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This document discusses techniques used in language teaching. It defines techniques as classroom activities performed by teachers or students, including drills, games, role-plays and group work. Techniques range from controlled, with predictable responses, to free, with open-ended communication. Examples of controlled techniques include repetition and dictation, while student-centered discussions exemplify free techniques. The document also examines how technology, including computer-assisted language learning, can support language instruction through practice, feedback and communication opportunities.
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Approach, methods, techniques[1]
There are three main hierarchical elements in language teaching methodology: approach, method, and technique. Approach involves assumptions about language and learning, method is an overall plan for presentation, and techniques are classroom activities. Richards and Rogers proposed redefining method as a set of specifications to achieve objectives, with approach and procedures as related elements. Current usage defines methodology as the study of teaching practices, approach as theoretical positions on language and learning, method as classroom specifications, and technique as any classroom exercise. Techniques can be categorized on a continuum from controlled to free, and include drills, role-plays, games, and more. Textbooks, audio/visual aids, and computers can all serve as supporting materials in a language classroom.
Key Concepts in ELT
The document discusses several new approaches to teaching English, including Universal Grammar, the Direct Method, the Acquisition Learning Hypothesis, learner strategies, pragmatics, the Common European Framework, feedback, scaffolding, lingua franca, extensive reading, register/genre, and projects/webquests. The Common European Framework describes language competence through six levels and provides self-assessment tools. Extensive reading is recommended as the more someone reads, the more fluent they become. Register/genre looks at the type of language used defined by factors like context and participants.
Method: Approach, Design, Procedure
The document discusses different aspects of language teaching methods, including approach, design, and procedure. It summarizes Edward Antony's original model from 1963 that distinguished among these three levels of abstraction and specificity. However, it notes that Antony failed to sufficiently address how an approach becomes a method or how method and technique are related. The document then presents Jack C. Richards and Ted Rodgers' model from 1986 that defines the relationships between approach, design, and procedure in developing a language teaching method.
Aproaches, methods, techniques and procedures
This document discusses various approaches, methods, procedures, and techniques for teaching foreign languages. It specifically examines the grammar-translation method, which involves learning grammatical rules and applying them through translation exercises between the native language and target language. The grammar-translation method was popular in the 18th-19th centuries and focuses on vocabulary lists, grammar explanations, reading difficult texts early, and practicing translation.
Elt, Eclectic& Enlightened approach, Communicative approach
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.
Classroom Interaction and Second Language Acquisition
Classroom interaction plays a fundamental role in second language acquisition. Research has developed systems to analyze classroom discourse and identify its characteristics. Teacher-centered classroom discourse typically follows an initiation-response-feedback structure. Different frameworks have also categorized types of language use in the classroom, including whether the focus is on linguistic forms or meaningful communication. Classroom turn-taking is typically controlled by the teacher to manage transitions, with students having less autonomy to initiate discussions.
Esl teaching methodology
The document discusses the Presentation, Practice, Production (PPP) methodology for teaching English as a second language. It involves three stages: presentation of new language, practice exercises for students to use the language with guidance, and production activities for independent language use. PPP builds students up from initial presentation to independent production, helping develop fluency. It balances linguistic structures with real communication.
Various approaches (Structural, Situational, Functional, Communicative)
This document summarizes four approaches to teaching English: structural, situational, communicative, and functional. It defines each approach and outlines their key principles. The structural approach focuses on teaching grammar rules and habits through drills. The situational approach teaches language in real-world contexts using objects and actions. The communicative approach avoids explicit grammar instruction and focuses on interaction and communication. The functional approach views language as a tool for expression and meets learners' specific communication needs.
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Approach, methods, techniques[1]
There are three main hierarchical elements in language teaching methodology: approach, method, and technique. Approach involves assumptions about language and learning, method is an overall plan for presentation, and techniques are classroom activities. Richards and Rogers proposed redefining method as a set of specifications to achieve objectives, with approach and procedures as related elements. Current usage defines methodology as the study of teaching practices, approach as theoretical positions on language and learning, method as classroom specifications, and technique as any classroom exercise. Techniques can be categorized on a continuum from controlled to free, and include drills, role-plays, games, and more. Textbooks, audio/visual aids, and computers can all serve as supporting materials in a language classroom.
Key Concepts in ELT
The document discusses several new approaches to teaching English, including Universal Grammar, the Direct Method, the Acquisition Learning Hypothesis, learner strategies, pragmatics, the Common European Framework, feedback, scaffolding, lingua franca, extensive reading, register/genre, and projects/webquests. The Common European Framework describes language competence through six levels and provides self-assessment tools. Extensive reading is recommended as the more someone reads, the more fluent they become. Register/genre looks at the type of language used defined by factors like context and participants.
Method: Approach, Design, Procedure
The document discusses different aspects of language teaching methods, including approach, design, and procedure. It summarizes Edward Antony's original model from 1963 that distinguished among these three levels of abstraction and specificity. However, it notes that Antony failed to sufficiently address how an approach becomes a method or how method and technique are related. The document then presents Jack C. Richards and Ted Rodgers' model from 1986 that defines the relationships between approach, design, and procedure in developing a language teaching method.
Aproaches, methods, techniques and procedures
This document discusses various approaches, methods, procedures, and techniques for teaching foreign languages. It specifically examines the grammar-translation method, which involves learning grammatical rules and applying them through translation exercises between the native language and target language. The grammar-translation method was popular in the 18th-19th centuries and focuses on vocabulary lists, grammar explanations, reading difficult texts early, and practicing translation.
Elt, Eclectic& Enlightened approach, Communicative approach
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.
Classroom Interaction and Second Language Acquisition
Classroom interaction plays a fundamental role in second language acquisition. Research has developed systems to analyze classroom discourse and identify its characteristics. Teacher-centered classroom discourse typically follows an initiation-response-feedback structure. Different frameworks have also categorized types of language use in the classroom, including whether the focus is on linguistic forms or meaningful communication. Classroom turn-taking is typically controlled by the teacher to manage transitions, with students having less autonomy to initiate discussions.
Esl teaching methodology
The document discusses the Presentation, Practice, Production (PPP) methodology for teaching English as a second language. It involves three stages: presentation of new language, practice exercises for students to use the language with guidance, and production activities for independent language use. PPP builds students up from initial presentation to independent production, helping develop fluency. It balances linguistic structures with real communication.
Various approaches (Structural, Situational, Functional, Communicative)
This document summarizes four approaches to teaching English: structural, situational, communicative, and functional. It defines each approach and outlines their key principles. The structural approach focuses on teaching grammar rules and habits through drills. The situational approach teaches language in real-world contexts using objects and actions. The communicative approach avoids explicit grammar instruction and focuses on interaction and communication. The functional approach views language as a tool for expression and meets learners' specific communication needs.
Second Language Teaching Methods
The document discusses several methods for teaching second languages:
1) The Grammar-Translation Method focuses on translating texts and learning grammar rules but does not emphasize speaking practice.
2) The Direct Method uses only the target language and encourages oral production through activities like question-answering. However, it does not adequately structure materials.
3) The Audio-lingual Method is based on behaviorism and uses repetition and drills but no grammar explanations.
4) Communicative Language Teaching is learner-centered and focuses on using language in meaningful, real-world contexts and situations.
Second language teaching methods
The document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning uses counseling techniques to build student confidence in the target language.
- The Silent Way focuses on pronunciation and student autonomy, using colored materials and gestures from the teacher.
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Its a simple presentation made by me for primary and secondary teachers in India.
Feel free to suggest additions !!Language Teaching Methodology
The document discusses the evolution of language teaching methodology over time. It describes methodology as shifting like sand, with new paradigms emerging every 25 years and borrowing from previous approaches. The audiolingual method was significant as it broke from grammar translation and incorporated elements of direct instruction. Recent trends focus on communicative competence, collaborative learning, and enabling genuine student communication rather than just teaching language rules. The document concludes that methodology continues to change and modern approaches often combine multiple methods.
Teaching methodologies
Communicative Language Teaching (CLT) and Total Physical Response (TPR) are two language teaching methodologies discussed and compared. CLT emphasizes interaction and communication as the goals of learning, while TPR teaches language through physical actions in response to commands. Both have merits, as CLT uses real-life simulations and TPR relies on comprehension before production. Example classroom activities for each are described, such as information gap tasks for CLT and Simon Says for TPR. The roles of teacher and student are also compared between the two methods.
Approaches in teaching and learning k to 12
This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
Seven twenty first century approaches to language teaching
The document discusses different approaches, methods, and techniques for teaching second/foreign languages:
- The grammar-translation approach focuses on translating between the target and native languages with little target language communication.
- The direct approach prohibits use of the native language and uses dialogues/actions to teach meaning and inductive grammar learning.
- The reading approach teaches grammar for reading comprehension and emphasizes reading skills over oral proficiency.
- Audiolingualism uses dialogues, mimicry, and habit formation to teach grammatical structures sequentially.
- The communicative approach aims to develop students' ability to communicate through meaningful tasks and authentic materials.
- Task-based instruction uses tasks and projects to exploit a wider range of
Summary of approaches and methods in language teaching
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
Eclecticism
The document discusses the "eclectic way" of teaching foreign languages. It is not a single method, but rather an attitude that allows teachers to select approaches, techniques, and materials based on their students' needs. This flexibility is necessary given that most classrooms contain students with different abilities and learning styles. The document advocates for training teachers in student needs assessment and periodic evaluation to support an eclectic approach. It provides quotes emphasizing the importance of diversity and flexibility in teaching to accommodate different learning styles.
The nature of approaches and methods
This document discusses approaches, methods, and techniques in language teaching. It defines each level of the hierarchy:
- Approach is the philosophy or belief system about language and learning.
- Method operationalizes the approach and specifies objectives, content, activities, and roles.
- Technique refers to classroom implementation.
It outlines different theories that underlie approaches, such as cognitive, structural, functional, and sociocultural models of language. It also discusses theories of learning like behaviorism, constructivism, and interactionism. Methods are analyzed based on their objectives, syllabus, activities, learner and teacher roles, and materials. Techniques refer to specific classroom behaviors.
Nceo lep-iep-ascd glossary
This document provides a glossary of 76 teaching strategies that were developed by teachers in Minnesota to teach middle school English language learners with disabilities. The strategies include approaches such as accelerated math, acting out stories, adjusting speech patterns, book on tape, chunking text and asking questions, collecting anonymous student questions, and combining kinesthetic movements with phonemic awareness practice. Many strategies incorporate hands-on learning, visuals, partner work, modeling, and building vocabulary and comprehension skills. Some strategies were defined based on references from literature on teaching English language learners and students with special needs.
Methods of teaching english
This document discusses various methods of teaching English, including the grammar-translation method, direct method, Dr. West's New Method, structural approach, and communicative approach. The grammar-translation method focuses on vocabulary and grammar rules, but does not develop speaking skills. The direct method teaches English directly without using the native language, but requires creative teachers. Dr. West's New Method emphasizes reading to develop other skills but can become dull. The structural approach and communicative approach develop language skills through a focus on structures and real-world communication.
Methods Approaches Filang311 Lesson1 Oct 2008
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.
Approaches to the teaching of English Learning
This document discusses different approaches to teaching English language, including grammar-translation, direct method, bilingual method, and communicative approach. It also outlines techniques for developing language skills like identifying words, pronunciation practice, using words in sentences, and learning structure. The constructivist approach emphasizes student-centered learning where students construct their own understanding through hands-on activities. The cognitive and communicative approaches focus on applying language accurately and appropriately with a focus on learners.
01 Approaches to Language Teaching
This document discusses different approaches to language teaching, including structural, task-based learning, presentation-practice-production, lexical, functional, communicative, grammar-translation, total physical response, guided discovery, content-based learning, and content and integrated learning. For each approach, it describes the view of language, view of language learning, and typical classroom practices associated with that approach.
Methods And Approaches
The document summarizes different language teaching methods throughout history in 3 paragraphs.
Paragraph 1 discusses early grammar-translation and direct methods from the 19th century that focused on reading, writing, and grammar instruction with little speaking practice.
Paragraph 2 covers audiolingual and cognitive methods from the mid-20th century emphasizing speech, pattern practice, and language as communication.
Paragraph 3 presents more recent communicative, natural, and affective-humanistic approaches centered around meaningful use, learner needs, and relaxing environments.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
Linguistic & language teaching
This document discusses the relationship between linguistics and language teaching. It begins by explaining that both fields take language as their subject but that linguistics is the scientific study of language while language teaching focuses on applying linguistic theories to help students learn languages. The document then provides a brief history of applied linguistics and how theories from structural linguistics, functional linguistics, and other approaches influenced different language teaching methods over time. Finally, it discusses concepts like syllabus design, types of language tests, and the benefits of testing in language teaching.
Approach, method and technique in English teaching 2014
The document discusses approaches, methods, and techniques in language teaching. It begins by defining key terms according to the Anthony framework: approach refers to beliefs about language/learning, method is how theory is applied in practice, and technique describes classroom procedures. However, the Anthony framework is criticized for being overly simplistic. Richards and Rodgers propose a modified framework with approach defining beliefs, design relating theories to instruction, and procedure describing activities. The document also examines different views of language and the nature of language learning according to behaviorism and other perspectives.
Approach, methods, techniques[1]
The document discusses key concepts in language teaching methodology, including approach, method, technique, and materials. It defines an approach as assumptions about language and learning, a method as a plan for presentation based on an approach, and a technique as specific classroom activities. Richards and Rogers proposed redefining method as a set of classroom specifications to achieve linguistic objectives. The document also categorizes techniques as controlled versus free and manipulative versus communicative, and outlines factors to consider in selecting textbooks and other materials to support language teaching.
Call for upload
This document provides an overview of computer-assisted language learning (CALL). It begins by defining CALL according to various scholars as the study and application of computers in language teaching and learning or the area of technology and second language teaching and learning. It notes CALL focuses on learning rather than teaching and is not a method but a form of computer-based learning. It discusses key aspects of CALL like materials design, technologies, pedagogical theories, and modes of instruction. It also outlines the history of CALL from behaviouristic to communicative to integrative CALL with the development of multimedia and the internet. Finally, it discusses different CALL activities, technologies, and the roles computers can play in language learning.
Teaching approaches
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
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Second Language Teaching Methods
The document discusses several methods for teaching second languages:
1) The Grammar-Translation Method focuses on translating texts and learning grammar rules but does not emphasize speaking practice.
2) The Direct Method uses only the target language and encourages oral production through activities like question-answering. However, it does not adequately structure materials.
3) The Audio-lingual Method is based on behaviorism and uses repetition and drills but no grammar explanations.
4) Communicative Language Teaching is learner-centered and focuses on using language in meaningful, real-world contexts and situations.
Second language teaching methods
The document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning uses counseling techniques to build student confidence in the target language.
- The Silent Way focuses on pronunciation and student autonomy, using colored materials and gestures from the teacher.
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Its a simple presentation made by me for primary and secondary teachers in India.
Feel free to suggest additions !!Language Teaching Methodology
The document discusses the evolution of language teaching methodology over time. It describes methodology as shifting like sand, with new paradigms emerging every 25 years and borrowing from previous approaches. The audiolingual method was significant as it broke from grammar translation and incorporated elements of direct instruction. Recent trends focus on communicative competence, collaborative learning, and enabling genuine student communication rather than just teaching language rules. The document concludes that methodology continues to change and modern approaches often combine multiple methods.
Teaching methodologies
Communicative Language Teaching (CLT) and Total Physical Response (TPR) are two language teaching methodologies discussed and compared. CLT emphasizes interaction and communication as the goals of learning, while TPR teaches language through physical actions in response to commands. Both have merits, as CLT uses real-life simulations and TPR relies on comprehension before production. Example classroom activities for each are described, such as information gap tasks for CLT and Simon Says for TPR. The roles of teacher and student are also compared between the two methods.
Approaches in teaching and learning k to 12
This document outlines how literature should be taught in language arts classes. It recommends using literature to teach reading and language arts skills, as literature emphasizes their connections and engages students. It presents themes to explore like appreciating oneself and linking with the world. Literature should be taught based on Philippine works from different periods rather than by genre. Informative texts can complement literary works by expanding themes and teaching media literacy. A communicative grammar approach is advocated using elicitation, generalization, practice, and expansion. Culminating student performances should integrate study strategies and balance individual and group work.
Seven twenty first century approaches to language teaching
The document discusses different approaches, methods, and techniques for teaching second/foreign languages:
- The grammar-translation approach focuses on translating between the target and native languages with little target language communication.
- The direct approach prohibits use of the native language and uses dialogues/actions to teach meaning and inductive grammar learning.
- The reading approach teaches grammar for reading comprehension and emphasizes reading skills over oral proficiency.
- Audiolingualism uses dialogues, mimicry, and habit formation to teach grammatical structures sequentially.
- The communicative approach aims to develop students' ability to communicate through meaningful tasks and authentic materials.
- Task-based instruction uses tasks and projects to exploit a wider range of
Summary of approaches and methods in language teaching
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
Eclecticism
The document discusses the "eclectic way" of teaching foreign languages. It is not a single method, but rather an attitude that allows teachers to select approaches, techniques, and materials based on their students' needs. This flexibility is necessary given that most classrooms contain students with different abilities and learning styles. The document advocates for training teachers in student needs assessment and periodic evaluation to support an eclectic approach. It provides quotes emphasizing the importance of diversity and flexibility in teaching to accommodate different learning styles.
The nature of approaches and methods
This document discusses approaches, methods, and techniques in language teaching. It defines each level of the hierarchy:
- Approach is the philosophy or belief system about language and learning.
- Method operationalizes the approach and specifies objectives, content, activities, and roles.
- Technique refers to classroom implementation.
It outlines different theories that underlie approaches, such as cognitive, structural, functional, and sociocultural models of language. It also discusses theories of learning like behaviorism, constructivism, and interactionism. Methods are analyzed based on their objectives, syllabus, activities, learner and teacher roles, and materials. Techniques refer to specific classroom behaviors.
Nceo lep-iep-ascd glossary
This document provides a glossary of 76 teaching strategies that were developed by teachers in Minnesota to teach middle school English language learners with disabilities. The strategies include approaches such as accelerated math, acting out stories, adjusting speech patterns, book on tape, chunking text and asking questions, collecting anonymous student questions, and combining kinesthetic movements with phonemic awareness practice. Many strategies incorporate hands-on learning, visuals, partner work, modeling, and building vocabulary and comprehension skills. Some strategies were defined based on references from literature on teaching English language learners and students with special needs.
Methods of teaching english
This document discusses various methods of teaching English, including the grammar-translation method, direct method, Dr. West's New Method, structural approach, and communicative approach. The grammar-translation method focuses on vocabulary and grammar rules, but does not develop speaking skills. The direct method teaches English directly without using the native language, but requires creative teachers. Dr. West's New Method emphasizes reading to develop other skills but can become dull. The structural approach and communicative approach develop language skills through a focus on structures and real-world communication.
Methods Approaches Filang311 Lesson1 Oct 2008
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.
Approaches to the teaching of English Learning
This document discusses different approaches to teaching English language, including grammar-translation, direct method, bilingual method, and communicative approach. It also outlines techniques for developing language skills like identifying words, pronunciation practice, using words in sentences, and learning structure. The constructivist approach emphasizes student-centered learning where students construct their own understanding through hands-on activities. The cognitive and communicative approaches focus on applying language accurately and appropriately with a focus on learners.
01 Approaches to Language Teaching
This document discusses different approaches to language teaching, including structural, task-based learning, presentation-practice-production, lexical, functional, communicative, grammar-translation, total physical response, guided discovery, content-based learning, and content and integrated learning. For each approach, it describes the view of language, view of language learning, and typical classroom practices associated with that approach.
Methods And Approaches
The document summarizes different language teaching methods throughout history in 3 paragraphs.
Paragraph 1 discusses early grammar-translation and direct methods from the 19th century that focused on reading, writing, and grammar instruction with little speaking practice.
Paragraph 2 covers audiolingual and cognitive methods from the mid-20th century emphasizing speech, pattern practice, and language as communication.
Paragraph 3 presents more recent communicative, natural, and affective-humanistic approaches centered around meaningful use, learner needs, and relaxing environments.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
Linguistic & language teaching
This document discusses the relationship between linguistics and language teaching. It begins by explaining that both fields take language as their subject but that linguistics is the scientific study of language while language teaching focuses on applying linguistic theories to help students learn languages. The document then provides a brief history of applied linguistics and how theories from structural linguistics, functional linguistics, and other approaches influenced different language teaching methods over time. Finally, it discusses concepts like syllabus design, types of language tests, and the benefits of testing in language teaching.
Approach, method and technique in English teaching 2014
The document discusses approaches, methods, and techniques in language teaching. It begins by defining key terms according to the Anthony framework: approach refers to beliefs about language/learning, method is how theory is applied in practice, and technique describes classroom procedures. However, the Anthony framework is criticized for being overly simplistic. Richards and Rodgers propose a modified framework with approach defining beliefs, design relating theories to instruction, and procedure describing activities. The document also examines different views of language and the nature of language learning according to behaviorism and other perspectives.
Approach, methods, techniques[1]
The document discusses key concepts in language teaching methodology, including approach, method, technique, and materials. It defines an approach as assumptions about language and learning, a method as a plan for presentation based on an approach, and a technique as specific classroom activities. Richards and Rogers proposed redefining method as a set of classroom specifications to achieve linguistic objectives. The document also categorizes techniques as controlled versus free and manipulative versus communicative, and outlines factors to consider in selecting textbooks and other materials to support language teaching.
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This document provides an overview of computer-assisted language learning (CALL). It begins by defining CALL according to various scholars as the study and application of computers in language teaching and learning or the area of technology and second language teaching and learning. It notes CALL focuses on learning rather than teaching and is not a method but a form of computer-based learning. It discusses key aspects of CALL like materials design, technologies, pedagogical theories, and modes of instruction. It also outlines the history of CALL from behaviouristic to communicative to integrative CALL with the development of multimedia and the internet. Finally, it discusses different CALL activities, technologies, and the roles computers can play in language learning.
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1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
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2. CLT views language learning as resulting from interaction, collaboration, negotiation, and attention to feedback. Learners experiment and pay attention to input.
3. In CLT classrooms, teachers take on a facilitating role and learners have greater responsibility for their own learning through cooperative activities.
4. CLT prompted a rethinking of syllabus design and methodology, moving from traditional grammar-focused approaches to a focus on functions, notions, skills, and authentic language use.
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This document summarizes a presentation on communicative language teaching. It discusses the evolution of language teaching approaches from traditional grammar-focused methods to more communicative approaches. Key aspects of communicative language teaching covered include the focus on developing communicative competence, using meaningful tasks and activities to promote interaction, and the teacher taking the role of facilitator. Examples of classroom activities emphasized in this approach include information gap, jigsaw, role plays and other interactive tasks. The presentation also notes extensions of this approach such as content-based, task-based and text-based instruction.
communicative language teaching/ Shaho hoorijani
This document discusses Communicative Language Teaching (CLT), an approach to language teaching that aims to develop learners' communicative competence. It outlines the theory of language and learning underlying CLT, as well as the design principles for objectives, syllabus, learning activities, learner and teacher roles, and instructional materials. CLT procedures have evolved over time to focus on identifying learners' needs, developing communicative classroom activities, and applying principles to different aspects of teaching and learning. The goal of CLT is to make communication the focus of language instruction in order to prepare learners to use language functionally and socially appropriately.
Two Hot Topics in Online Language Learning: Corpus Linguistics and Telecollab...
1. The webinar covered two hot topics in OLL research: corpus linguistics and telecollaboration. It included an overview of relevant research articles from 2017-2018 and demonstrations of corpus tools.
2. For corpus linguistics, classroom studies showed positive effects of concordance-based vocabulary instruction and using corpora to develop collocational competence. Challenges for students and teachers were also discussed.
3. For telecollaboration, studies found it can effectively be used for language learning, task-based teaching, corrective feedback, and developing cultural identity. Designing effective telecollaborative tasks requires specific criteria.
Inggris
The document discusses the history of approaches and methods in language teaching. It describes how the Grammar Translation Method, involving translation and rote memorization of rules, was initially used to teach Latin and then modern languages. Opposition to this method led to the Direct Method, which taught through the target language without translation. Later, the Audio-Lingual Method emphasized habit formation through repetition, and the Cognitive Code Approach stressed rule mastery. No single best method exists, and teachers should blend approaches to suit their classroom needs. An approach involves assumptions about language learning, a method puts theory into practice, and techniques are classroom procedures.
Communicative approach
The communicative approach views language as a tool for communication. The goal is to develop students' communicative competence by having them use the language for meaningful purposes through tasks and activities. It focuses on fluency over accuracy and sees culture as everyday lifestyle. Lessons incorporate information gap, choice, and feedback activities. The syllabus is based on functions, notions, tasks or skills. Errors are tolerated during fluency activities.
Ss2 tell(19 ued043)
Technology-enhanced language learning (TELL) refers to using technology like computers, multimedia, and the internet to complement traditional language teaching methods. TELL allows students to learn at their own pace, access more resources, and stay engaged through interactive materials like videos, audio, games and online discussions. Some advantages of TELL include catering to different learning styles, providing more in-depth learning, and creating a student-centered environment. Effective implementation of TELL involves monitoring students as they use various media like audio, video, images and texts during activities that can then be assessed.
Technologies and englishes
this presentation highlights TWO standard dialects of English.
it also describes the role of technology in teaching language.
conferenceuseoftechnologytoteachenglishvirtually-211127200347(1).pptx
Technology can be used effectively to teach and learn English as a foreign language. Traditional technologies like overhead projectors and audiotapes as well as newer technologies like computers, smartphones, and the internet can be integrated into the classroom. When used properly, technology engages students, encourages collaboration and real-world skills, and accommodates different learning styles. It is important for teachers to plan appropriate technology-based activities and provide guidance to students. A variety of tools exist for listening, reading, vocabulary, pronunciation, speaking, grammar, and writing practice that supplement classroom instruction.
Communicative approach
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
2. THE NATURE OF APPROACHES AND METHODS IN ELT.pptx
This document discusses key concepts in language teaching approaches, methods, and techniques:
- Approaches are theories about language and language teaching that inform practices and principles. They describe the nature of the subject matter but cannot be directly implemented.
- Methods are plans for how to present language material based on a chosen approach. They are procedural and include objectives, activities, and roles. There can be multiple methods within one approach.
- Techniques are the specific classroom activities and tools used to achieve objectives. They must be consistent with the chosen method and approach.
- Approaches inform methods, which then determine techniques for practical classroom implementation. The concepts are hierarchical but interconnected in language teaching.
Methods
The document compares and contrasts three approaches to language teaching: language-centered, learner-centered, and learning-centered. Language-centered methods focus on explicit instruction of linguistic forms through drills and dialogues. Learner-centered methods emphasize meaning-based input and focus on developing communicative competence. Learning-centered methods believe that language acquisition occurs incidentally through meaningful use and interaction, not explicit instruction, and the teacher provides comprehensible input through tasks and activities rather than pre-planned linguistic items.
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Master one 4th tfl lecture
- 3. Techniques Redefined • The term technique is virtually synonymous with procedure, practice, exercise, strategy, activity and task. • Even before Anthony (1963) defined the term technique, the language-teaching literature widely accepted the term technique as a super-ordinate term to refer to various activities that either teachers or learners perform in the classroom. • In other words, techniques include any activity referring to the pedagogical components of a classroom session. Activities include : • role-plays, • drills, • games, • peer-editing, • small-group activity and information-gap exercises. • A task focuses on the authentic use of language for meaningful communicative purposes beyond the language classroom.
- 4. Categories of Techniques : Mechanical, Meaningful Drills • A drill is defined as a technique that focuses on a minimal number of language forms ( grammatical or phonological structures ) through some type of repetition or substitution exercise. • Drills are done chorally ( the whole class repeating together) or individually. • Mechanical drills have only one correct response. • Meaningful drills have a limited set of possible responses.
- 5. Categories of Techniques : Controlled to Free Techniques • Techniques range from the most controlled (manipulation) to free techniques (communication). • At one extreme end of the continuum, a technique is totally controlled by the teacher, requiring a predicted response from the student(s), for example - choral repetition, - dictation, - substitution drills, - and reading aloud • At the other end of the continuum, the communicative extreme, students’ responses are open-ended and therefore unpredictable and teachers have a less controlled role, as students are free to be creative with their responses. • The extent of the teacher’s control over the learning activity can be classified as follows. • Controlled Techniques Free Techniques – Teacher-centred - Student-centred – Manipulative - Communicative – Structured - Open-ended – Predicted student responses - Unpredicted responses – Pre-planned objectives - Negotiated objectives – Set curriculum - Cooperative curriculum
- 6. Designing Classroom Techniques and Technology Textbooks and Other Written Texts • The most common form of material support for language instruction comes through textbooks. • Texts, spoken or written, are of different types or genres of linguistic forms. • Among written texts, the range of possibilities extends : • from short texts like labels, forms, charts, schedules, advertisements, menus, posters, • to essays, manuals and books ; textbooks are one type of a book for use in an educational institution.
- 7. Designing Classroom Techniques and Technology Technology in the Language Classroom • Technology first entered the language classroom in the late 1950s in the form of the language laboratory. • When the personal computer ( PC ) came on the scene in the 1980s, the language-teaching profession could offer : – linguistic input and output, – feedback, – student collaboration, – interactivity, – and fun.
- 8. Designing Classroom Techniques and Technology Computer-Assisted Language Learning ( CALL ) • The recent advances in educational applications of computer hardware and software have provided a resource for language classrooms. • The benefits of including a computer component in language instruction are : – practice with feedback, – individualization in a large classroom, – the fun factor, – variety in the resources available and learning styles used, – exploratory learning with large amounts of language data. • E-mail is the most obvious way of using a computer for English teaching : giving students the possibility for actual communication with individuals around the world. • E-mail “pen pals” have become popular. Through the web, certain chat programs offer students real-time communication.
- 9. Conclusion • Whatever the technique used, it has to be in conformity with the approach believed in and the teaching situation.