ELT : AN INTRODUCTION
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This document provides an introduction and syllabus for an English Language Teaching course. It discusses what ELT is, provides some historical background on English in India, and outlines the topics that will be covered in the course. The course will examine the history of English in India, approaches to second language acquisition and teaching methods, teaching language skills, and will explore specific topics through readings in four units on the role of English in India, the nature of second language learning and teaching, various teaching approaches, and developing language skills like grammar, vocabulary, and discourse.
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Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
Grammar translation method
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
GTM method
The Grammar Translation Method is a method for teaching foreign languages that uses students' native language as a basis for understanding the target language. Students learn grammar rules deductively and translate between the native and target languages. Vocabulary and grammar are emphasized, as well as reading and writing skills. While it can help explain words and phrases and teach correct grammar, it is criticized for being unnatural and neglecting communication skills. The method was developed for teaching dead languages but is still sometimes used for its ease of conducting grammar exercises and tests.
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
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The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Teaching of Poetry
Teaching poetry effectively requires creating an environment where students can appreciate the beauty of poetry. It is important to engage students' emotions and imaginations when reading poems. Teachers should model expression when reciting poems and encourage students to recite poems aloud. Comprehension questions after reading check understanding, while appreciation questions help students analyze poetic techniques like imagery, figures of speech, and themes. The goal of teaching poetry is to help students find joy in poems and develop an appreciation for the art of poetry.
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Audio lingual method
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GTM method
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Direct method by m.hasnnain
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Natural approach
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Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Teaching of Poetry
Teaching poetry effectively requires creating an environment where students can appreciate the beauty of poetry. It is important to engage students' emotions and imaginations when reading poems. Teachers should model expression when reciting poems and encourage students to recite poems aloud. Comprehension questions after reading check understanding, while appreciation questions help students analyze poetic techniques like imagery, figures of speech, and themes. The goal of teaching poetry is to help students find joy in poems and develop an appreciation for the art of poetry.
Communicative Language Teaching
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Error Analysis
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
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- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
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Error analysis is the study of errors made by the second and foreign language learners.”
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Interlingual errors
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Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
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This document discusses error analysis in second language acquisition. It defines error analysis as the investigation of errors made by second language learners. The document outlines Corder's influential work developing error analysis and identifies several key aspects of the field, including:
- Distinguishing between systematic errors reflecting a learner's developing rules and non-systematic errors
- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
- The typical steps in conducting an error analysis, including collecting samples, identifying, describing, explaining, and evaluating errors
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The document discusses various methods for teaching grammar in English language teaching (ELT), including the deductive and inductive methods. It also covers grammar presentation, practice, and exercises. Some key points made include: the deductive method can teach grammar in isolation while the inductive method has students discover rules through language use; grammar practice should involve mechanical and meaningful components; exercises should include recognition, drill, creative, and test activities; and form, meaning and use should all be considered when teaching grammar.
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This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
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Gtm vs dm
The document compares the Grammar Translation Method (GTM) and Direct Method (DM) of teaching foreign languages. GTM focuses on reading literature in the target language, with the teacher as the authority and students in a passive role. DM aims to teach communication skills, with teachers and students as partners and students in an active role. GTM uses translation and memorization, while DM associates meaning directly without relying on the native language. DM emphasizes interaction and inductive grammar learning. While different in their approaches, both methods have weaknesses, so neither is considered fully effective in developing balanced foreign language skills.
Applied linguistics
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
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This document summarizes the suggestopedia language teaching method. Suggestopedia uses suggestive factors like music, relaxation, and positive reinforcement to stimulate learning. It aims to remove psychological barriers and allow students to reach communicative competence more quickly. The method involves choosing identities, indirect positive suggestion, and activities integrated with music, drama, and art. The roles of the teacher in leading confidently and the materials in creating a bright environment are described. Stages of listening, speaking, writing and reading are outlined, along with advantages like quicker learning and disadvantages like potential boredom.
Structuralism in Language Learning
Structuralism is an intellectual movement that analyzes fields as systems of interrelated parts that derive meaning from their relationships. It views language and the mind as structures formed by associations. Structuralism developed in early 1900s Europe through the structural linguistics of Saussure and later schools. It emphasizes that meaning is determined by context and relationships within a system. Structuralism had influence on linguistics, sociology, anthropology and other fields.
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THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Methods of-language-teaching
The document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. Each method is summarized with its key principles, such as the use of the native language, focus on grammar rules vs. communication, and sequencing of skills like listening, speaking, reading and writing.
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ELT : AN INTRODUCTION
- 1. English Language Teaching -1 (ELT 1) Prepared by Ms.Vaidehi Hariyani (Research Scholar) Department of English,MKBU
- 2. English Language Teaching ELT -1 Syllabus and Introduction Prepared by Ms. Vaidehi Hariyani (Research Scholar) Department of English,MKBU
- 3. What is ELT? • ELT is the teaching of English to people whose first language is not English. ELT is an abbreviation for 'English Language Teaching'.
- 4. Historical Background • Communication Language • With Britishers ‘English’ arrived in India • English as ‘’Lingua Franca” • Pre-Colonial Period • Colonial Period • Post Independence Period
- 5. This Paper Consists of:- • The History of English Language in India • The Nature of Second Language acquisition and learning. The Nature of Language teaching. • Various Approaches and Methods to teach and learn English Language • Teaching of language skills.
- 6. Unit 1 – The role of English In India • Teaching of English for Science and Technology) EST in Indian Conditions by R S Sharma • Teaching English as 'Second Language' in India by Kapil Kapoor (JNU, Delhi) • Socio-cultural Dimensions of English as a Second Language by Rekha Aslam (University of Delhi) • Teaching of English: A Plea for Practical Attitude by R. K. Singh (Indian Institute of Mines, Dhanbad) • Teaching English as a Second Language in India Focus on Objectives by Shivendra K. Verma (Central University of Foreign Languages Hydrabad) • English for Academic Purposes by Liz Hamp Loyns • English for Specific Purposes by Tony Dudley-Evans • Intercultural Communication by Claire Kramsch
- 7. Unit 2 - The Nature of the Second language acquisition and learning. The Nature of Language teaching. learning • Second Language Acquisition by David Nunan • Bilingualism by Agnes Lam • Task-based Language Learning by Jane Willis and Dave Willis • Second Language Teacher Education by Donald Freeman • Classroom Interaction by Amy B.M. Tsui • Syllabus Design by Michael P. Breen • Language Awareness by Leo van Lier • Language Learning Strategies
- 8. Unit 3 Various Approaches • The Nature of Approaches and Methods in Language Teaching by Jack Richards and Theodor Rodgers • The Natural Approach • Total Physical Response • The Oral Approach and Situational Approach in Language Teaching • Communicative Language Teaching • The Silent Way • Community Language Learning • Suggestopedia
- 9. Unit 4 – Teaching of Language Skills • Grammar by Daniel Larsen Freeman • Vocabulary by Ronald Carter • Discourse by Michael McCarthy • Socio-linguistics by Sandra Silberstein
- 10. Thank You