discusses the context of pre-service teacher education in France and challenges novice teachers face in implementing innovative teaching methods. It also describes a study conducted with 25 first-year MA students who worked in groups to design, implement, and reflect on a common classroom activity. The groups rated proposed tasks and received feedback. Observations of task implementation in the classroom showed variability in technology use and learner participation. Peer observation and self-reflection revealed differences between task design and real-world implementation.
English (as a second language) learning at rural indiaAmit Jain
As part of the course 'Designing a New Learning Environment ', our group tried to conceptualize a model for teaching English to students in the secondary school in rural India
This document outlines a presentation on mastering the interpretive mode for the AP language exam. It discusses strategies for teaching interpretive skills using authentic materials like interviews, articles and audio passages. Examples are provided of how to scaffold interpretive activities from novice to advanced levels using things like graphic organizers, vocabulary exercises, formative assessments and more. Specific examples are also demonstrated, including a Spanish children's play and a French interview on the changing role of language. The presentation aims to equip teachers with best practices for incorporating interpretive mode practice across their curriculum.
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
Methods Approaches Filang311 Lesson1 Oct 2008guest0c02e6
The document discusses various methods and approaches to teaching English as a foreign language. It describes the Grammar Translation Method, Audio-Lingualism, and the Presentation-Practice-Production approach. It also covers the Communicative Approach, Task-Based Learning, and humanistic methods like Community Language Learning, The Silent Way, Suggestopedia, and Total Physical Response.
The document discusses research work being done at Atahualpa High School in Loja, Ecuador. It analyzes the teaching methodologies used by English teachers and finds that traditional teaching styles are limiting students' language acquisition. The document proposes training teachers in using more communicative and interactive techniques like projects, debates, and role-plays to improve student motivation and learning outcomes.
This document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning and humanistic teaching. It also discusses principles of total physical response and the lexical approach. The document emphasizes that choice of methods should consider learner and cultural factors.
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language, including grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning, and total physical response; it also covers concepts like the lexical approach and importance of addressing culture and lowering student anxiety.
The document discusses various traditional and modern methods and techniques for teaching pronunciation. It describes techniques such as phonetic transcription, auditory reinforcement through minimal pair drills, visual reinforcement using word stress markings or placement of fingers, and tactile reinforcement. It also discusses using drama techniques, audio feedback, and multimedia enhancements using video recordings and computer displays/software for visual feedback and practice opportunities. The goal of modern pronunciation teaching is to integrate important pronunciation features while emphasizing communicative aspects through techniques like drama.
This document outlines topics and teaching strategies for a 9th grade English class. It discusses potential topics such as personal life roles, linguistic processes, and future plans. It recommends using a methodology of comprehension, interaction, and production. Activities would include the teacher providing examples, students practicing in pairs or groups, and completing homework assignments. The document also suggests using information and communication technologies, like videos and recordings, to reinforce learning and make it more engaging for students.
Methods and approaches in teaching English as a foreign language can include:
- Approaches which describe theories of language learning and competence.
- Methods which are practical realizations of approaches through procedures and techniques.
- Techniques which are individual activities used within procedures.
Some historical methods discussed include Grammar Translation which focuses on grammar rules and translation, and Audio-Lingualism which uses drills and habit formation. Later approaches include Communicative Language Teaching which emphasizes authentic use of language, and Task-Based Learning which uses tasks as the basis for language practice. Choosing effective methods requires considering factors like providing comprehensible input, lowering anxiety, and being culturally appropriate.
The document discusses various approaches, methods, procedures and techniques used in teaching English as a foreign language. It describes the key differences between approaches, methods, procedures and techniques. Some of the major methods discussed include the grammar-translation method, audio-lingualism, the communicative approach, task-based learning, total physical response, and the lexical approach. The document emphasizes that there is no single best method and teachers need to consider the cultural context and learner characteristics when selecting techniques.
The document discusses various concepts related to language teaching approaches and methods, including:
- Approach refers to theories of language and language learning that inform teaching practices and principles.
- Method is the practical implementation of an approach through specific procedures and techniques.
- Procedure is an ordered sequence of techniques, smaller in scope than a method.
- Technique is a single activity rather than a sequence, like silent viewing of a video without sound.
The document then provides examples of specific approaches and methods like grammar-translation, audiolingualism, presentation-practice-production, and total physical response.
developing listening skills through technologyabidayou
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
Methodologies for teaching vocabulary itemsCarlos Alcívar
This document discusses methodologies for teaching vocabulary in an English language classroom. It explains that vocabulary is essential for communication and explores several strategies for teaching new vocabulary items, including showing pictures, gestures, and definitions. The document outlines three stages for vocabulary instruction: conveying meaning, checking for comprehension, and consolidation. It also discusses direct and indirect teaching methods, emphasizing frequent exposure, meaningful presentation, and monitoring comprehension. The conclusion maintains that using different teaching methodologies has improved student vocabulary knowledge in recent years.
1. The document discusses principles of learning and educational technology, including Gagne's nine events of learning and the four revolutions in education.
2. It explains the Dale cone of experience which illustrates that direct, hands-on experiences are most effective for learning, followed by increasingly abstract aids like demonstrations and projected images.
3. General rules for using teaching aids are presented, such as preparing students for the experience, relating it to the lesson, and ensuring the aid is appropriate to the students' level. The aids should supplement, not replace, traditional teaching methods.
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
The document discusses various approaches, methods, and techniques used in language teaching. It defines an approach as dealing with assumptions about language and learning, a method as an overall plan for presentation, and a technique as implementation in the classroom. It then goes on to describe several specific language teaching methods that have been used, including grammar translation, direct method, audio-lingual method, and communicative language teaching. For each method, it provides details on key principles and classroom techniques.
This document presents a study on the effectiveness of audio visual aids in teaching social science. It includes an introduction describing audio visual aids and their benefits. The objectives are to find the effectiveness of audio visual aids in social science. The methodology section describes the survey method used, with a questionnaire tool distributed to 20 9th standard students. Analysis found that 85-100% of students responded positively about how audio visual aids make learning more interesting and help understand concepts. The conclusion is that audio visual aids are very useful teaching tools that help present material attractively to engage students and enhance learning.
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
This document discusses various approaches, methods, procedures and techniques for teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on several popular methods throughout history, including Grammar Translation Method, Audiolingual Method, Natural Approach, Direct Method, Communicative Approach, Task-based Learning and Total Physical Response. It also discusses techniques used in Community Language Learning, Silent Way, Suggestopedia and humanistic teaching. The document concludes by noting choices must be made based on learner characteristics and cultural factors.
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El KouzouniAyoub Oubla
The document provides an overview of several teaching frameworks:
1. PPP - Presentation, Practice, Production. It describes the stages and activities in each part of the lesson.
2. PPU - Presentation, Practice, Use. Similarly, it outlines the stages and possible activities at each stage.
3. TTT - Test, Teach, Test. This framework is useful when the teacher is unsure of students' familiarity with the target language. It involves testing, teaching, and re-testing.
4. ESA - Engage, Study, Activate. Developed by Jeremy Harmer, it emphasizes eliciting grammar from students rather than direct teaching.
5. PO
The document discusses exemplification, which is providing examples of student work to support teachers' understanding of learning standards and effective teaching practices. It provides examples of exemplification in modern languages and materials science. Exemplification materials could include case studies, student work, audio/video clips, and interactive online resources. Quality assurance and partnership with organizations will be important to develop high-quality exemplification. The document also prompts reflection on how exemplification might be implemented and supported through digital tools like GLOW.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Digital Artefact 1 - Tiny Home Environmental Design
Adiovisual method
1. ADIOVISUAL METHOD
Mid 1960's - three new technological aids came into general use in the classroom-language
laboratory, portable tape-recorder and film-strip projector. All these were greeted with
euphoria in all modern language departments. Extensive use of tapes and equipment was
revolutionary for language teachers. Instead of buying sets of books to equip a class,
teachers were demanding most expensive boxes of film-strips and sets of tapes. Blackout
facilities and electric points had to be installed.
Potential offered to language teaching by tape-recorder was enormous - now possible to
bring native speaking voices into classroom. Editing and self-recording facilities now
available. Tapes could be used with tape recorder or in language laboratory. Early audio-
visual courses consisted of taped dialogues, accompanied by film -strips which were
designed to act as visual cues to elicit responses in the foreign language.
Most audio-lingual courses consisted of short dialogues and sets of recorded drills. Method
was based on a behaviourist approach, which held that language is acquired by habit
formation. Based on assumption that foreign language is basically a mechanical process
and it is more effective if spoken form precedes written form. The stress was on oral
proficiency and carefully- structured drill sequences (mimicry/memorisation) and the idea
that quality and permanence of learning are in direct proportion to amount of practice
carried out.
But early enthusiasm for audio-visual materials and language laboratory soon cooled as
teachers gradually recognised limitations of this approach.
Disadvantages of Audio-Visual/Audio-Lingual Method
1 Basic method of teaching is repetition, speech is standardised and pupils turn into
parrots who can reproduce many things but never create anything new or
spontaneous.
2. Pupils became better and better at pattern practice but were unable to use the
patterns fluently in natural speech situations.
2 Mechanical drills of early Audio-Visual approach criticised as being not only
boring and mindless but also counter-productive, if used beyond initial introduction
to new structure.
3 Audio-Visual materials were open to same sort of misuse. Tendency to regard
audio-visual materials as a teaching method in themselves, not as a teaching aid.
4 Soon became clear to teachers that audio-visual approach could only assist in
presentation of new materials. More subtle classroom skills were needed for pupils
to assimilate material and use it creatively. This final vital phase was often omitted
by teachers.
New technology caught publishers and text-book writers unprepared - very few
commercial materials were available in the early stages. Those that did exist
stressed oral and aural skills and didn't develop reading and writing skills.
6 New materials necessitated extensive use of equipment with all associated
problems of black-out, extension leads, carrying tape-recorders from classroom to
classroom. Some schools set up Specialist- Language rooms, but teachers still had
to set up projectors and find places on tape. Equipment could break down, projector
lamps explode, tapes tangle - not sophisticated equipment of today. Hardware
involved extra time, worry and problems, and, for these reasons alone, its use
gradually faded away.
7 Series of classroom studies threw doubt on claims made for language laboratory.
Showed that this costly equipment did not improve performance of 11+ beginners,
when compared with same materials used on single tape-recorder in classroom.
3. But Audio-Lingual/(Visual approach did mark start of the technological age in language
teaching and it did introduce important new elements Emphasised need for visual
presentation and possibility of eliciting language from visual cues. It placed far more
weight on use of foreign language in classroom by both teacher and pupil, and the language
used was of far greater practicality.
More gifted and energetic teachers used new courses with great success - moved forward to
open-ended question and answer work and extended dialogue, designed own supplementary
materials, exercises and worksheets.
However, generally teachers were disillusioned and dissatisfied with the new methods - at a
time when whole secondary education was being reorganised with advent of
comprehensive schools.
THE AUDIOVISUAL METHOD Description The audiovisual method is a method which
refers to both sound and pictures which is typically in the form of slides or video and
recorded speech or music; all is visual presentations that are shown by the teacher to the
students. It can be called as a new trend because technology is used in this method such as,
computers, televisions, language laboratories or the others which can support the teaching
learning process in order to improve students’ skills. There are two categories: Simple
visual aids It can be blackboard, bulletin board, funnel board, charts, diagrams, graphs,
posters, maps, pictures, etc. Advanced visual aids It can be video, filmstrip, televisions,
etc. It means the devices that can be used in this method are related to the ears and eyes.
This method is most effective when the information is contained systematically organized.
Break information into smaller chunks and grouping similar pieces together to help
students connect and store information more efficiently. In this case, the teacher has to
consider presenting the most important key points during the first part of the lesson, when
their attention is at full capacity. This is related to a type of multiple intelligences which
human has; it is visual intelligence which focuses on the ability of visualization. Principle
4. feature A visually presented scenario provides the chief means of involving the learner in
meaningful utterances and contexts. Sources Voix et Images de France (CREDIF 1961)
describes this method. On the other hand, Renard and Heinle (1969), CREDIF (1971), and
et Visage de la France (Heinle et al. 1974) reflect the more rencet developments of this
method. History In the fifties in France at the Centre de Recherche et d’Etude pur la
Diffusion du Francais (CFEDIF) this method was developed by a team directed by
Guberina and Rivene. o Voix de Images de France is a France course for adult beginners
o Bonjour Line is an equivalent programme for young children. o De vive voix is a revised
version of Voix de Images de France In America (Renard and Heinle 1969) and in the
U.K. (Gross and Mason 1965), adaptations of some programme were produced. In
Canada, a newer programme was produced under the title of dialogue Canada (Commission
de la function publique 1974-77) which was prepared for the use of Canadian government
language schools. This method widely known through teachers’ courses in which
originally a rigid training in the principles of the audiovisual method and its application
was given. Objectives Several stages which visualize language learning: • Involving to
which the audiovisual method is particularly applicable in which the learner becomes
familiar with everyday language as defined in francais fundamental (the first stage which
for the method is intended) • Involving the capacity to talk more consecutively on general
topics and to read non-specialized fiction and the newspaper (the second stage) •
Interviewing skills Communication skills Involving the use of more specialized
discourse of professional and other interests (the third stage) This method has been used for
improving: Customer-service skills The ability to remember information Illustrating
how procedures should be followed The ability to visualize something The visual
intelligence The objectives will be gained if the teacher is good at performing the materials
which are supported by attractive techniques and many tools which are related to the
lesson. The first thing that must be done is the teacher has to be able to be a good motivator
to the students so that they will enjoy studying. Besides, the teacher also applies the other
roles of teacher such as; observer, facilitator, prompter, assessor, etc. Technique Technique
is a procedure or way something is done. Teaching technique is a way of teaching the
materials to the students. The steps of technique in this method; The visual image and
spoken utterance complement each other and constitute jointly a semantic unit. It is the
5. beginning of the lesson through the filmstrip and tape presentation. The sound recordings
provide a stylized dialogue. A filmstrip frames corresponds to an utterance. In the second
phase, the teacher explains through pointing, demonstrating, selective listening, question
and answer. In the third phase, the dialogue is repeated several times and memorized by
frequent replays of the tape-recording and the filmstrip, or by language laboratory practice.
In the next stage (the development phase), students are gradually emancipated from the
tape and filmstrip presentation; for example, the filmstrip is now shown without the tape
recording, and the students are asked to recall the commentary or make up their own; or the
subject matter of the scenario is modified and applied to the student himself, his family or
friend, by mean of question and answer or role playing. Besides this through treatment of
the dialogue situation. Another way, the teacher can use mind map which discuss
something in general to the more specific one. Theoretical assumptions It includes: The
audio visual method seeks a basis in linguistics. The visual presentation is intended to
simulate the social context in which language used. The assumed learning process of this
method has an affinity with Gestalt psychology. It proceeds from total view of the situation
to particular segments of language. Therefore, the learner is encouraged to absorb in a
global fashion the utterances he hears on the tape in the context he sees on the screen, in
other words, not to analyze. Assessment The method represents a distinctive-modern
attempt to come grips with the problems of language learning. It has attempted to place
language learning into a simplified social context and to teach language from outset as
meaningful spoken communication. The first criticism is the visual filmstrip image is no
guarantee that the meaning of an utterance is not misinterpreted by learner. The material
is presented in visual form The second criticism is the rigid teaching sequences imposed
by this method are based on entirely unproved assumption about learning sequences.
Characteristics of the Audiovisual Method There are some characteristics of this method;
There is dependence on mimicry and memorization of set phrases Structures are
sequenced by means of contrastive analysis taught one at a time Vocabulary is strictly
limited and learned in context There is little or no grammatical explanation. Grammar is
taught by inductive analogy rather than by deductive explanation Structural patterns are
taught using repetitive drills There is much use of tapes, language labs, and visual aids
6. Great importance is attached to pronunciation Very little use of the mother tongue by
teachers is permitted There is a great effort to get students to produce error-free utterances
Therefore, this method is enjoyable. It is an interesting thing that students study through
visualization. It seems they are watching television even though they do not watch their
favorite television program because they actually watch the lesson which is shown
as video.Successful responses are immediately reinforced