Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
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Drills and dialogues are among the most traditional materials used by languageteachers. The content of drills and dialogues and how much we use them haschanged considerably over the years. This is because teachers and materials devel-opers have been paying more and more attention to ways of providing studentswith meaningful materials and content that allow them to engage in “real” commu-nication. Role plays and plays, which are often forms of extended dialogues, arepart of the repertoire of practice activities and materials.
The direct method by beny i.n. nadeak, s.pdBeny Nadeak
The Direct Method
The Direct Method has one very basic rule: No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students’ native language (Diller 1978).
The following presentation discusses the various ways of presenting vocabulary, some integral concept in teaching vocabulary, as well as games to make vocabulary teaching a engaging and fun endeavor.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Frequently Asked Questions
Should learners' errors be corrected?
When should learners' errors be corrected?
Which errors should be corrected?
How should errors be corrected?
Who should do the correcting?
*Questions originally framed by J.M. Hendrickson in 1978.
4. Frequently Asked Questions
1. Should learners' errors be corrected?
• Nativists – students’ errors should never be
corrected, because it is damaging to their self-
esteem
• Behaviorists – students’ errors should always be
corrected in order for students to attain full
proficiency.
5. Frequently Asked Questions
2. When should learners' errors be corrected?
• Should the error be corrected immediately?
• Should the error be corrected at the end of class?
3. Which errors should be corrected?
• Grammar?
• Vocabulary?
• Pronunciation?
• All errors?
6. Frequently Asked Questions
4. How should errors be corrected?
• What type of corrective feedback do you give to
the student?
5. Who should do the correcting?
• The teacher?
• Peers?
• The student who makes the error?
7. Theoretical Rationale for Corrective Feedback
Output Hypothesis (Swain): “[Output opportunities]
can help learners to make and test hypotheses
about linguistic correctness and to develop
metalinguistic knowledge of how the L2 works.”
Noticing Hypothesis (Schmidt): “Noticing is a
prerequisite of learning…conscious attention must
be paid to input in order for L2 learning to
proceed.”
8. Explicit vs. Implicit Feedback
“Corrective feedback differs in terms
of how implicit or explicit it is. In the
case of implicit feedback, there is no
overt indicator that an error has been
committed, whereas in explicit
feedback types, there is.” (Ellis, et. al.)
10. Explicit Correction
Giving the correct form to learners and
telling them what they said was incorrect.
Example:
STUDENT: I hurted my foot.
TEACHER: No, not hurted – hurt.
11. Recasts
Teacher rephrases the student’s utterances
to eliminate errors.
Example:
STUDENT: You can count with me!
TEACHER: You can count on me!
12. Clarification Requests
Teacher indicates to the student that they
didn’t understand what the student said.
Example:
STUDENT: I go my yob.
TEACHER: Pardon?
13. Metalinguistic Feedback
Commenting or asking questions about the
form of the student’s utterances without
explicitly correcting it.
Example 1:
STUDENT: He like to eat Pizza.
TEACHER: Do we say “he like?”
Example 2:
STUDENT: My favorite movie is ‘Rebél without a
Cause.’
TEACHER: Is it “Rebél” or “Rébel?”
14. Elicitation
Techniques used to get the student to produce the
correct form, either by completing the teacher’s own
restatement, asking the student questions about how
something should be said, or asking students to repeat
utterances in a reformulated version.
Example 1:
TEACHER: My name _____....
STUDENT: is.
Example 2:
TEACHER: How do we use the verb ‘to be’ in the
present tense, 3rd person singular?
15. Repetition
Teacher repeats back the incorrect
utterance with rising intonation or emphasis
so that student knows which part is in need
of repair.
Example:
STUDENT: I half three childrens.
TEACHER: I half three childrens?
16. Effective Forms of Feedback
Metalinguistic
Elicitation
Clarification Requests
Teacher Repetition of Errors
These types of feedback encourage students
to be cognizant of their error(s) and self-
correct.
17. Ineffective Forms of Feedback
Recasts
Lyster and Ranta report that recasting was
ineffective in getting students to repair their own
speech, since students may find recasts as
ambiguous or they may not know if the teacher is
responding to the content or the form of what they
said.
Intensive recasts may be beneficial for more
advanced ESL learners engaged in conversational
exchanges.
18. Feedback Type All Repairs (n = 184)
Student-Generated
Repairs (n = 100)
Recast (n = 375) 66 (36%) 0
Elicitation (n = 94) 43 (23%) 43 (43%)
Clarification request (n =
73)
20 (11%) 20 (20%)
Metalinguistic feedback (n
= 58)
26 (14%) 26 (26%)
Explicit correction (n = 50) 18 (10%) 0
Repetition (n = 36) 11 (6%) 11 (11%)
TABLE 1. NUMBER AND PERCENTAGE OF REPAIRS ATTRIBUTED TO EACH
FEEDBACK TYPE
(Lyster & Ranta, 1997)
20. Content vs. Form
Content – meaning or message.
Form – correct usage of grammar.
21. Content vs. Form
Questions to ask yourself:
1. Is it an activity or is it an exercise?
• Focus on content for activities.
• Focus on form for exercises.
2. What is the objective?
• “What if” scenarios?
• Grammar practice?
22. Feedback Strategies
1. Condition your students for the type of feedback
they will receive.
2. The type of feedback should match or complement
the activity.
3. Feedback should be appropriate to the student’s
level of proficiency.
4. Self-correction, peer-correction, teacher-correction.
5. Learner-centered approach.
23. Feedback Strategies (Tedick, Gortari)
“Practice a variety of feedback techniques. Good
teachers understand that one size does not fit all.
Individual learners may well differ in terms of the
particular error correction technique most
appropriate for their unique language development
needs.”
“Choosing to learn and use a few different types of
feedback that seem to produce student-generated
repairs increases your chance of reaching more
students.”
24. Feedback Strategies (Tedick, Gortari)
“Consider the context in which student language
use and errors occur.”
“Students in the early stages of cognitive
development and language acquisition need to be
encouraged to produce language that
communicates meaning.”
“Error correction techniques that require student
reflection on language structures or vocabulary are
not appropriate for learners in those early stages.”
25. Feedback Strategies (Tedick, Gortari)
“Focus on the learner—it's important to let the
learner self-correct. Remember that your students
may…be more capable than you think!”
“If we allow time and provide appropriate cues for
the learner to self-repair, more often than not the
student will come through.”
“The least effective technique for correcting a
student's incorrect language…is to simply give them
the answer.”
26. FAQ Revisited
1. Should learners' errors be corrected?
• Yes! Don’t allow mistakes to become fossilized.
2. When should learners' errors be corrected?
• Constant interruptions will raise the student’s
affective filter. Revisit common errors if
necessary and focus on form.
27. FAQ Revisited
3. Which errors should be corrected?
• Beginners – errors of content (meaning).
• Advanced – errors of form (grammar).
4. How should errors be corrected?
• Practice a variety of different feedback techniques.
There is not a “one-size fits all” answer.
5. Who should do the correcting?
• Student Peer Teacher.
28. Works Cited
Ellis, Rod, Shawn Loewen, and Rosemary Erlam. "IMPLICIT AND EXPLICIT
CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR." Studies in
Second Language Acquisition 28.2 (2006): 339-68.
Omaggio Hadley, Alice. "Developing Oral Proficiency." Teaching Language in
Context. 3rd ed. Boston: Heinle & Heinle, 2001. 263+. Print.
Rezaei, Saeed, Farzaneh Mozaffari, and Ali Hatef. "Corrective Feedback in SLA:
Classroom Practice and Future Directions." International Journal of English
Linguistics 1.1 (2011): 21.
Tedick, D. and Gortari, B. (1998). Research on Error Correction and
Implications for Classroom Teaching. The Bridge, ACIE Newsletter. Center for
Advanced Research on Language Acquisition, University of Minnesota, v1.
[Online] http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf
Rachel Gamarra
Volunteer Coordinator for College & Career Readiness Team at the Arlington Public Library.
How to implement corrective feedback in your ESL or English Conversation Classes.
Foreign language teachers will also find the information presented in this slideshow useful & relevant to their classroom experience.
English Conversation Circles
Open to students of all proficiency levels.
No registration required.
Free – Led by Volunteers of Arlington Reads.
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Questions framed by J.M. Hendrickson (1978).
Learner’s errors be corrected? – Nativists (NEVER); Behaviorists (ALWAYS).
Errors? – Grammar, vocabulary, pronunciation?
How? – Do you give the student the answer? Do you have the student repeat the correct form back to you?
Who? Is it always the teacher that does the correcting? Should it be?
Merrill Swain (1985)
Output hypothesis – the feedback is implicit. Students are allowed to make errors b/c they are experimenting with the language.
Output involves productive skills. Creativity by student.
Richard Schmidt (1990)
Noticing hypothesis – input (spoken by teacher to student) (listening) (reading) learner’s attention is drawn to form. “corrective feedback acts as stimulus, triggering learners to identify the gap between their erroneous utterance and the target form.“
L2 = Second language of the speaker (the speaker’s foreign language).
Implicit – the error isn’t expressly pointed out. Explicit – direct attention is drawn to the error.
Implicit – indirect feedback. Explicit – direct feedback.
(R Ellis, S Loewen, R Erlam)
This type of explicit feedback offers both positive and negative evidence (Ellis)
Recasts provide positive evidence, but there is not enough data yet to determine if it provides negative evidence. (Ellis)
The student is given the opportunity to self-correct. “ I go to my job.”
Example 1: subject-verb agreement error.
Example 2: student places emphasis on the wrong syllable. One |riˈbel| is an action (verb) and the other |ˈrebəl| is a person (noun.)
Metalinguistic feedback can be asked directly to the student or to the group.
When paired with a recast the feedback would be as follows: “I half three childrens?” or “I have three children?”
Recasts can be paired with Repetition to create explicit feedback; ex. Teacher recasts the incorrect utterance & waits for the student to self-correct. If the student does not self correct, the teacher recasts the incorrect utterance with the emphasis on the incorrect word.
These types of feedback encourage students to self-correct. They are cognizant of the error and are able to internally and externally rehearse the correct form.
Roy Lyster & Leila Ranta.
Recasts are typically ineffective, b/c the students are not cognizant of the errors they are making.
Elicitation
Metalinguistic
Clarification Request
We’ve listed the six types of corrective feedback…
Now it’s time to evaluate how we implement that in the ESL or FL classroom.
Image source: https://openclipart.org/people/ousia/conversation.svg
An activity will most likely focus on content, whereas an exercise will likely focus on form.
Objective? Create meaning: “What If” scenarios – or – practice using the present progressive, for example.
An activity will most likely focus on content, whereas an exercise will likely focus on form.
Objective? Create meaning: “What If” scenarios – or – practice using the present progressive, for example.
Conditioning should occur before the activity commences.
Explicit feedback would not be appropriate if the activity is one that requires open conversation. Constant interruptions will cause the student’s affective filter to go-up and discourage them from engaging in further conversation.
Level appropriate: form or content?
Correction – Self correction is ideal. Peer – one or multiple classmates; elicitation can be used to cue peer-correction.
Diane Tedick & Barbara Gortari offer us insights on how to implement and use corrective feedback.
English Conversation Circles are “immersive” in nature.
There are students of all levels in a conversation class.
Learner-centered.
Trial and error (on part of teacher). There isn’t a one-size fits all, perfect formula.
Citation: Tedick, Gortari.
Beginning students – content.
Advanced students – form.
This is why recasts are not appropriate for beginning students, but may be appropriate for advanced students.
Citation: Tedick, Gortari.
English Conversation Circles are “immersive” in nature.
Giving the answer = explicit correction & recasts.
Citation: Tedick, Gortari.
YES! Otherwise fossilization may occur. (Bad habits are easy to make but hard to break.)
Corrective feedback should be spaced & paced. Constant interruptions will raise the student’s effective filter. Revisit common errors if necessary & focus on form.
Beginners – content (meaning). Advanced – form (grammar)
As a teacher, you will want to practice a variety of different feedback types.
Student, peer, then teacher.
YES! Otherwise fossilization may occur. (Bad habits are easy to make but hard to break.)
Corrective feedback should be spaced & paced. Constant interruptions will raise the student’s effective filter. Revisit common errors if necessary & focus on form.
Beginners – content (meaning). Advanced – form (grammar)
As a teacher, you will want to practice a variety of different feedback types.
Student, peer, then teacher.
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