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![Task-based Teaching (TBT)
Task-based Teaching (TBT) [and Task-based Learning (TBL)] is the approach
that TESOL Advantage advocates as best practice when it come to English
language teaching.
TBT gives teachers a specific requirement to focus on – getting the students
to complete a task.
Teachers worried about a lack of structure in the lesson, but now have clear
steps that create guidelines and boundaries –
a pre-task,
task
and post-task.
14](https://image.slidesharecdn.com/languageteachingmethodsandapproaches-231018211920-1f337b07/85/Language-Teaching-Methods-and-Approaches-pdf-14-320.jpg)
Language Teaching Methods and Approaches.pdf
- 1. Language Teaching Methods andApproaches By Mahmoud Ghadimi 1
- 2. What’s the differencebetween a method and an approach? The difference is to be found in their levels of flexibility. A method is a way of teaching where there are prescribed objectives and guidelines, and the teacher has little or no freedom when it comes to implementation. An approach is a way of teaching whose principles can be applied in many different ways. 2
- 3. Why learn ESLteaching methods and approaches ? • Demonstrating knowledge of these ESL teaching methods and strategies makes you more marketable. • Using TEFL/TESOL buzzwords during an interview can improve your chances of getting hired. • Using a variety of methods in the ESL classroom makes you a more effective and engaging teacher. • Understanding pedagogy helps you design better ESL materials and lessons. • Learning methodology can help you strategically use learning objectives that will benefit your students. 3
- 4. Grammar Translation Method(GTM) 1800s Teaching was equal to learning Latin or Greek Classes were taught in the mother tongue Vocabulary was taught in Isolated words or word lists (Literary or religious) Grammar was taught deductively Long grammar explanations (Focus on Form) Classical Texts Translation or disconnected sentences regardless of their context No attention to pronunciation at all or oral production No real world interaction or communication The method emphasizes accuracy over fluency 4
- 5. Direct Method (DM)(early 1900s) Learning L1 =L2 L1 not allowed in classes Only everyday sentences Small classes Q’s and A’s exchanges Inductive Grammar Concrete vocabulary > through demonstration Correct pronunciations and grammar emphasized 5
- 6. Audiolingual Method (ALM) ArmyMethod (1942) Military intense courses focused on auditive and oral skills Systematic attention to pronunciation Grammar (Form) was presented as dialogues Set phrases and structures memorized intensively in long hours (mimicry and repetition) (rote-learning) Inductive Grammar Vocabulary was taught in Context Little use of mother tongue Focus on Error-Free utterances Reinforcing and praising successful responses and negative feedback for incorrect response 6
- 7. Total Physical Response(TPR) (James Asher) Memory is increased if stimulated through physical association with motor activity Motor activity is a right-brain function that should precede left-brain language processing Heavily utilized the imperative mode of language Effective in the beginning levels Standard for young learners ( they mostly learn by commands) 7
- 8. The Silent Way(SW) ( Caleb Gattengo) In teacher-student interactions the teacher is silent, so the students work more The teacher speaks only to give clues Only applicable for elementary levels Only appropriate for adults No teacher correction only peer correction 8
- 9. Suggestopedia (Georgie Lozanov) Emphasized on relaxed state of the mind so … Use of soft comfortable chairs, Baroque Music,Dim lighting Activities were carried out in soft comfortable seats with music Teacher says you won’t need to try to learn. Learning will come naturally. The methods includes deseggestion and suggestions The teacher read the new text which was translated in L1 9
- 10. Community Language Learning(CLL) Group interact in an interpersonal relationship > lessening Anxiety in community Sat in a circle with a counselor or a teacher outside the circle First the client(the student) said something in his L1 then the counselor (the teacher) translated in L2 Gradually the learner became able to make utterance directly in L2 10
- 11. Approaches Methods werepopular and mainstream up until the 1990s Experts in the field started to suggest that the key learning goal of language teaching and learning be communicative proficiency. Different methods have different weaknesses that need to be addressed, which therefore requires a flexible teaching approach from the instructor, rather than a rigid methodology. 11
- 12. Communicative Language Teaching(CLT) 1990s, (CLT) quickly became the most popular approach and is now the central paradigm in English language teaching. CLT emphasizes the engagement of learners in classroom activities that replicate real-life situations, so they can practice how to communicate in the real world outside the classroom. The teacher engages learners in the pragmatic and functional use of language, with a focus on meaning and fluency, rather than form and accuracy very much a practical rather than theoretical way of learning. 12
- 13. Communicative Language Teaching(CLT) 1990s, The primary goal of CLT is for learners to develop communicative competence which involves 1) linguistic competence, 2) sociolinguistic competence, 3) discourse competence and 4) strategic competence. Features of CLT include communication through interaction (cooperative and collaborative learning), the use of authentic texts and students contributing personal experiences. Classroom activities, such as role plays, interviews, games and surveys are completed in pairs and small groups, requiring debate, negotiation and compromise. 13
- 14. Task-based Teaching (TBT) Task-based Teaching (TBT) [and Task-based Learning (TBL)] is the approach that TESOL Advantage advocates as best practice when it come to English language teaching. TBT gives teachers a specific requirement to focus on – getting the students to complete a task. Teachers worried about a lack of structure in the lesson, but now have clear steps that create guidelines and boundaries – a pre-task, task and post-task. 14
- 15. Task-based Teaching (TBT) Students become more empowered and motivated when they complete tasks While TBT definitely has a greater focus on meaning than form, teachers can add an optional language focus at the end of a task to cover any grammatical issues that the task highlighted. 15
- 16.