The document discusses recent developments in English language teaching (ELT) methodology. It notes that there is no single best method for teaching a second language, and the focus has shifted to developing classroom activities that are informed by research on second language acquisition and that fit the dynamics of the classroom. These activities should aim to develop students' communicative competence, fluency with authentic language, understanding of language functions, and ability to use language productively in unrehearsed situations.

1. ELT

5. It has been realized that there never was and
probably never will a method for all, and the focus in
recent years has been on the development of classroom
tasks and activities which are consonant with what we
know about second language acquisition, and which are
also in keeping with the dynamics of the classroom itself.
Dr. David NUNAN
(Australian Linguist)

7. Pay
attention
to
diffent
colors…

8. What do you think ?

9. Did you want to add something like “But it
depends on…” in almost every choice?

10. If so, you are on the way toward developing
enlightened approach to language learning and
teaching.

12.  Your
experiences

13.  Books you
have read

14.  Classroom
observations

15.  Your
reflections

18. • Communicative competence
• Fluency
• Authentic language
• Functions
• Productive use of language
• Own learning
• Dealing with the unrehearsed situations

20. KEEP IN MIND!
• Avoid overdoing certain CLT features not to cause an ignoring
of forms, rules and principles of language organization.

21. Learner
needs,styles
& goals
Learner Centered Instruction
Ownership of
their learning
Student`s sense of
competence and
self worth

22. Cooperative & Collaborative
Learning
“What does a single hand have? Two hands together give
a sound.”
A Turkish proverb

23. Cooperative rather
than competitive
Cooperative & Collaborative
Learning
Promoting intrinsic
Group Works
motivation

24. Interactive Learning
Umit
Fadime
Zeynep
Fatma
Omer

25. Meaningful
Classroom tasks
communication
Pair work &
Interactive Learning
Group work
Real world
contexts
Oral communication Comprehensible
Input

26. Whole Language
Education
• Wholeness of
language
Morphemes

27. Whole Language
Education
• Interactions and
Interconnections
between

28. • First language is
acquired by perceiving
the “wholes” before
“parts”

29. • Language and
Subject matter at
the same time

30. • Intrinsic
motivation &
empowerment

31. • Own competence &
autonomy

32. • Classwork is
organized as a
sequence of tasks

33. • Similar to real
world problem
solving & coping

34. • Authentic Texts
• Language in use
focus on meaning

35. • Topic based tasks
• Final task with
linguistic output

36. Finally;
Your approach to language teaching is
obviously the keystone to all your
teaching methodology in the classroom.
Thank you for listening
Umit AKAR